Gizmo

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First Week assignments

Pacing Date(s)
Traditional 6 days 08-24-09 to 08-31-09
Block 3 days 08-24-09 to 08-31-09
BODY OF KNOWLEDGE: Nature of Science

TOPIC I: The Practice of Science – Introduction to Earth Space Science

NEXT GENERATION SUNSHINE STATE STANDARD(S)
(Field Tested 2011) ESSENTIAL CONTENT OBJECTIVES INSTRUCTIONAL TOOLS
Standard 1: The Practice of Science
SC.912.N.1.1
SC.912.N.1.2
SC.912.N.1.4

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.3
SC.912.N.2.4

Standard 1: Formulating Questions
MA.912.S.1.2

Standard 3: Summarizing Data (Descriptive Statistics)
MA.912.S.3.2

Standard 2: Nonfiction
LA.910.2.2.3

There are no benchmarks that pertain directly to Lab Safety, however, appropriate safety procedures should be introduced and reinforced throughout the length of the course. A. Introduction to Earth Space Science
1. Branches of Earth Science
a. Meteorology
b. Oceanography
c. Geology
d. Astronomy
2. Lab Safety
a. Safety Contract
b. Lab Rules
c. Use of Equipment
d. Location of Emergency Equipment (shower, eye wash station, fire blanket)
3. Measurement
a. Units of Measurement
b. Metric vs. English System
c. Unit Conversion Problems
d. Scientific Notation
4. Graphing
a. Types of Graphs (Line, Bar, Circle)
b. Required Components (Title, Labels, Units, Scale) • Differentiate between the four branches of Earth Space Science
• Collect and display basic lab equipment
• Compare tools of measurement
• Demonstrate correct use of appropriate lab equipment
• Describe and implement proper lab safety procedures
• Measure various properties of matter (e.g. length, volume, mass, density, and temperature) including the correct SI (metric) unit
• Compare and contrast the SI system with the English system
• Convert between units of the SI system
• Convert numbers between standard notation and scientific notation
• Construct an example of each type of graph
• Design an appropriate graph based on experimental data
• Critique graphs based on their required components
• Draw conclusions from graphical data


Core Text Book:
GLENCOE - EARTH SCIENCE Geology, the Environment, and the Universe
Skill Handbook (pp 931-933), (pp 936-938); Appendix A (p 909); Appendix B (pp 910–911); Chapter 1 (pp 5-10; 14–16)

Vocabulary:
accuracy, astronomy, constant, coordinate, density, earth science, geology, mass, meteorology, oceanography, origin, point, precision, scientific notation, SI unit, slope, volume, x-axis, y-axis

Technology:
1. GIZMO (see p 4)
2. Interactive Chalkboard CD-ROM
3. MindJogger Videoquizzes
4. Earth Science Online: SI Measurement
5. Internet Resources: Create-A-Graph

Strategies: (see p 4)
o ELL:
o Enrichment:
o SPED:

Assessment:
Formal and Authentic (see p 4)

Labs:
1. Chocolate Chip Cookie Lab (AP p 6 )
2. GeoLab: Measuring in SI (TX pp 20-21)
3. Problem Solving Lab (TX p 18)
4. Gummi Bear Lab
5. Science Safety Rules

Related Program: NA


NEXT GENERATION SUNSHINE STATE STANDARDS
THE NATURE OF SCIENCE BODY OF KNOWLEDGE

Standard 1: The Practice of Science
A: Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation.
B: The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."
C: Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.
D: Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science require creativity in its methods and processes, but also in its questions and explanations.
BENCHMARK CODE BENCHMARK
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.1.2 Describe and explain what characterizes science and its methods.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.1.4
Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
Cognitive Complexity/Depth of Knowledge Rating: High
Standard 2: The Characteristics of Scientific Knowledge
A: Scientific knowledge is based on empirical evidence, and is appropriate for understanding the natural world, but it provides only a limited understanding of the supernatural, aesthetic, or other ways of knowing, such as art, philosophy, religion.
B: Scientific knowledge is durable and robust, but open to change.
C: Because science is based on empirical evidence it strives for objectivity, but as it is a human endeavor the processes, methods, and knowledge of science include subjectivity, as well as creativity and discovery.
BENCHMARK CODE BENCHMARK
SC.912.N.2.1
Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society.

Cognitive Complexity/Depth of Knowledge Rating: Low
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

Cognitive Complexity/Depth of Knowledge Rating: High
STATISTICS BODY OF KNOWLEDGE

Standard 1: Formulating Questions
Students learn to define appropriate questions for research, and to pose questions in a form that can be answered by collecting and analyzing data.
BENCHMARK CODE BENCHMARK
MA.912.S.1.2
Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

Cognitive Complexity/Depth of Knowledge Rating: Moderate
Standard 3: Summarizing Data (Descriptive Statistics)
Students learn to work with summary measures of sets of data, including measures of the center, spread, and strength of relationship between variables. Students learn to distinguish between different types of data and to select the appropriate visual form to present different types of data.
BENCHMARK CODE BENCHMARK
MA.912.S.3.2
Collect, organize, and analyze data sets, determine the best format for the data and present
visual summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
• cumulative frequency (give) graphs

Cognitive Complexity/Depth of Knowledge Rating: High
LITERARY ANALYSIS BODY OF KNOWLEDGE

Standard 2: Nonfiction
The student identifies, analyzes, and applies knowledge of the elements of a variety of nonfiction, informational, and expository texts to demonstrate an understanding of the information presented.


BENCHMARK CODE BENCHMARK
LA.910.2.2.3 Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Cognitive Complexity/Depth of Knowledge Rating: N/A
STIC
TOPIC I INSTRUCTIONAL TOOLS
Strategies:
CRISS
Incorporate strategies which are most appropriate for your students and learning environment, such as: Concept Mapping, Venn Diagrams, KWL, Think Pair Share, Jigsawing, Word Walls, Two-column Notes, Sticky Notes, Think-Tac-Toe, Cooperative Learning, Exit Cards.

Differentiated Instruction
Implement strategies which are most appropriate for your students and learning environment, such as: Inquiry Based Learning, Performance Based Assessments, Foldable Booklets, Student Portfolios, Concept Bingo

Lab Strategies
Create mixed lab groups based on student performance and other student indicators such as FCAT levels, ELL and SPED.
Assign lab roles to student: Project Director, Materials Manager, Technical Manager, Safety Director.
Follow the district’s guideline for Power Writing in Science.

Assessment:
Authentic (ongoing throughout the year); Students will demonstrate an understanding of lab safety.
S BODY OF K
TOPIC I GIZMO CORRELATION
BENCHMARK GIZMO TITLE
SC.912.N.1.1 Density

SC.912.N.1.1 Triple Beam Balance

SC.912.N.1.1 Reaction Time 1

SC.912.N.1.1 Reaction Time 2













Date Pacing guide
Benchmark(s) Data Driven
Benchmark(s) Activities Assessment(s) Strategies
Traditional:
08-24-09 to 08-31-09

Block:
08-24-09 to 08-31-09
Standard 1: The Practice of Science
SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs),
7. pose answers, explanations, or descriptions of events,
8. generate explanations that explicate or describe natural phenomena (inferences),
9. use appropriate evidence and reasoning to justify these explanations to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.1.2 Describe and explain what characterizes science and its methods.
Cognitive Complexity/Depth of Knowledge Rating: Moderate
SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
Cognitive Complexity/Depth of Knowledge Rating: High

Standard 2: The Characteristics of Scientific Knowledge
SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).
Cognitive Complexity/Depth of Knowledge Rating: High

SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.

Cognitive Complexity/Depth of Knowledge Rating: High
SC.912.N.2.3 Identify examples of pseudoscience (such as astrology, phrenology) in society.

Cognitive Complexity/Depth of Knowledge Rating: Low
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

Cognitive Complexity/Depth of Knowledge Rating: High

Standard 1: Formulating Questions
MA.912.S.1.2 Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.

Cognitive Complexity/Depth of Knowledge Rating: Moderate

Standard 3: Summarizing Data (Descriptive Statistics)
MA.912.S.3.2 Collect, organize, and analyze data sets, determine the best format for the data and present
visual summaries from the following:
• bar graphs
• line graphs
• stem and leaf plots
• circle graphs
• histograms
• box and whisker plots
• scatter plots
• cumulative frequency (give) graphs

Cognitive Complexity/Depth of Knowledge Rating: High

Standard 2: Nonfiction
LA.910.2.2.3 Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).

Cognitive Complexity/Depth of Knowledge Rating: N/A

There are no benchmarks that pertain directly to Lab Safety, however, appropriate safety procedures should be introduced and reinforced throughout the length of the course.

Couse Description

Earth Space Science
Course Description
A. Major Concepts/Content. The purpose of this course is to develop and apply concepts basic to the Earth, its materials, processes, history, and environment in space.
The content should include, but not be limited to, the following:
- the nature of science
- the universe and the solar system
- the developmental cycle of stars
- the earth-moon system
- space exploration
- formation of igneous, sedimentary, and metamorphic rocks and identification and classification of rocks and minerals
- geological divisions of the earth
- formation of land forms and basic mountain types
- fundamentals of plate tectonics
- formation of rivers and water systems
- glaciers
- hydrologic cycle
- physical oceanography
- meteorology, including development of hazardous weather, weather mapping, weather systems, frontal development, and satellite imagery
- types of soils and erosion
- renewable and nonrenewable energy resources
This course shall integrate the Goal 3 Student Performance Standards of the Florida
System of School Improvement and Accountability as appropriate to the content and processes of the subject matter.
B. Special Note. Laboratory investigations of selected topics in the content, which include the use of scientific methods, measurement, laboratory apparatus, and safety procedures, are an integral part of this course. Use of satellite imagery, image processing techniques, and model development with behavior-over-time graphs are strongly recommended.
Students earning credit in this course may not earn credit in Earth/Space Science Honors or Fundamentals of Earth/Space Science.
C. Course Requirements. These requirements include, but are not limited to, the benchmarks from the Sunshine State Standards that are most relevant to this course.
Benchmarks correlated with a specific course requirement may also be addressed by other course requirements as appropriate.
Benchmarks from Science, Strand H, should not be taught and assessed in isolation, but should be combined with other benchmarks listed for this course.
After successfully completing this course, the student will:
1. Use scientific methods to solve problems and demonstrate safe and effective use of laboratory instruments.
SC.H.1.4.1 know that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
SC.H.1.4.2 know that from time to time, major shifts occur in the scientific
view of how the world works, but that more often, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.
SC.H.1.4.3 understand that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
SC.H.1.4.4 know that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
SC.H.1.4.5 understand that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
SC.H.1.4.6 understand that in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations, and how effective they are in predicting new findings.
SC.H.1.4.7 understand the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
SC.H.2.4.1 know that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
2. Contrast scientific theories of the formation of the universe and the solar system.
SC.B.2.4.1 know that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic
forces (energy) and that the evidence suggests that the universe contains all the matter and energy that ever existed.
SC.C.2.4.1 know that acceleration due to gravitational force is proportional
to mass and inversely proportional to the square of the distance between the objects.
SC.E.2.4.2 identify the arrangement of bodies found within and outside our galaxy.
SC.E.2.4.3 know astronomical distance and time.
SC.E.2.4.4 understand stellar equilibrium.
SC.E.2.4.5 know various scientific theories on how the universe was formed.
SC.E.2.4.6 know the various ways in which scientists collect and generate data about our universe (e.g., X-ray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, and supercollider simulations).
SC.E.2.4.7 know that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
SC.H.2.4.1 know that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
SC.H.2.4.2 know that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
3. Describe the developmental cycles of stars.
SC.E.2.4.1 know that the stages in the development of three categories of stars are based on mass: stars that have the approximate mass of our Sun, stars that are two- to three-stellar masses and develop into neutron stars, and stars that are five- to six-stellar masses and develop into black holes.
4. Analyze earth, moon, and sun relationships as they apply to time and seasons.
SC.E.1.4.1 understand the relationships between events on Earth and the movements of the Earth, its Moon, the other planets, and the Sun.
SC.E.1.4.2 know how the characteristics of other planets and satellites are similar to and different from those of the Earth.
SC.E.1.4.3 know the various reasons that Earth is the only planet in our
Solar System that appears to be capable of supporting life as we know it.
5. Identify and classify different rocks and minerals.
SC.A.1.4.2 know that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
SC.A.1.4.5 know that connections (bonds) form between substances when outer-shell electrons are either transferred or shared between their atoms, changing the properties of substances.
SC.D.1.4.3 know that changes in Earth’s climate, geological activity, and life forms may be traced and compared.
6. Describe crustal movements and their effects, the formation of land masses, and basic mountain types.
SC.D.1.4.2 know that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth’s surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).
7. Describe the changes that occur over time in different Earth system processes.
SC.D.1.4.3 know that changes in Earth’s climate, geological activity, and life forms may be traced and compared.
SC.D.1.4.4 know that Earth’s systems and organisms are the result of a long, continuous change over time.
SC.G.2.4.1 knows that layers of energy-rich organic materials have gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
SC.G.2.4.6 know the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
8. Describe and interpret types of erosion with emphasis on soil types, glaciation, ocean currents, and weather patterns.
SC.B.1.4.1 understand how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).
SC.D.1.4.1 know how climatic patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).
SC.D.1.4.3 know that changes in Earth’s climate, geological activity, and life forms may be traced and compared.
9. Assess renewable and nonrenewable earth resources.
SC.G.2.4.1 know that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
SC.G.2.4.2 know that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition.
10. Interpret and develop topographic, geologic, and weather maps.
SC.D.1.4.3 know that changes in Earth’s climate, geological activity, and life forms may be traced and compared.
11. Describe how the earth/space sciences interact with technology and society.
SC.D.2.4.1 understand the interconnectedness of the systems on Earth and the quality of life.
SC.G.2.4.4 know that the world ecosystems are shaped by physical factors that limit their productivity.
SC.H.3.4.1 know that performance testing is often conducted using small scale models, computer simulations, or analogous systems to reduce the chance of system failure.
SC.H.3.4.2 know that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science.
SC.H.3.4.3 know that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
SC.H.3.4.4 know that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
SC.H.3.4.5 know that the value of a technology may differ for different people and at different times.
SC.H.3.4.6 know that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account

Requested materials

1. Calculator
2. Notebook
3. Protractor
4. Compass
5. Ruler
6. graph paper(could be a math copybook)
7. Pencils
8. Thumb Drive or Floppy disk
9. Dictionary(ESOL)

Presentation letter

Presentation Letter
Teacher: Mr. Duque

To the parents,

In order for your son/daughter to achieve academically, we will need your help asking your daughter/son to do her/his homework and study on a daily basis. Without your support there is very little we can do to help your daughter/son.

This is the best way to help your son/daughter about their daily, weekly and cumulative average. Your daughter/son will receive a minimum of one grade per week. Expect your son/daughter to be doing science homework at least three days a week.

The grade your son/daughter receives on his/her report card each grading period is an average of all the grades she/he received during that nine weeks. Grades are given a 100 point basis.

If you will like to speak with me regarding your daughter/son progress you may leave a message with your child’s counselor at (305) 557 3770. I will return your call as soon as possible.

With the combined consistent support, encouragement and supervision from parent(s)/guardian(s) and educators, your daughter/son will be provided with the opportunity to succeed commensurate to his/her abilities.

Sincerely

Mr. Duque

To the Student

Welcome to our science class. We will be doing together an exercise in investigation that will increase your ability to accurately observe and come to logical conclusions that is essential to good science. Therefore even though part of the study of this class will be from written materials, we are going to spend most of the time investigating the properties of matter in the laboratory and demonstrations that are designed to build good science skills and habits.

You will be expected to conduct yourself appropriately in the classroom, and in a safe, responsible manner in the laboratory. Should you come to either of them unprepared to participate or act inappropriately, you will be excluded from the activity in order to provide a safe environment for everyone, and you will also lose the grade.

If you have a satisfactory class absence, provisions will be made for you to make up the work without penalty. All makeup work given for any other cause will be penalized.

Research shows that scientific reading requires more time to understand than does fiction, or nonscientific materials. Therefore you should budget more time for your science reading and study than you would for less technical literature. Research has also shown that daily short study sessions produce higher achievement than one long cram session. In this course, study daily for a minimum of thirty minutes, and you will see good grades in your report card.

Success in this course will require your enthusiasm, consistent academic commitment and sincere intellectual effort. You will be one of those persons that could understand the world around you and why things happen, this will let you make correct decisions in live that will empower you as an outstanding citizen.

Order of consequences

1. Warning.
2. After class conference with student.
3. Parent contact
4. One conduct grade down
5. Referral

Mr. Duque’s Class Rules

First: Follow directions the first time they are given
Second: Be on time to class.
First tardy (talk to student after class ends)
Two tardies (letter to parents)
Three tardies (phone call)
Four tardy (referral)
Third: Bring assigned text book, notebook, paper, and writing utensils to class.
Fourth: No cursing, teasing or put downs
Fifth: Keep hands and feet to yourself
Sixth: Do not eat in the classroom.

Class Procedures

American Senior High Teacher: Mr. Duque
1. Only the teacher opens the door.

2. The teacher dismisses the class not the bell.

3. Three bathroom passes every nine weeks.

4. Questions are asked by raising your hand.

5. All materials must be on your desk and ready when the tardy bell rings.

6. Homework is due at the assigned place at the beginning of the class.

7. Copy the homework from the class board every day.

8. During the fire drill stay in your seats until your teacher orders to leave. The orderly starting by the left of the classroom begin leaving the classroom making a line outside in the hall and follow your teacher towards the meeting place.

9. Sharpening pencils and obtaining materials for the class should be done before the tardy bell rings.

10. Every week on Fridays after 2:30 P.M. tutoring will be available. During this time makeup will be assigned to those students that have an excused absence.

11. Whenever a paper is due. It will be due at the beginning of the class period in the assigned place. If you missed the due date the grade will be penalized.

12. Book bags under your desk.

13. Laboratory rules and procedures will be discussed when we are going to do our first laboratory.

14. If due to misconduct the class is interrupted you will have a pop-quiz.

15. Individual misbehaviors will follow the consequences already outlined, and can receive waiting time after the bell rings.

16. Hall passes will be based on school policy. Maximum of three passes every nine weeks.