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7th Science Rocks!


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Wednesday, Sept. 20

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

1. MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved
2.  MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  An organism may be unicellular or multicellular.
SEP: Can I identify the tools and their correct care when viewing microscopic organisms? *Science investigations use a variety of methods and tools to make measurements and observations.
Today in Class:
1.  I checked students’ comments and observations from the Video#2, Water Sample of Microorganisms (homework, Tuesday).  Quite a few of you did not complete this work – and you were not prepared for your group discussion- you were not ready to write up your Materials and Method for our investigation.  If you were not prepared, please make sure to complete your Late homework.  The video link is on Tuesday’s post.
2.  You and your group met and should have completed your practice “Plan,” the 3rd box-step of the Engineering Process for the Observation of Microorganisms investigation.  Then after  (each of you) listing those on your worksheet, you should have completed the final materials and methods list on looseleaf (1 final list per group).  
3.  Microscope review and notes:    most students then completed the Q & A’s on the back of the microscope diagram paper.  These questions are still considered notes– practice questions and answers.  
[7th hour did not reach the same point of work as the other classes.  We will catch up tomorrow.  Great work 7th hour, good effort during class today.]
Homework – Take Away Task:
Review your Lab Safety Notes – (the 8-box paper) – by “Telling your notes to a person of your choice.”  You may tell them to a friend, a parent, a relative, a sibling,…  Make sure to tell them your descriptions and examples.

 

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Tuesday, Sept. 19

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  An organism may be unicellular or multicellular.
SEP: Can I identify the tools and their correct care when viewing microscopic organisms? *Science investigations use a variety of methods and tools to make measurements and observations.
Today in Class:
1.  Phenomena:   “Mystery Image:”     Paramecium and Amoeba
2.  You finished the color key for your microscope labels and diagram.  Next, you listened and interacted with directions about microscope activities and guidelines for their use and care.  
3.  We had a “Lockdown” drill during 3rd hour.
4.  Most of the classes started answering the questions on the back of the microscope worksheet (this is NOT HW).
Homework:  Please watch this Water and Microorganism Sampling Video #2 and write a list of notes (short sentences or phrases; one-liners (NOT paragraph answers).  Try for 10 + comments and observations.
List notes could include: 1. methods  2.  collection techniques    b. what was done incorrectly with the microscope  c.  scientific observations  c.  any names of microorganisms (see basic key below)…


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Monday, Sept. 18

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices
MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved
MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
DCI     –     SCI Investigation Methods:
Identify the tools and their correct care for viewing microscopic organisms.
*Science investigations use a variety of methods and tools to make measurements and observations
Today in Class:
1.  Phenomena        Video clip: “Soar”  Soar – link to Engineering Practices
Students watch the video clip and  note how this simple story relates to the STEM Engineering Practices  that we are utilizing in our first investigation.
2.  Students moved into their groups for the Water Sample / Microorganisms Investigation.  We reviewed the “Ask” – state the problem Engineering Practice.  Next, we reviewed  the work that most groups had started with the “Imagine” (Hypothesis, ideas for the experiment).   Third- your group worked on the Plan- you wrote a materials list, drew a map or diagram and then started working on the procedure.
3.  Students transitioned to labeling the microscope diagram.  You and a partner Google.searched “diagram + microscope + labels.”  You then labelled the microscope (“diagram notes”).  If you did not complete these labels (5th hour – quite a few of you should complete the labels), please do this for homework.  The rest of the worksheet is NOT homework.
Take Away Task:
Complete labels for the microscope diagram (notes worksheet).  The rest of the worksheet is NOT homework.


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Friday, Sept. 15

Essential Questions and Performance Standards:

1. Do I understand and can I explain what it means to be “3-D” in Science?

2. Can I explain why specific safety guidelines are necessary and will enable me to ensure a safe environment for me and my classmates?

3.  How do I interpret the engineering design process as a cyclical and repetitious process?

MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved. 

Today in Class:

1. You and a partner discussed the video that was assigned for homework.  Most students had taken notes, and so this made it easier to remember what information was covered and what was demonstrated on the video.

2.  Next, You and a team peer-evaluated your corrected Lab Safety Cartoon that I had graded.  It was your job to note the grade that you achieved and then give feedback to those in your group.  This should have helped you to understand Lab Safety situations in a science classroom even better .  I f you would like to make this up,  look below in the Take- Home  section.

3.  The class next bounced ideas as to the goal of the upcoming investigation.   After many different ideas and thoughts shared, the class (groups were made) decided on something to this effect:  Our group will try to determine which body of water on the AMS campus (pond or stream or marsh.,..) would yield the most and the largest variety of microorganisms.  You should have also specified where you would take the sample of water (from the surface or bottom or near plants,…).  You wrote this in the top section (“ASK” – “How do we solve the problem?”) of the STEM Engineering  worksheet as you talked with your group.  Many groups also started their hypothesis and brainstormed solutions in the “Imagine” (“Design the solution”) section.  For a copy of this worksheet:

This is not homework!   We will continue with this in class.

Take Away Task:  Just think about what you would like to do to solve the microorganism lab  problem next week 🙂

Make-Up Assignment: Lab Safety Cartoon ——–>  follow the same directions as you did for the last comic. Look for positives and all the negative lab safety situations in the cartoon below.  Make sure to label the lab safety situation.  Write this in a T-Chart.  This is due Monday if you choose to complete it. 

 

 


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Thursday, September 14

Essential Questions and Performance Standards:

1. Do I understand and can I explain what it means to be “3-D” in Science?

2. Can I explain why specific safety guidelines are necessary and will enable me to ensure a safe environment for me and my classmates?

3.  How do I interpret the engineering design process as a cyclical and repetitious process?

Today in Class:

  1. Phenomena:  connect the Robinsons’ video with Engineering and STEM: Robinson’s video & STEM Engineering 
  2. I showed the class what a “Word Cloud”  is.  Most of the classes made a “word cloud’ using student whiteboards and markers.  (Two classes voted to try out and use https://www.wordclouds.com/ ).     You worked as a team.  Each team was assigned one of the STEM engineering steps.  You were to write key terms to describe this step.  You later presented your ideas to the class and I wrote these on the SmartBoard.  Everyone added these ideas into their diagram notes that we started yesterday.  These notes were Fantastic!!  Your ideas were very complete.  I will copy these into the “Notes for the Unit” page on this Blog.
  3. Perform a  google.search on “NGSS + 3D.”  What does this refer to?  We discussed this shortly— and I introduced this to you as a class.  {You did not need to take notes – it was just an introduction}

 

Take Away Tasks:

 Watch the video: Organisms Found in Pond Water

and make  a few notes…. In other words, summarize what you have observed on the video in 3-5 statements.  List this summary in your notebook or on 3 x 5 cards.  You may answer these questions, if you are trying to think about what to write.          

 *What did the students find in the water?    *Where would they look to capture organisms and why?     *What do you think we will be learning about next? *   Which tools will we need to use?    *Does this interest you?    *Do you have any questions?


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Wednesday, Sept. 13

Essential Questions and Performance Standards:

1. 7th Grade Benchmark Assessment–  Establishment of baseline for student knowledge and achievement in 7th Grade Science.   What will my baseline understanding and comprehension of the 7th Grade Science Standards tell me about the content that I will need to learn?

2. Can I explain why specific safety guidelines are necessary and will enable me to ensure a safe environment for me and my classmates?

3.  How do I interpret the engineering design process as a cyclical and repetitious process?

 

Today in Class:

1.Some students needed time to complete their 7th Grade Science Benchmark Assessment.   If you still need more time to finish the last few questions, please come in Thursday or Friday morning.  It does time-stamp your work, and it is important that you complete this no later than Friday morning.

2.  Next, you observed the STEM bulletin board in the back of the room and should have created a STEM diagram – drawing and labeling the cogs/gears in a cyclical format.  You then shared with other students- how STEM looked different than other science classes that you have previously  taken.  You may have shared observations about the engineering process and questions you may have.    You next wrote your ideas, thoughts and questions in your Phenomena section of your notebook.

***If you would like to see this diagram and more of an explanation,  please go to the STEM page (tab up top), go to the Sept 4 blog post or check out the links below:

Example of a STEM classroom:   STEM Lab at Vaughan Elem. School

Improve and Imagine:

 

3.   I collected your Positive and Negative Lab Safety notes (cartoon assigned Monday and Tuesday).  We will discuss these more in class tomorrow.

Take Home Task:  No Homework today – and most of you did complete your Lab Safety HW on time!  Great scott!

Image result for great scott meme

 


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Tuesday, Sept. 12

Essential Questions and Performance Standards:

1. 7th Grade Benchmark Assessment–  Establishment of baseline for student knowledge and achievement in 7th Grade Science.   What will my baseline understanding and comprehension of the 7th Grade Science Standards tell me about the content that I will need to learn?

2. Can I explain why specific safety guidelines are necessary and will enable me to ensure a safe environment for me and my classmates?

Today in Class:

1.7th Grade Science Benchmark Assessment:  whew!  We are almost done with these beginning of the year science assessments!  Hang in there, you are on the homestretch!  Most students completed this assessment or are in the last 1/3 of the test.   Remember, this is a valuable tool for us to use to help you learn and for me to be a great teacher for you, to understand what I need to teach.

2. Some of you completed the Lab Safety comic strip HW assignment (that you started yesterday after that 6th Grade Science Assessment).

Take Home Task:  (the same as Monday’s blog post)

  1. Look at this Lab Safety Cartoon.  Create a T-Chart (demo in class) of “Positives” and “Negatives” Lab Safety examples.  You may refer to your notes.  We started this in class because many of you completed your benchmark assessment early.
  2.  [You do NOT need to answer questions at the bottom of the comic].

https://www.biologycorner.com/worksheets/safety.html