Danielle Fulbright

This product is to help students use the correct formulas and units when measuring/calculating mass, volume, and density. It does not include the density triangle. I teach 8th grade, so there is a lot of 67 on it!

This is the third in a series of 3 data collection templates. This sheet is to be used for intervention data only. There are 3 tabs in the document. The first sheet tracks how each student needing intervention did by question. There is conditional formatting for the percentage, but that will not be automatically calculated. The second sheet is Tier 1 intervention. Tier 1 intervention is for ALL students. This lets you record the most missed questions on your assessment. This data will need to b

This is the second in a series of 3 data collection templates. This sheet is for reporting accuracy by question or category and the total score of the assessment. You can easily create graphs that show the percentage of students at different proficiency levels. How to use:Type in student namesType in codes for student accuracyType in scoresCalculate percentsCount accuracy per questionUse the drop-down menu to mark intervention needsThe sheet is not set to automatically calculate their percentag

This is the first in a series of 3 data collection templates. This sheet is for reporting only the total score of the assessment. You can easily create graphs that show the percentage of students at different proficiency levels. How to use:Change the total points to match your assessmentType in student namesType in scoresThe sheet is set to automatically calculate their percentage, which is color-coded by proficiency level. All use conditional formatting on Google Sheets to make the data quick

This is an introductory lesson on using the information on the periodic table to determine the number of subatomic particles in neutral atoms. Students should already know what atomic number and atomic mass are before practicing with this resource.

This document is to help students start writing CER. It includes information on the page that gives a brief description of each. There is space for 3 evidence pieces. The reasoning will be in a paragraph at the bottom.

To complete the mini-lab, students will need a paper with electron orbital circles (Bohr model) drawn on it. Students need red, green, and blue colored objects. I use beads I purchased from Michaels, but playdough would also work. The goal is for students to put the subatomic particles in the correct places on the models. Students should also recognize that the atoms have the same number of protons, neutrons, and electrons. Isotopes and ions are not included in this introduction. When students c

This is a simple, 4-section Frayer Model template for vocabulary. When we take notes, I have my kids use a sticky note icon to represent when they see a vocab term.

I have created a newer version of this that is more simplified and aligns better with the NGSS standards for middle school. If interested, see "Intro to Modelling Atoms" product, which is also free. This lab will allow your students to create physical models of atoms and answer some basic questions. The lab was created to be used after completing notes in their interactive notebook, but could be edited to be a discovery activity so long as they are familiar with the vocabulary. For this lab, yo

This lab is designed to be done using slinkies. There is a pre-lab, group demo, and small group exploration. I used this link: How to create seismic waves with slinkies to see how to model the waves. I wanted to do a slinky lab with my students, but didn't find one I liked, so I made my own. Feel free to use mine as a template. This is my first time making a lab and there may be mistakes, which is why the resource is free. Feedback is appreciated.

Students can work in small groups or independently to discover the rules of adding integers. Two representations are given: number lines and manipulatives for students to figure out the value of the expressions without having to know the rules. You will need counters of different colors or signs to use on the mats. I like to laminate the second page so students can write on it and erase! I learned students can struggle with numbering a number line that includes both positives and negatives, so