Mon. 10/2 (DAY 2)
1. Collect yesterday’s homework.
2. Go over today's learning objectives.
3. Useless facts.
4. Review the steps of the scientific method.
5. Pass out books to students.  
A. Have students write names inside and on side of book.  
B. Explain that it's a consumable.
C. Show students where we'll keep these and how to get them out.
D. Take a few minutes and look through it, if you like.
6. Explain “The Paper Towel” lab. 
 A. You can test anything you like.
B. You can only have 1 independent variable.
C. What’s your dependent variable?
D. You need at least 3 controls.
E. Test 1 towel at a time.
F. Do the experiment three times, if possible.
G. Use any tool you like.
H. Must get experiment approved before you start.
I. Lab due today.
7. Wrap up with what we’ve learned today.
8. Begin “Paper Towel” lab and collect. With 20 minutes left, make them start questions.

Tues. 10/3 (DAY 1)
1. Go over today's learning objectives.
2. Useless facts.
3. Review the material so far.
4. Explain how to use the cannons:
A. Angle
B. Stretch
C. Band size
D. One shoot, one measure. Then switch.
E. Measurer stay out in the field.
F. Show overhead.
5. Remember how to use the metric tape.
A. 100 cm = 1 meter.
6. Pass out tapes and practice with partner one more time.
7. Explain “Rubber Band Cannon” lab.
A. Graphs will be done tomorrow.
B. Prize for winners.
C. Don’t steal bands.
D. Put bands back in the tray where you got them.
E. Only get one band size at a time.
F. Behave!
G. Labs are three hole punched. Do not lose, as you cannot win tomorrow without them.
8. Begin “Rubber Band Cannon” lab. – 60 minutes

Weds. 10/4 (DAY 2)
1. Go over today's learning objectives.
2. Useless facts.
3. Review the material so far.
4. Explain how to use the cannons:
A. Angle
B. Stretch
C. Band size
D. One shoot, one measure. Then switch.
E. Measurer stay out in the field.
F. Show overhead.
5. Remember how to use the metric tape.
A. 100 cm = 1 meter.
6. Pass out tapes and practice with partner one more time.
7. Explain “Rubber Band Cannon” lab.
A. Graphs will be done tomorrow.
B. Prize for winners.
C. Don’t steal bands.
D. Put bands back in the tray where you got them.
E. Only get one band size at a time.
F. Behave!
G. Labs are three hole punched. Do not lose, as you cannot win tomorrow without them.
8. Begin “Rubber Band Cannon” lab. – 60 minutes

Thurs. 10/5 (DAY 1)
1. Go over today's learning objectives.
2. Useless facts.
3. Let students pick colored pencil colors. Pass out rulers.
4. Use PowerPoint presentation to explain how to make graphs.
5. Have students finish graphs in class. (If not done in class, must finish for homework.)
6. Explain how to use data to get good shot.
A. You get the best of two shots.
7. Go over the rules:
A. I have printed a sheet with the order you’re shooting.
B. Clean up your bands.
C. Return bands where they go.
D. Stay quiet for other people’s shot.
E. Winners get prize.
F. Labs due tomorrow.
8. Wrap up with what we’ve learned today.
9. Finish “Rubber Band Cannon” lab. – 45 minutes

Fri. 10/6 (DAY 2)
1. Go over today's learning objectives.
2. Useless facts.
3. Let students pick colored pencil colors. Pass out rulers.
4. Use PowerPoint presentation to explain how to make graphs.
5. Have students finish graphs in class. (If not done in class, must finish for homework.)
6. Explain how to use data to get good shot.
A. You get the best of two shots.
7. Go over the rules:
A. I have printed a sheet with the order you’re shooting.
B. Clean up your bands.
C. Return bands where they go.
D. Stay quiet for other people’s shot.
E. Winners get prize.
F. Labs due tomorrow.
8. Wrap up with what we’ve learned today.
9. Finish “Rubber Band Cannon” lab. – 45 minutes

​Mon. 10/9 (DAY 1)
1. Review what we covered yesterday.
2. Go over today's learning objectives.
3. Useless facts.
4. Remind kids about Movement of Water video links on site. Use Apple TV.
5. Show salt and sand mixture.
A. How could you get the salt out? Do as brainteaser and roll for candy.
B. Discuss salt and sugar/black and white sand lab questions.
C. Discuss lead in water and Flint Michigan crisis.
6. Explain “Salt Removal” lab. - 60 minutes
A. Show alcohol burner and explain safety.
B. Explain folding of filter paper.
C. Explain flushing.
D. Spatter!
7. Go over rules of lab:
A. Fire safety.
B. Use your mass cup!
C. Don’t panic with spatter.
D. Lab due today.
E. When done, rip out pages 134-135 in book and read for tomorrow.
8. Wrap up with what we’ve learned today.
9. Do “Salt Removal” lab and collect.

Tues. 10/10 (DAY 2)
1. Review what we covered yesterday.
2. Go over today's learning objectives.
3. Useless facts.
4. Remind kids about Movement of Water video links on site. Use Apple TV.
5. Show salt and sand mixture.
A. How could you get the salt out? Do as brainteaser and roll for candy.
B. Discuss salt and sugar/black and white sand lab questions.
C. Discuss lead in water and Flint Michigan crisis.
6. Explain “Salt Removal” lab. - 60 minutes
A. Show alcohol burner and explain safety.
B. Explain folding of filter paper.
C. Explain flushing.
D. Spatter!
7. Go over rules of lab:
A. Fire safety.
B. Use your mass cup!
C. Don’t panic with spatter.
D. Lab due today.
E. When done, rip out pages 134-135 in book and read for tomorrow.
8. Wrap up with what we’ve learned today.
9. Do “Salt Removal” lab and collect.

Weds. 10/11 (DAY 1)
1. Review what we covered yesterday.  
A. Discuss yesterday’s lab. What happened?
B. Go over the lab questions from yesterday.
2. Go over today's learning objectives.
3. Useless facts.
4. Give notes on the Hydrologic Cycle. (Pages 134-135) - Why is water important?
A. Discuss how evaporation cleans water and absorbs energy.
B. Discuss how condensation releases energy.
(Write “Dew” next to condensation in notes.)
C. Discuss how precipitation returns the cleaned water.
D. Explain clouds - what they are made of and how they form. Fog.
E. Show a salt block. Discuss Lake Erie salt mine.
5. Show colored water.  
A. Ask “How can we separate water from food coloring.”
6. Show distillation setup.
7. Explain lab. - 45 min
A. Vacuum.
B. Read carefully.
C. Tilt funnel.
D. You can do a mystery solution, if you like.
E. Use your notes!!
8. Wrap up with what we’ve learned today.
9. Do “Hydrologic Cycle” lab.

Thurs. 10/12 (DAY 2)
1. Review what we covered yesterday.  
A. Discuss yesterday’s lab. What happened?
B. Go over the lab questions from yesterday.
2. Go over today's learning objectives.
3. Useless facts.
4. Give notes on the Hydrologic Cycle. (Pages 134-135) - Why is water important?
A. Discuss how evaporation cleans water and absorbs energy.
B. Discuss how condensation releases energy.
(Write “Dew” next to condensation in notes.)
C. Discuss how precipitation returns the cleaned water.
D. Explain clouds - what they are made of and how they form. Fog.
E. Show a salt block. Discuss Lake Erie salt mine.
5. Show colored water.  
A. Ask “How can we separate water from food coloring.”
6. Show distillation setup.
7. Explain lab. - 45 min
A. Vacuum.
B. Read carefully.
C. Tilt funnel.
D. You can do a mystery solution, if you like.
E. Use your notes!!
8. Wrap up with what we’ve learned today.
9. Do “Hydrologic Cycle” lab.

Fri. 10/13
No school!  NEOEA Day!

​Mon. 10/16 (DAY 1)
1. Collect homework.
2. Review what we covered yesterday.  
A. Go over today's lab questions 3, 4 and 5.
B. Go over lab questions.
3. Go over today's learning objectives.
4. Useless facts.
5. Give notes on evaporation and what happens when things evaporate.
A. Discuss how it absorbs energy.
6. Give notes on transpiration.
A. Discuss how you can get water from a plant in a survival situation.
7. Give notes on condensation.
A. Discuss how it releases energy.
8. Explain lab. - 50 min
A. Read carefully.
B. Explain how to use a sling psychrometer.
C. Remind them how to average.
D. Units are Celsius for first part, Fahrenheit for second part.
E. Raise your hand before you spin for the first time!
F. Lab due today.
G. When done, rip out pages 370-371, 458-459 and read for tomorrow.
9. Wrap up with what we’ve learned today.
10. Do “Evaporative Cooling” lab and collect.

Tues. 10/17 (DAY 2)
1. Collect homework.
2. Review what we covered yesterday.  
A. Go over today's lab questions 3, 4 and 5.
B. Go over lab questions.
3. Go over today's learning objectives.
4. Useless facts.
5. Give notes on evaporation and what happens when things evaporate.
A. Discuss how it absorbs energy.
6. Give notes on transpiration.
A. Discuss how you can get water from a plant in a survival situation.
7. Give notes on condensation.
A. Discuss how it releases energy.
8. Explain lab. - 50 min
A. Read carefully.
B. Explain how to use a sling psychrometer.
C. Remind them how to average.
D. Units are Celsius for first part, Fahrenheit for second part.
E. Raise your hand before you spin for the first time!
F. Lab due today.
G. When done, rip out pages 370-371, 458-459 and read for tomorrow.
9. Wrap up with what we’ve learned today.
10. Do “Evaporative Cooling” lab and collect.

Weds. 10/18 (DAY 1)
1. Review what we covered yesterday.  
A. Discuss yesterday's lab questions.  
B. Talk about why sweating makes you cooler and energy.
2. Go over today's learning objectives.
3. Useless facts.
4. Give notes on precipitation and acid rain. 
A. Discuss states of matter.
5. Give notes on porosity. 
A. Discuss porosity of your lab tables, glass and a screen.
B. Discuss aquifers. High porosity, like a sponge.
6. Explain lab. - 50 min
A. Read carefully.
B. Explain calculations. (Use overhead.)
C. I have calculators.
D. Only take from the part you're on.
E. Put wet sand in the pan.
F. More porosity holds more water.
G. Lab due today.
H. When done, rip out pages 380-385 and read for tomorrow.
7. Wrap up with what we’ve learned today.
8. Do “Porosity” lab and collect.

Thurs. 10/19 (DAY 2)
1. Review what we covered yesterday.  
A. Discuss yesterday's lab questions.  
B. Talk about why sweating makes you cooler and energy.
2. Go over today's learning objectives.
3. Useless facts.
4. Give notes on precipitation and acid rain. 
A. Discuss states of matter.
5. Give notes on porosity. 
A. Discuss porosity of your lab tables, glass and a screen.
B. Discuss aquifers. High porosity, like a sponge.
6. Explain lab. - 50 min
A. Read carefully.
B. Explain calculations. (Use overhead.)
C. I have calculators.
D. Only take from the part you're on.
E. Put wet sand in the pan.
F. More porosity holds more water.
G. Lab due today.
H. When done, rip out pages 380-385 and read for tomorrow.
7. Wrap up with what we’ve learned today.
8. Do “Porosity” lab and collect.

Fri. 10/20 (DAY 1)
1. Review what we covered yesterday.  
A. Discuss yesterday’s lab questions.
B. Review porosity and the hydrologic cycle.
C. Discuss Question 5 from today's lab.
2. Go over today's learning objectives.
3. Useless facts.
4. Give notes on permeability and runoff. 
A. Use PowerPoint to show today's lab questions about aquifers.
B. Discuss paving part of Test Question 16.
5. Explain lab. - 50 min
A. You are doing two trials.
B. Don't fill past the filter paper. The funnels are large!!
C. Please save your filter paper. Read carefully.
D. Place the wet sand in the pan.
E. To average these, you add them up and divide by two.
F. Convert the time into seconds.
G. Only take 1 material at a time.
H. Faster time is higher permeability.
6. Wrap up with what we've learned today.
7. Do “Permeability” lab.

Mon. 10/23 (DAY 2)
1. Review what we covered yesterday.  
A. Discuss yesterday’s lab questions.
B. Review porosity and the hydrologic cycle.
C. Discuss Question 5 from today's lab.
2. Go over today's learning objectives.
3. Useless facts.
4. Give notes on permeability and runoff. 
A. Use PowerPoint to show today's lab questions about aquifers.
B. Discuss paving part of Test Question 16.
5. Explain lab. - 50 min
A. You are doing two trials.
B. Don't fill past the filter paper. The funnels are large!!
C. Please save your filter paper. Read carefully.
D. Place the wet sand in the pan.
E. To average these, you add them up and divide by two.
F. Convert the time into seconds.
G. Only take 1 material at a time.
H. Faster time is higher permeability.
6. Wrap up with what we've learned today.
7. Do “Permeability” lab.

​Tues. 10/24 (DAY 1)
1. Collect homework.
2. Go over today's learning objectives.
3. Useless facts.
4. Explain how to play the SFG.
5. Play the SFG to review the main concepts of the MOW unit.  
A. Use MOW Review PowerPoint. (Allow kids to write last one in HW.)
6. Pass out homework. Explain that this is like the test.
A. Need help? See me tomorrow morning.
7. Explain lab. - 40 min
A. Read carefully.
B. Keep turning the bread around to see both sides.
C. Lab due today.
D. Use drops not squirts.
E. Done? Start homework.
F. I'm passing back the Anticipation Guide. You can see how much you've learned.
8. Wrap up with what we’ve learned today.
9. Do “Water Pollution” lab and collect.
A. Pass back MOW Anticipation Guide.

Weds. 10/25 (DAY 2)
1. Collect homework.
2. Go over today's learning objectives.
3. Useless facts.
4. Explain how to play the SFG.
5. Play the SFG to review the main concepts of the MOW unit.  
A. Use MOW Review PowerPoint. (Allow kids to write last one in HW.)
6. Pass out homework. Explain that this is like the test.
A. Need help? See me tomorrow morning.
7. Explain lab. - 40 min
A. Read carefully.
B. Keep turning the bread around to see both sides.
C. Lab due today.
D. Use drops not squirts.
E. Done? Start homework.
F. I'm passing back the Anticipation Guide. You can see how much you've learned.
8. Wrap up with what we’ve learned today.
9. Do “Water Pollution” lab and collect.
A. Pass back MOW Anticipation Guide.

Thurs. 10/26 (DAY 1)
1.  Review with the students by playing Science BINGO.
2.  Do MOW Review sheet and collect.
3.  Play MOW Kahoot.

Fri. 10/27 (DAY 2)
1. Review with the students by playing Science BINGO.
2. Do MOW Review sheet and collect.
3. Play MOW Kahoot.

Mon. 10/30 (DAY 1)
1. Collect homework.
2. Does anyone have any questions?
3. Explain testing procedures.
A. Stay quiet.
B. Look at your own paper.
C. When done, read your book. 
D. Explain Test Grade Sheet. 
E. Write essays in complete sentences.
F. Put phones in holder.
4. Go over today's learning objectives.
5. Useless facts.
6. Take "Movement of Water" test.
A. Do GCP Anticipation Guide when done.
B. When done get phone.
7. Clean out science folders.
8. Remind kids about Global Climate Patterns video links.
9. Discuss Global Climate Patterns Extension Activity and remind about Beuther Bucks.
10. Explain lab. - 20 min
A. Read carefully.
B. Not collected, but candy will be given for correct answers.
C. Must be able to explain what is causing raisins to rise and sink.
11. Do “Dancing Raisins Brainteaser” lab. (Don’t use paper.)
A. Ask “Why did I use diet pop instead of regular pop?” for candy at end.
B. Then ask “Why did I use Craisins instead of blueberries?”

Tues. 10/31 (DAY 2)
1. Collect homework.
2. Does anyone have any questions?
3. Explain testing procedures.
A. Stay quiet.
B. Look at your own paper.
C. When done, read your book. 
D. Explain Test Grade Sheet. 
E. Write essays in complete sentences.
F. Put phones in holder.
4. Go over today's learning objectives.
5. Useless facts.
6. Take "Movement of Water" test.
A. Do GCP Anticipation Guide when done.
B. When done get phone.
7. Clean out science folders.
8. Remind kids about Global Climate Patterns video links.
9. Discuss Global Climate Patterns Extension Activity and remind about Beuther Bucks.
10. Explain lab. - 20 min
A. Read carefully.
B. Not collected, but candy will be given for correct answers.
C. Must be able to explain what is causing raisins to rise and sink.
11. Do “Dancing Raisins Brainteaser” lab. (Don’t use paper.)
A. Ask “Why did I use diet pop instead of regular pop?” for candy at end.
B. Then ask “Why did I use Craisins instead of blueberries?”