We have the BEST science students

in the State of KY!

Your Science Superhero LEADERS!

We’re SO PROUD of you!! Let’s continue to FLY HIGH for the rest of the year!!

Not to be dramatic, but these students were our 9th, 10th, and 11th grade All-Stars on the Interim Assessment...

Want to know who?

This little guy does...

9th Grade I.A. All Stars (in no particular order)Champayne “The milli-Leader” Coulter*** (1cc=1

mL...nevermind)

Jack “The Tank” BrooksJane “Leaps like a Puma” Douglas

“The Unpredictable” Levi SimpsonBethany “The Smooth Dragon” Clark

Samantha “Tons of Fun” HillardSelena “The Doomsday Pharaoh” Allen

Kody “The Disco Viking” WallinCory “The Bonzai Bull” Ashbaugh

Cami “The Ice Shadow” ShieldsBrandon “The Swamp Donkey” Darby

Haley “Dr. Cookie” ThompsonMichaela “The Voodoo Scarecrow” Bannon

Maggie “The Midnight Yeti” ParrishJacob “Bonecrusher” Hopkins

10th Grade I.A. All Stars (in no particular order)

Alexis “The Golden Eagle” Davis***Taryn “The Failed Tornado Drill” RobyBrittany “The Infinite Echo” WoodwardMichael “The Wednesday Santa”

CoomesMorgan “The Renegade” WelchJake “The Invincible Lynx” ClarkAdam “The Intrepid Voyager” CollinsAbby “The Rogue Prophet” WathenShyla “The Unstoppable Force” Stump

Mackenzie “The Not-Quite as Unstoppable as Shyla Yet Still Impressively Persistent” Donoho

Cody “The Monster Moose” FrenchErika “The Velvet Armadillo” ClarkAustin “The Duke of Awesome” NanceJonathon “Rebel Without a Cause” MattinglyDylan “Rebel that Probably has a Cause But Won’t Bother Telling Anyone What it Is” CovingtonJonathan “The Rabid Mongoose” ReedMaria “The Grasshopper of Mayhem” ShieldsCulver “Checkmate” EastonCheyenne “The Ninja Chameleon” UngerShelby “Mustache Glasses” Dones

11th Grade I.A. All Stars (in no particular order)

Joseph “Son of the Hamburgler” Thompson***“The Unflappable” Cary Brown (It’s true, he can’t be flapped)

Sadie “The Sloth Whisperer” MiddletonAlayna “The Broccoli Bandit” RogersTrevor “Even M.C. Hammer Can’t Touch This” ReiterJustin “The Opossum Slayer” GaragnaniShelby “Sweet” EnlowBenjamin “Sir Paperclip” HarrisJames “Professor Gecko” MuddMarissa “The Vanishing Puffin” Greenwell

Breaking Down The Student Proficiency Report Can Sometimes Feel Like This…….

But by the end, you’ll feel like this! It’s really not as confusing or difficult as it may seem!

*Dramatization: Light bulbs can neither levitate above ones head nor can it light up without a current of electricity running through them. However, I suppose this picture could be taken in a zero-gravity environment (like a spacecraft orbiting Earth or an aircraft plummeting to the Earth at precisely the same speed as free fall) AND I guess we can’t rule out the potential availability of nearby tesla coils… so I take that back. This picture is feasible. That said, this guy looks rather orange, thus worrying me about a possible case of carotenemia or hemochromatosis. Not to mention he doesn’t have a nose.

A. How many you could have gotten right.B. What was the range of scores from all students (includes the highest and lowest individual scores)

C. This is YOUR score (out of the total possible)D. This was your class average (1st hour, 2nd hour, etc.). It only includes data from your class, not your whole grade.

At the top of your Proficiency Report...A

B

C

D

A. The standards we have been teaching you so far this year (comes from the ACT)B. Your score on that particular standard- Red = below 80% Yellow = in the 80% range Green= You rock! C. How many you answered correctly, and how many total questions there were for each standard.

D. Your overall score- in this case, a 54%.

Keep a Growth Mindset!

Even if you didn’t do as well as you expected, you can always improve! It’s not what you already know, but how open you are to learning more!

Let’s Get Down to Business...

Using the worksheet in front of you, work through your own Proficiency Report to identify the standards that you mastered and the standards where you have room for growth!

GROWTHStandards

MASTERED Standards

Mastered Standards % Growth Standards %This means: Green or Yellow This means: Red

STUDENT I.A. ANALYSIS

9.2 StandardsStandard # Group Power Standard Description

# of Questions

SC.2.3 SIN Y Understand a simple experimental design 5

SC.2.4 SIN Y Identify a control in an experiment 5

SC.3.6 EMI N Identify similarities and differences between models 3

SC.3.2 EMI N Identify key issues or assumptions in a model 3

Revisted

SC.2.1 SIN Y Understand the methods and tools used in a simple experiment

4

SC.1.6 IOD Y Determine how the value of one variable changes as the value of another variable changes in a simple data presentation

4

SC.1.8 IOD Y Compare or combine data from a simple data presentation

4

10.2 StandardsStandard # Group Power Standard Description # of Questions

SC.2.6 SIN Y Understand the methods and tools used in a complex experiment 5

SC.3.3 EMI Y Select a simple hypothesis, prediction, or conclusion that is supported by two or more data presentations or models

5

SC.3.9 EMI N Select a complex hypothesis, prediction, or conclusion that is supported by a data presentation or model

4

SC.1.12 IOD N Interpolate between data points in a table or graph 4

SC.1.14 IOD N Identify and/or use a simple mathematical relationship between data 4

Revisted

SC.1.13 IOD Y Determine how the value of one variable changes as the value of another variable changes in a complex data presentation

4

SC.1.11 IOD Y Compare or combine data from a complex data presentation 4

11.2 StandardsSC.1.20 IOD Y Analyze given information when presented with new, complex

information

SC.1.17 IOD N Identify and/or use a complex mathematical relationship between data

SC.3.13 EMI N Determine whether given information supports of contradicts a complex hypothesis or conclusion and why

SC.2.14 SIN N Identify an additional trial or experiment that could be performed to enhance or evaluate experimental results

Revisited

SC.1.19 IOD Y Compare or combine data from two or more complex data presentations

YES! We can! YES! We will!

And now a short movie for your pleasure… Note: Imagine you are Godzilla and the next Interim Assessment is Bambi.

Scholar Start Generals Can:10-22-13 Reflect on their data

from the interim assessment

1. Get your analysis and your student proficiency report from the organizer on the counter.

2. What is a growth mindset? Give an example of a situation where a person can show a growth mindset.

Growth Mindset

TedTalk ‘Write for 5”- Do you have a growth or fixed mindset? How does your personal mindset affect your performance?

Growth Standards

Q’s What Gaps did I have? What did I not understand? Why did I miss this standard?

SC.1.2 #6, 21 6- I missed it because I didn’t read the key correctly, I went too fast. 21- I looked at the wrong table and then got frustrated and guessed.

SC.1.3 #7, 15, 23

7 &15- I missed them because I got confused about reading the graph and making an inference. 23- because I ran out of time at the end of the test. I need to work on timing.

SC 1.8 #4, 19, 22, 27

I missed all 4 of these because I had trouble understanding the passage. They used the word respectively too, and I don’t know what that means.

REFLECTION

9.1 Standards and Q’s Analysis

SC.1.1 8, 9, 28

SC.1.2 6, 21

SC.1.3 7, 10, 13, 15, 18, 23

SC.1.6 1,5,12,17,24

SC.1.8 2,4,16,19,22,27

SC.2.1 3,11,14,20, 25,26

Growth StandardsSC 1.11: 8(a), 10(b), 12(c), 18(b), 19(c), 20(d), 24 (d)

SC 1.13: 1(a), 3(b), 9(d), 11(a), 21(d), 22(b)SC 2.8: 7(d), 27(b), 28(c), 29(a), 30(d)SC 2.10: 2(a), 5(c), 6(d), 23(d), 25(d), 26(a)SC 3.8: 4(a), 13(a), 14(c), 15(c), 16(a), 17(c)

1. A Title 2. Labeled Axes (X & Y) 3. A Well Chosen Scale 4. Data Plotted 5. Key

Scholar Start10-23-13Generals Can:Describe motion by reading graphsCreate Goals for the IA #2Identify the following 5 things on this graph. If one is missing, put what it SHOULD be.

Smart Goal Setting 101S.M.A.R.T. Goal: SpecificMeasureable AchievableRelevantTime-bound

Examples

•“I will achieve and maintain an average GPA of 3.5 by the end of the semester.”

•“I will make sure to keep my locker organized and throw away papers at the end of each week that I no longer need.”

•“I will score an 80% or higher on every assessment in science.”

Non-Examples

•“I will get good grades.”

•“I will keep my stuff clean.”

•“I will get a high score on my tests.”

Let’s set a goal!

SMART Goal Attack Strategies

Examples/Sentence Starters

I will score a ________________ %......

I will miss only _______________ questions…

I will show mastery of _______ standard by correctly answering____ out of _______ Q’s…...

Example: I will achieve this by___________________________________________________________

Scholar Start10-24-13Generals Can:Define & calculate the speed of an object.

1. Draw an inference based on the graph. Remember, claim & then evidence!

Quick Check In- What is the meaning of the word “initial” in these sentences?

-His initial time was 45 seconds.

-Initially, she was surprised at her mom’s reaction.

-My final thought was that he was fun and exciting. My initial thought was that he was uninteresting. How time changes perspective!

Instantaneous Speed… It shows your speed at a particular instant in time. The presence of an unbalanced force will accelerate an object- change its speed, direction or both!

Ex: think about a radar gun- that shows your speed at a specific point in time.

Practicing with S=d/t1. If a car travels 400m in 20 seconds, how fast is it going?

2. If you move 50 meters in 10 seconds, what is your speed?

Average Speed… Average speed is a measure of the distance traveled in a given period of time.

Formula: S=d/t

Ex: Your speed might change between Louisville and Bardstown, but your average speed was…..65 mph

Small Group Work1.Frank’s car rolled 300 cm in 1.5 s. Noah’s car rolled 360 cm in 2 s.

What is the average speed for each car? 2. A biker rode up a 20 km hill (10 up, 10 down) in 2 hours and down

the hill in 0.5 hour without stopping. What was his avg. speed riding up the hill? What was his avg. speed riding down the hill? What was his overall average speed during the whole trip?

3.What is the avg. speed of an arrow that takes 1.25 s to hit a target 75 m away?

4. Lily entered a skate, row, and bike race. Her time and distance for each leg of the race are entered in the chart.

A.) What was her avg. speed for each leg of the race?

B.) What was her average speed over the whole race?Leg of Race Time (h) Distance (km)

Skate 1.25 20

Row 0.75 6

Bike 2.5 100

Scholar Start10-25-13Generals Can:Define & calculate the speed of an object.Explain Newton’s 2nd Law

Use the pictures below to define Newton’s 2nd Law. Write what you think it is! :-)

Newton’s 2nd Law- “Force equals mass times acceleration. As the force acting on an object increases, the acceleration increases. As the mass of the object increases, the acceleration of the object decreases.”

Formula: F= m x a

Real-World Connection

Where could you see Newton’s 2nd law applying to real life situations?

Think-pair-share with your partner.

Reteach- My bad! I’m sorry guys!

1. An object is being spun around on a rope. If the rope is let go, which direction will the object go in? Refer to the diagram below.

A. 1 B. 2 C. 3D. 4

Individual Work- Voice Level Zero!

Complete the sheet in front of you, showing your work. You get partial points only if you don’t show your work.

Step 1: Write down what variables you haveStep 2: Plug it into the formulaStep 3: Box your answer- Don’t forget units!!

Unscrambling the Purpose

WAIT! Check in!Our previous target dealt with balanced and unbalanced forces. How are speed and balanced or unbalanced forces related? (write-pair-share)

Check for Understanding•For example: James’ car stopped in the middle of the street. To avoid causing other accidents or a roadblock, some friendly passersby stopped to help him push it out of the way. John pushed with 10N and Elizabeth pushed with 11N. Together, they pushed with a net force of ________ Newtons. Is this Balanced or Unbalanced?

•

•If James pushed with a force of 10N on the back bumper and Elizabeth pushed with a force of 10N on the front bumper (in opposite directions) would they be using balanced or unbalanced forces? What is the Net Force? __________.