west-orange cove csd 7th grade science – 1st six weeks ... grade scienc… · web viewevaluate...

West-Orange Cove CSD 7th Grade Science – 1st Six Weeks 2012 - 2013

The first six weeks has 24 instructional days 8/27 –

9/28

9/3 No School

Major Concepts During week 1 and 2, students will follow standard safety

practices during laboratory and field investigations. Also, students will practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials. In the various labs students will use a variety of tools and safety equipment.

During week 3 and 4, students will use scientific inquiry methods during field and lab investigations and begin the study of various characteristics that make a planet habitable

During week 5, students will continue to work and understand the Goldilocks Principle. Also, will analyze the accommodations to allow manned space explorations.

Processes Demonstrate safe practices during laboratory and field investigations as outlined

in the Texas Safety Standards Plan and implement comparative and descriptive investigations by making

observations, asking well-defined questions, and using appropriate equipment and technology;

Design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

Construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

Analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

Week 1 and 2 August 27 - 31

Learning Standards Instruction Resources Products, Projects, Labs

Assessment

Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; 7.1A

practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.7.1B

In order to use time, resources, and hold students accountable for their own learning, we must agree to:

Notebooking (separate .ppt files sent to show various ways notebooking1 is used). Also, other file is sent separate to this planning guide regarding organization and types of entries.

SMART objective posted and used daily

Developing Effective Science Lessons

Creating a Positive Learning Environment

Using technology and interactive games to support student engagement.

Collaborative grouping

Formative assessment in science and other formative assessment strategies that will work depending the needs of your class(once you are in the page, click on each formative assessment strategy to get more details)

Use of the 5E scientific model:o Engageo Explore

Gateways to Science 7th grade

http://www.utdanacenter.org/sciencetoolkit/downloads/safety/texas-safety/texas-safety-4th-ch3.pdfThis chapter discusses personal protective equipment, which students wear during some science activities, and emergency safety equipment, which should be available in laboratories where students use chemicals

Science TEKS Toolkit

Jefferson LabScience Education: Teacher resources

http://theteachingthief.blogspot.com/2011/10/science-safety-videos.htmlSafety video and rap

1.2. Safety T.E 5EXPLOREUse lab station cards found in CD BLM 4 and 5 or included in SMART Notebook file

EXPLAINStudents will record information in a chart to summarize the purpose of the safety equipment. Also, teacher must have facilitation questions found in TE 6 – TE8 ready for students to use as a guide to make observations.

ELABORATE allow students to create their own “bad science” cartoons, bumper stickers, or

Have students Identify the purpose of specific safety equipment. Use pictures found in http://www.utdanacenter.org/sciencetoolkit/downloads/safety/texas-safety/texas-safety-4th-ch3.pdf

Give students the list of various safety rules. Students will select rules and they will write an explanation for the reasons for having this rule. As an extension, students may write a poem, rap, or create a poster to expand on a safety rule.

http://www.utdanacenter.org/sciencetoolkit/downloads/safety/texas-safety/texas-safety-4th-ch3.pdf



http://theteachingthief.blogspot.com/2011/10/science-safety-videos.html



http://education.jlab.org/

http://www.utdanacenter.org/sciencetoolkit/instruction/snapshots/6.php




http://www.stemresources.com/index.php?option=com_content&view=article&id=52&Itemid=70

http://www.exchange.smarttech.com/

http://www.exchange.smarttech.com/


Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum 7.4A

use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 7.4B

o Explaino Elaborateo Evaluate

Vocabulary Week 1Safety, safety equipment, safety rules, safety symbols, goggles, aprons, and gloves, eye or face wash, fire blanket, and fire extinguisher

During the first week of school, the teacher will implement activities to get to know students, establish rules and expectations in the science classroom and lab, and to introduce students to the world of science in the 7th Grade. Also, it is crucial to keep in mind that engaging students at the start of class is a great way to divert students’ misbehaviors and boredom. Read more on how to engage middle school students.

ENGAGE: Get input from students about what they like and not like about science, use T-char included in CD BLM 1 or SMART Notebook file, or have a discussion on what science is for them. Later students will use Annotated Student Drawings where they labeled illustrations that visually represent and describe student’s thinking about a scientific concept they remember from previous years.

ENGAGE: Create a KWL chart to find out what students know and want to know about science in the 7th grade. Leave the L (learned) column blank to use at the end of the year. You may want to create a KWL per topic as a formative assessment to adjust based on misconceptions and/or not mastering a particular concept.

The teacher will facilitate students’ discussions in a collaborative approach to set the expectations of working in groups and engaging in project-based learning (PBL). To help you start using PBL, 4teachers.org has age-appropriate, customizable project checklists for written reports, multimedia projects, oral presentations, and science projects. The use of these checklists keeps students on track and allows them to take responsibility for their own learning through peer- and self-evaluation. Go to http://pblchecklist.4teachers.org/index.shtmland select Science 5-8. Follow the instructions on the

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse Science Starters presentations included in Worksheet Packet 1 : Nature of Science/Technology to engage students depending on concept covered.

Use SMARTBoard – Quiz 1 as bell ringer for students to answer 1 question daily. It can be used as a formative assessment to find out students’ previous learning and any misconceptions students may have.

posters to illustrate the safety rules.

ELABORATE: Students will read and discuss a safety contract given by the teacher or the one found in CD BLM 7. Each student must sign and date contract. Also, involve parents if able.

https://www.scientificminds.com/Teacher/AncillaryData.aspx



http://pblchecklist.4teachers.org/index.shtml

http://www.edutopia.org/project-learning-teaching-strategies


page. Based on the menu options, have tables or groups of students decide the criteria to have as part of the class’ expectations for each other. Once the criteria are selected, have the groups decide on 3-4 items to expand on each of the criteria. To maintain engagement, once a group decides on a particular item, ask other groups whether they agree or disagree and why.

Discuss with the class the expectations for notebooking and how scientists use it for different purposes. Visit http://www.sciencenotebooks.org/ for an interactive discussion of how scientists use notebooking before, during, and after an investigation. Also, refer to PowerPoint presentations sent with this planning guide to choose slides that are appropriate to discuss with students. Develop guidelines for notebooking/journaling or use the one included in CD BLM 2 or in SMART Notebook file

ENGAGE students daily by using the following http://theteachingthief.blogspot.com/2011/10/science-safety-videos.htmlHave students view this safety rap video and then EXPLORE AND EXPLAIN: hold a class discussion sharing appropriate and inappropriate actions in the science lab. If available, students create own video or role play showing safe and unsafe practices.

ENGAGE Use the story “Sponge Bob and the Bikini Bottom Gang Learn Safety Rules” and do activity listed. Then, discuss safety rules with students, allow time for them to read the paragraphs and identify the broken safety rules by underlining each one. When finished, discuss each example and make a list of the correct safety rules as a class on a poster.

ENGAGEUse the attached Safety PowerPoint presentation to review safety procedures, safety symbols, and safety equipment.



http://www.sciencenotebooks.org/


Week 2

Learning Standards Instruction Resources Products, Projects, Labs Assessment

Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

use appropriate tools to collect, record, and analyze information, including life science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, journals/notebooks, and other equipment as needed to teach the curriculum 7.4A

use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher. 7.4B

Vocabulary Week 2Science models, hand lens, stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras, Journals/notebooks, beakers, triple beam balances, SI unit, volume, Celsius, Kelvin, conversion,

In order for students to understand using appropriate tools to collect, record, and analyze information, they need to review physical properties of matter in order to connect how the various tools are used.

ENGAGE daily using one of the following Demonstrate one of the lab station cards in CD BLM

10 and 11 or in the SMART Notebook file attached to engage students in discussing properties of matter. Also, allow students to describe the tools used to describe these properties and how to properly use each tool

http://www.sks-science.com/middle-school-science- supplies-p2-5829.htmlUse this website to show students various measuring equipment that are available. Use the left side to browse lab supply and measuring equipment

Use Tools Sort to have teams sort words and pictures. Each team will EXPLAIN their rationale. Have enough copies for various teams/tables.

The importance of the SI (International System of Units) The Metric Program helps implement the national policy to establish the SI (International System of Units, commonly known as the metric system) as the preferred system of weights and measures for U.S. trade and commerce. It provides leadership and assistance on SI use and conversion

http://jc-schools.net/PPTs-science.html#Grades6-12Jefferson County Schools

http://www.slideshare.net/hseufert/science-tools-presentationScience tools PowerPoint presentation

Gateways to science 7th



Have lab equipment available for students. Use the Science tools PowerPoint presentation to assist students in the EXPLORE and EXPLAIN phase of various tools. Students will create a presentation to the class explaining how the tool is used and what physical property of matter determines.

The students will EXPLORE the microscope. The teacher will facilitate by showing the students how to use and care for the microscope. Use the Microscope PowerPoint presentation to guide students through this lab. Also, you may use SMART Notebook file.Teacher notes , microscope stations, and mystery cards for stations.

Properties of matter Concept Map. Students will engage in this activity to make a connection to how and why we measure matter.

EVALUATE Knowing that 95% of the population in the word uses the metric system; suppose there are two scientists, one is in the U.S and one in Colombia, South America. Both scientists are working on a cure against marsh fever or malarial disease. What problems might arise if they shared their data?

EVALUATE: Have students collaborate to discuss the answers to the following questions: Why do scientists use a standard measurement system? What are the SI units of measure for length, mass, volume, density, time, and temperature? How are conversion factors useful?

Reflection- A student is working on a science laboratory procedure to

http://www.biologycorner.com/bio1/microscope.html




http://www.slideshare.net/hseufert/science-tools-presentation



http://jc-schools.net/PPTs-science.html#Grades6-12

http://jc-schools.net/PPTs-science.html#Grades6-12

http://www.sks-science.com/middle-school-science-supplies-p2-5829.html

http://www.sks-science.com/middle-school-science-supplies-p2-5829.html


to federal agencies, state and local governments, businesses, trade association, standards development organizations, educators, and the general public. Go to http://www.nist.gov/pml/wmd/metric/metric-program.cfm

http://www.nist.gov/public_affairs/kids/ metricfacts.htm Just as global competition is heating up the way Americans conduct business, sporting competition has become increasingly international. The need for a universal system of weights and measures is clearly evident. Because the metric system is the language of measurement used by 95 percent of the world's population, the U.S. Department of Commerce and its Metric Program offer these Sporting Fast Facts to help make the transition a little easier.

EXPLORE: Have various lab equipment set out for students to rotate. You want to set up equipment in stations based on equipment used to measure mass, volume, temperature, time, make observations and calculations and others as you see fit. Students draw and describe tools.

Use the SMART Notebook file to find interactive science tools to play a game in recognizing various tools. Students take turns EXPLAINING the purpose of each tool.

separate salt, water, gravel, and iron shavings. What tools would be appropriate to use in order to collect data? What would not be used?

http://www.nist.gov/public_affairs/kids/metricfacts.htm

http://www.nist.gov/public_affairs/kids/metricfacts.htm

http://www.nist.gov/pml/wmd/metric/metric-program.cfm

http://www.nist.gov/pml/wmd/metric/metric-program.cfm


Week 3 and 3 days of Week 4 September 10 - 19


Assessment

Week 3-4ScientificInvestigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology 7.2A

design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology; 7.2B

collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers 7.2 C

VocabularyScientific method, observation, inference, experiment, hypothesis, data, procedure, conclusion, constant, variable, independent variable, dependent variable, controlled experiment.

ENGAGE students daily by Reviewing the processes of scientific investigations by

participating and discussing the Inquiry Board. Using the inquiry board will support students to determine a testable experiment and figuring out a testable question. Also, you may use the Science Inquiry Board file to make it interactive and show students how to move “sticky notes” around to generate a research question.

Defining and understanding the steps of the Scientific Method.

Once students understand the Inquiry Board; then, EXPLAIN the function of the control and the variables in an experiment. If students struggle with this concept, take time to address Variables in a Science Project to make sure students have a very good understanding of this concept. Also, explain how graphs, tables, and charts differ and how scientists present their data using graphs, tables, charts. Use this link to engage students in graphing activities- Graphs and/or use a PowerPoint presentation to EXPLORE various data analysis tools.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts by

Making observations, using inference and prediction skills as teacher shows students the concept of pressure in the demonstration Pressure or the Amazing Can Crushing .

Classifying items based on a selected characteristic. Shoe Classification Lab – Use SMART Notebook fileAs an introduction activity to the classification of living

Scientific Method for Students- Tutorial for the Scientific Method

Graphs- Students engage in graphing activities.



Students will reflect in their journals as the teacher performs the Amazing Can Crushing demonstration. See Student Task

Scientific Method Lab. - Graphing Lab. Students will use the thumb of war game to learn the scientific method and to start identifying sources of experimental error.

ELABORATE: Using newspapers (may assign this as homework the day or week before), students find and cut out various types of graphs, tables and charts. Have students work in groups to create a poster to display findings. Also, have students write a short explanation of each.

Using the Science Inquiry Board and the Balloon Rocket ideas “make it an experiment,” students will design,

EVALUATEStudents will demonstrate mastering and understanding of the scientific method by creating a comic strip, poster, rap, poem, or story. Use the following criteria as a reference.

Reflection- During an electromagnet Lab students tested how the number of coils affected the number of paper clips the electromagnet could pick up . Identify the independent variable, dependent variable and constant in the experiment.

http://www.shellyssciencespot.com/Worksheets/ScientificMethod/ComicStripAssignment.pdf




http://www.teach-nology.com/teachers/lesson_plans/math/graphing

http://panpipes.net/edit6200/purpose.html

http://panpipes.net/edit6200/purpose.html

http://math.pppst.com/graphs.html

http://www.teach-nology.com/teachers/lesson_plans/math/graphing

http://www.sciencebuddies.org/science-fair-projects/project_variables.shtml


animals, students can classify shoes. This is a group activity in which your students gain an understanding of the importance of classification in science using materials much closer to home. Begin the activity by asking students to take off their shoes. Alternatively, you can assign homework the day prior that instructs students to bring a spare pair of shoes to school (this avoids discomfort students may have taking shoes off in class).

Read more: Classification Activities for Middle School | eHow.com http://www.ehow.com/info_7893043_classification-activities-middle-school.html#ixzz1yljmGKg2

implement and collect data in an experimental investigation.

http://www.ehow.com/info_7893043_classification-activities-middle-school.html#ixzz1yljmGKg2





2 days of Week 4 and Week 5September 20 - 28


Assessment

Week 5

Earth and space. The student knows components of our solar system. The student is expected to:

analyze the characteristics of objects in our solar system that allow life to exist such as the proximity of the Sun, presence of water, and composition of the atmosphere; 7.9A

identify the accommodations, considering the characteristics of our solar system, that enabled manned space exploration. 7.9B

VocabularySolar system, Sun, planet, atmosphere, energy, climate, temperature, vacuum, hazard, astronaut, garment, accommodations, extremophile, goldilocks zone

ENGAGE students daily by Showing students various Images of Space and using

Think-Pair share about images selected by the teacher.

Asking the students to reflect on the questions “Why do we explore?” Use the short video clip to scaffold students’ learning

As students become more familiar understanding this concept and as time permits, use the "Why do we explore space"? concept maps - a collaborative effort between the Institute for Human and Machine Cognition (IHMC) and NASA - let you explore and understand the many reasons we journey beyond Earth. The research for this effort focused on human exploration beyond low Earth orbit. The knowledge of space experts is provided through easy-to-navigate concept maps with links to hundreds of videos, images, and Web pages. Simply launch into the site, delving deeper into areas of most interest to you, and quickly learn about the possibilities and benefits of adventures beyond the Earth.

Exploring the history of travel in space. Use the historical speech by President John F. Kennedy discussing the necessity for the United States to become an international leader in space exploration and famously states, "We choose to go to the Moon in this decade and do the other things, not because they are easy, but because they are hard." (fast forward to minute 12:30)

Guiding students to identify accommodations that enabled manned space exploration while making

https://www.scientificminds.com/Teacher/AncillaryData.aspxUse the following lessons to support students’ understanding of how the Earth’s atmosphere allows life to exist in our planet and the accommodations necessary to enable manned explorations in space Science Starter 107

Atmosphere Science Starter 109

Space Exploration

Making a Habitable WorldStudents will learn the factors that influence the habitability of a planet or moon … and our own Earth!.

The Goldilocks Principle:Air composition for planet habitabilityThis activity introduces students to the atmospheric differences between the three "sister" planets in a graphic and hands-on way. Students will get an overall appreciation of the important similarities and differences. Students will use this understanding later as they begin to appreciate the scope and importance of the greenhouse effect on earth.

Students will create a Venn diagram to compare and contrast Earth’s atmosphere Mars

ELABORATE Students will create a model or a collage depicting a habitable or an uninhabitable world.

EVALUATEStudents will complete the Goldilocks Principle lab and respond in writing:

Describe the atmospheric conditions you might encounter as an astronaut setting foot on Venus and Mars.

Students will create an acrostic poem about our planet Earth describing characteristics that allow life to exists.

Reflection – Accommodations that enabled manned space exploration research report

http://www.ucar.edu/learn/1_1_2_1t.htm




http://www.lpi.usra.edu/education/explore/our_place/activity_glance.shtml

http://www.lpi.usra.edu/education/explore/our_place/activity_glance.shtml




http://video.google.com/videoplay?docid=1416393771637021814

http://www.jfklibrary.org/Asset-Viewer/MkATdOcdU06X5uNHbmqm1Q.aspx

http://www.nasa.gov/exploration/whyweexplore/cmap.html

http://apod.nasa.gov/apod/archivepix.html


observations during a video clip.

Teachers will facilitate students’ learning and discovery to reinforce skills and concepts

EXPLORE / EXPLAIN- Students will read about Living in space. If able, use a computer lab to conduct research about the accommodations astronauts have to make to be able to explore space. Students must write a report including key facts related to clothing, food, and breathing among other things.

and Venus(Earth’s sister planets). You can have students doing a 3 way Venn Diagram Earth-Venus-Mars or split the class and some do Earth – Mars and others do Earth-Venus. Later students will present to the class.

http://spaceflight.nasa.gov/living/factsheets/breathing.html

http://spaceflight.nasa.gov/living/spacefood/index.html

http://spaceflight.nasa.gov/living/spacewear/index.html

http://spaceflight.nasa.gov/living/index.html


7th Grade Science Introduction.

(1) Science, as defined by the National Academy of Science, is the "use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process." This vast body of changing and increasing knowledge is described by physical, mathematical, and conceptual models. Students should know that some questions are outside the realm of science because they deal with phenomena that are not scientifically testable.

(2) Scientific hypotheses are tentative and testable statements that must be capable of being supported or not supported by observational evidence. Hypotheses of durable explanatory power that have been tested over a wide variety of conditions become theories. Scientific theories are based on natural and physical phenomena and are capable of being tested by multiple, independent researchers. Students should know that scientific theories, unlike hypotheses, are well-established and highly reliable, but they may still be subject to change as new information and technologies are developed. Students should be able to distinguish between scientific decision-making methods and ethical/social decisions that involve the application of scientific information.

(3) Grade 7 science is interdisciplinary in nature; however, much of the content focus is on organisms and the environment. National standards in science are organized as a multi-grade blocks such as Grades 5-8 rather than individual grade levels. In order to follow the grade level format used in Texas, the various national standards are found among Grades 6, 7, and 8. Recurring themes are pervasive in sciences, mathematics, and technology. These ideas transcend disciplinary boundaries and include change and constancy, patterns, cycles, systems, models, and scale.

http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html

http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112b.html


SMART Objective

In the book, Learning by Doing, P. 126, Richard DuFour, Rebecca DuFour, Thomas Many, and Robert Eaker, talk about SMART goals and how establishing these goals will assist stakeholders in creating a collaborative effort oriented by results.

According to Dufour et al, SMART objectives are Strategic and Specific, Measurable, Attainable, Results-Oriented, Timebound. For our purposes in the classroom, we will use SMART objectives in the following manner:

Standards-based – use the wording of the TEK

Makes a connection – find a way to connect to everyday situation

Attainable - do students feel they can learn the concept?

Results oriented – how will students know they have learned the concept?

Tell – Students are able to tell what they are learning

The objective does not have to change every day as you write it on the board or keep it in a prominent place. Keep in mind that by posting the learning objective in this manner and using with the students before, during, and after the lesson then the students will know the what, how, and why of the learning. Besides, using the standard will support the students learn the vocabulary they are expected to know and master by the end of the lesson.


Some Examples of Formative Assessments in Science

(Source: Science Formative Assessments by Page Keeley)

Concept Cartoons(p.71)

-cartoon of people sharing their ideas on common, everyday phenomenon/concept-students choose the cartoon they agree with most and explain their reasoning-used to assess and address misconceptions, diagnostic-see: www.conceptcartoons.com for examples

Familiar Phenomenon Probe/Friendly Talk Probe(p.85 & 102)

-a dialogue between characters addressing a concept-students choose the character they agree with most and explain their reasoning-used to assess and address misconceptions, diagnostic

Interest Scale(p.115)

-students use sticky notes to indicate their interest in a subject on a low to high scale (e.g. a thermometer with the heading “How Hot is the Topic?”)-kinesthetic, student interest

I Used to Think…Now I Know(p.119)

-at the end of a lesson, students reflect and compare what they knew at the beginning of a lesson to what they know after a lesson-metacognition, assessment as learning

KWL (and its variations)(p.128)

KWL – what I know, what I wonder, what I learnedOWL – what I observed, what I wonder, what I learnedKWLH – KWL + H = how I learned it

Pass the Question(p.149)

-students begin to respond to a question; halfway through, they exchange responses and complete, modify, or change each other’s responses-can be done in pairs and then exchanged with another pair-cooperative learning

Popsicle Stick Questioning(p.158)

-names of students are written on a popsicle stick-pull popsicles sticks for name of student to call on (e.g. for questioning)

R.E.R.U.N.(p.172)

-reflection/exit card for a lab activity-recall (summarize), explain the purpose, results (describe their meaning), uncertainties (list/describe), new things you learned

Sticky Bars(p.178)

-to answer a multiple choice question, students write their responses on a sticky note, hand in to their teacher, teacher posts answers to show the variety of answers from all students-diagnostic, metacognition

Terminology Inventory Probe(p.180)

-give a list of terms to students-students use a checklist to indicate what they know of a term using a range from “I have never heard of the this” to “I clearly know what it means and can describe it” -students revisit the list at the end of learning

http://www.conceptcartoons.com/


-ask students to reveal their understanding by providing a description, drawing a picture, etc.

Synectics(p.186)

-“the fitting together of different and apparently irrelevant elements”-analogies/metaphorse.g. a physical change is like a milkshake because different ingredients are put together and combined to make something different but each ingredient can still be physically separated-teacher can assess student’s conceptual understanding of a concept-link to Marzano’s “identifying similarities and differences” instructional strategy

Traffic Light Cups(p.201)

-red, yellow, and green stackable party cups-used to signal whether a group does not need help from the teacher (green), needs some feedback or assistance (yellow), or does not know what to do next (red)-allows teacher to circulate and differentiate the process based on readiness

A&D Statements Students use A & D Statements to analyze a set of “fact or fiction” statements. In the first partof A & D Statements, students may choose to agree or disagree with a statement or identifywhether they need more information. In addition, they are asked to describe their thinkingabout why they agree, disagree, or are unsure. In the second part of the FACT, studentsdescribe what they can do to investigate the statement by testing their ideas, researching whatis already known, or using other means of inquiry.

Annotated Student Drawings “If a picture is worth a thousand words, perhaps drawing and visualizing can help sciencestudents enhance their learning potential” (National Science Teacher Association [NSTA],2006, p. 20. Annotated Student Drawings are student-made, labeled illustrations that visuallyrepresent and describe student’s thinking about a scientific concept.

Commit and Toss Commit and Toss is an anonymous technique used to get a quick read on the different ideasstudents have in the class. It provides a safe, fun, and engaging way for all students to maketheir ideas known to the teacher and the class without individual students being identified ashaving “wild” or incorrect ideas. Students are given a question. After completing the question,students crumple their paper up into a ball and, upon a signal from the teacher, toss the paper balls around the room until the teacher tells them to stop and pick up or hold on to one paper.Students take the paper they end up with the share the ideas and thinking that are describedon their “caught” paper, not their own ideas.

Concept Card Mapping Concept Card Mapping is a variation on the familiar strategy of concept mapping (Novak, 1998). Instead of constructing their own concept maps from scratch, students are given cards with the concepts written on them. They move the cards around and arrange them as a connected web of knowledge. They create linkages between the concept cards that describe the relationship between concepts. Moving the cards provides an opportunity for students to explore and think about different linkages.

Missed Conception A Missed Conception is a statement about an object or phenomenon that is based on a commonly held idea noted in the research on students’ ideas in science. Students are asked to analyze a statement, describe why some people may believe it is true, describe what one could do to help


someone change his or her “missed conception” in favor of the scientific idea, and reflect on their own ideas in relation to the statement.

Two-Minute Paper The Two-Minute Paper is a quick and simple way to collect feedback from students about their learning at the end of an activity, field trip, lecture, video, or other type of learning experience.Students are given two minutes to respond to a predetermined prompt in writing.

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CHYQFjAC&url=http%3A%2F%2Fdpcdsb-cla.wikispaces.com%2Ffile%2Fview%2FSome%2BExamples%2Bof%2BFormative%2BAssessments%2Bin%2BScience.doc&ei=w5fmT6iMCIfm2QXOueHZCQ&usg=AFQjCNGgWKsjp9jPPrnqbALNk3Gc7vpP5Q&sig2=cY2Br5Y_HYLjmrQRQ5MBGw





Name ________________________Science Safety Rules

The Bikini Bottom gang has been learning safety rules during science class. Read theparagraphs below to find the broken safety rules and underline each one. How manycan you find?

SpongeBob, Patrick, and Gary were thrilled when Mr. Krabbs gave their teacher a chemistry set! Mr. Krabbs warned them to be careful and reminded them to follow the safety rules they had learned in science class. The teacher passed out the materials and provided each person with an experiment book.

SpongeBob and Gary flipped through the book and decided to test the properties of a mystery substance. Since the teacher did not tell them to wear the safety goggles, they left them on the table. SpongeBob lit the Bunsen burner and then reached across the flame to get a test tube from Gary. In the process, he knocked over a bottle of the mystery substance and a little bit splashed on Gary. SpongeBob poured some of the substance into a test tube and began to heat it. When it started to bubble he looked into the test tube to see what was happening and pointed it towards Gary so he could see. Gary thought it smelled weird so he took a deep whiff of it. He didn’t think it smelled poisonous and tasted a little bit of the substance. They were worried about running out of time, so they left the test tube and materials on the table and moved to a different station to try another experiment.

Patrick didn’t want to waste any time reading the directions, so he put on some safety goggles and picked a couple different substances. He tested them with vinegar (a weak acid) to see what would happen even though he didn’t have permission to experiment on his own. He noticed that one of the substances did not do anything, but the other one fizzed. He also mixed two substances together to see what would happen, but didn’t notice anything. He saw SpongeBob and Gary heating something in a test tube and decided to do that test. He ran over to that station and knocked over a couple bottles that SpongeBob had left open. After cleaning up the spills, he read the directions and found the materials he needed. The only test tube he could find had a small crack in it, but he decided to use it anyway. He lit the Bunsen burner and used tongs to hold the test tube over the flame. He forgot to move his notebook away from the flame and almost caught it on fire.


Before they could do another experiment, the bell rang and they rushed to put everything away. Since they didn’t have much time, Patrick didn’t clean out his test tube before putting it in the cabinet. SpongeBob noticed that he had a small cut on his finger, but decided he didn’t have time to tell the teacher about it. Since they were late, they skipped washing their hands and hurried to the next class.

Worksheet created by T. Trimpe 2003 http://sciencespot.net/

SAFE SCIENCE:Lab Safety Awareness

Major General Laboratory Safety Rules and Reasons

RULE Never eat or drink in the lab. Never eat or drink from laboratory glassware. Do not run or play roughly in the lab. Do not play practical jokes in the lab. Do not perform experiments unless instructed by your teacher. Don’t mix chemicals for “fun.” Avoid spilling material in the laboratory. If anything spills, call your teacher immediately. Ask the

teacher about the correct procedure for cleanup. If an accident occurs, report it to your teacher promptly. Keep equipment and work areas clean and organized. Be sure all gas jets or valves, electrical connections and water faucets are turned off when you are

through with them or at the end of the lab period. Wear eye protection, aprons or lab coats, closed-toe shoes and other safety protection as directed

by your teacher or the instructions in your book. Read labels on containers with care before using their contents. Carry microscopes and other pieces of equipment with both hands, using one hand to support the

instrument from underneath. Follow instructions with care about the handling and management of live animals. Follow safety instructions precisely as stated in your book and/or by your teacher. Always obtain permission from your teacher before experimenting on your own. Do not perform any activities that have not been approved by your teacher. Never use broken or chipped glassware. If you notice a chip, crack or break, inform your teacher

immediately. Dispose of the glassware in the proper container. Learn the meaning of every safety symbol used in the lab. Always wash your hands after each laboratory experiment, or whenever your hands have been

exposed to anything that might harm you. Wash your hands after handling animals or animal cages. Read instructions for an experiment several times. Be sure you understand each of them. Follow directions exactly. For example add acid to water,

not water to acid. If you are not sure about any part of the directions, ask your teacher for help. Never return chemicals to their original containers.


Dispose of extra material you do not need according to your teacher’s directions.

Pressure

(or the Amazing Can-Crushing)

Purpose:To examine the influence of pressure differences

Equipment:clean and empty aluminum cans (soda cans with ridges at the ends work best), hot plate, shallow dish or pan, safety equipment (heat resistent gloves; tongs, goggles also recommended)

Procedure:Fill the dish or pan about half full with water.

Put ~15mL of water into a can (just enough to cover the bottom). Place the can on the hot plate and turn on the hot plate. Heat the can and water until the water is boiling. This will likely take just a couple of minutes. Steam will come out of the hole in the top of the can when the water is boiling. Let the can steam for at least another minute to try to maximize the ratio of water vapor to dry air inside the can.

As rapidly and carefully as possible remove the can from the hot plate, turn it upside down, and submerge the top of the can in the water. The faster this is done, the better. It is recommended to have the pan of water near the hot plate so you may grab the can about in the middle with the hand turned over (thumb pointing down) and in one motion turn it over and into the water.

With a little luck and skill the can will be crushed and water will be drawn up into the can.


Explanation:When it is first put on the hot plate the can is filled with air (except for the very small volume of liquid water at the bottom), and there is no difference between the air pressure on the inside and the outside of the can. When the water begins to boil the gaseous water vapor begins to take up some of the volume of the can and force out dry air that had been occupying the can. As the can top is put into the water, the can and thus the hot water vapor are cooled. The water vapor condenses back into liquid water and thus occupies a much smaller volume. Since the hole in the can is submerged in water, air is not able to rush in and fill that volume. With very little air inside the can the air pressure inside the can is much less than the air pressure outside of it. The can is crushed by the net inward forces exerted by this pressure difference.

Also, since the air pressure pushing down on the water outside of the can is much greater than the air pressure pushing down on the water through the drinking hole of the can, water is drawn up into the can.

To further convince yourself the condensation of the water vapor is what leads to the rapid fall of pressure inside the can, try the same procedure without putting any water into the can. As long as the can is dry, some water will likely be drawn into the can, but it will not be crushed. However, do remember this is an extreme demonstration and that evaporation and condensation have only a small effect on air pressure in the atmosphere.

Conclusions:1) Atmospheric pressure acts in all directions (right and left as well as up and down).

2) Pressure imbalances exert a net force on objects.

Links:http://www.youtube.com/watch?v=NklQnWoKaic Note that when the can is pulled up after imploding water that was drawn up into the can pours out.

http://www.youtube.com/watch?v=NklQnWoKaic


Student TaskReview the vocabulary

Predicting: To tell in advance the outcome of a future event based on current evidence or past experience.

Observation: Using one or more of your five senses to gather information about the world.

Inference: Attempting to explain an observation. Statements that are inferences often times begin with “perhaps” or “maybe”.

As the teacher begin the demonstration, prompt the students with the following:

We will boil 15 ml of water in a soda can and then we will turn it upside down, and submerge the top of the can in a container of water. Predict what will occur next.

Write at least five observations from this demonstration.

Write three possible inferences for what you observed in this experiment.


Tools Sort

Length WidthHeight VolumeMass WeightTime °CRuler Meter stick

Graduated cylinderMeasuring cup

Measuring spoonBeaker Flask

Pan balance


Triple-beam balanceSpring scale

Stopwatch ClockCalendar Meter

ThermometerKilometer Liter

Gram SecondM kmTemperature

Mg KilogramYear CentimeterDegrees Celsius


Milligram hrMillimeter Minute

Cm MilliliterKg Week

Day HourL Decade

Century mmmL Year

Month gSec minTape measure


Matter Concept Map


Materials Needed:

You will need to gather household items that include: plastics (polymer recycling codes 1-7), metals (aluminum, iron, etc.), glass (bottles and jars), compounds (salt, sugar, baking soda, etc.), solutions (colored flavor drinks, tea, coffee, etc), and a variety of materials that are heterogeneous (granite, rocks, wood, etc.). You should supply enough items so that each student has at least one item and distribute at least four or five items per material category. Provide some discrepant items such as a light bulb or capped bottle which are assemblies and do not fit any one category.

Engagement

Before giving materials to students to handle, remind them to exercise safe procedures. Introduce the lesson by passing out the items you have collected; one to each student. Ask, "Each one of these items is a piece of matter because? Solicit responses. (Answer is that matter has mass and occupies space.) Ask, "How would you describe your item?" Accept all responses. (Example: A student holds up an aluminum wire and states that it is solid, shiny, and the same throughout. List each response on the board. Give students an opportunity to look over all the responses. Ask, "Could we take these responses and organize them into categories?" After the students offer suggestions, say, "Look at all the entries on the board and group items that have the same thing in common." An example would be all things that are shiny and solid should be grouped together as "metals".

Assessment: Have students work in groups to organize all the items that have been distributed into categories.

Exploration

Brainstorm words related to matter and write them on a place where students can see them. Students should provide words such as, matter, states, materials, heterogeneous, homogeneous, solids, liquids, gases, solutions, pure substances, element, atoms, and compounds. Take one of the objects and ask a series of questions that leads students to operationally define the terms. "Is this matter? What state is it? Is it uniform (homogeneous)? Is it an element?" You are looking for descriptions that fit the ones in the Content knowledge section. Then using these terms have the students develop a hierarchy of these terms. You might lead the students through the diagram or have them draw a concept map.

If students have never done a concept map, you may scaffold using the concept of a sport which the students like.


http://agpa.uakron.edu/p16/lesson.php?id=classification&pg=procedures

http://agpa.uakron.edu/p16/lesson.php?id=classification&pg=procedures


1 balloon (round ones will work, but the longer "airship" balloons work best) 1 long piece of kite string (about 10-15 feet long) 1 plastic straw tape

1. Tie one end of the string to a chair, door knob, or other support. 2. Put the other end of the string through the straw. 3. Pull the string tight and tie it to another support in the room. 4. Blow up the balloon (but don't tie it.) Pinch the end of the balloon and tape the balloon to the straw

as shown above. You're ready for launch. 5. Let go and watch the rocket fly!

So how does it work? It's all about the air...and thrust. As the air rushes out of the balloon, it creates a forward motion called THRUST. Thrust is a pushing force created by energy. In the balloon experiment, our thrust comes from the energy of the balloon forcing the air out. Different sizes and shapes of balloon will create more or less thrust. In a real rocket, thrust is created by the force of burning rocket fuel as it blasts from the rockets engine - as the engines blast down, the rocket goes up!

The project above is a DEMONSTRATION. To make it a true experiment, you can try to answer these questions:


1. Does the shape of the balloon affect how far (or fast) the rocket travels?2. Does the length of the straw affect how far (or fast) the rocket travels?3. Does the type of string affect how far (or fast) the rocket travels? (try fishing line, nylon string, cotton string, etc.)4. Does the angle of the string affect how far (or fast) the rocket travels?

http://www.sciencebob.com/experiments/balloonrocket.php

http://www.sciencebob.com/experiments/balloonrocket.php


Name _______________ Date _____________

Earth Acrostic PoemAn acrostic poem is one where you choose a word or name and use each letter in the name as the beginning of a word or line that tells something about that person or topic.

Example: An acrostic poem using the word "Sun."

Sometimes when we go to the beach, I will get sun burn.

Usually if I put Sun block on my skin, I will not burn.

Noon is when I'm really prone to burning.

Write an Acrostic Poem using the word below.

EARTH

Modified from The Online Teacher Resource (www.teach-nology.com)

© Teachnology, Inc. All rights reserved.

http://www.teach-nology.com/

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