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7th Science Rocks!


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Tuesday, June 5

You Reviewed the Standards for the Year… 

 

1.    7th Grade Science Benchmark / Standards Assessment:  data to illustrate what you recall from this year and what you can apply… 

 

2.  Science inquiry Survey:  data to demonstrate how confident you feel about instructions with Inquiry, STEM Engineering Design Plan, constructing higher-level thinking questions,…

 

 

 

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Monday, June 4

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

All standards and objectives from the 3rd Trimester were measured today in our 3rd Trimester Assessment.

 

Today in Class:   Everyone took their 3rd Trimester Assessment.  This was a short-answer, multiple choice assessment, that not only measured your understanding and application of the standards for this Trimester, but also demonstrated:

*your ability to correctly match concepts from this unit,

*your strength on analyzing situations from this unit

*the methods you take to evaluate how you and others decide best actions as you apply sustainability and environmental practices to real-life situations.

 

No Homework –  All Late and Absent HW should be Completed Now!!!

 

 


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Friday, June 1

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 
MS-ESS3-3. 
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees).
 
DCI
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
SEP
Constructing Explanations and Designing Solutions
Apply scientific reasoning to show why the data or evidence is adequate for the solution.
 
Engaging in Argument from Evidence
Obtaining, Evaluating, Communicating Information
Communicate scientific and /or technical information about a process or system through oral presentations.
CCC
Cause and Effect
Relationships
 
Today in Class:
1.  You and a small group evaluated some of the Invasive Species posters, letters, videos and brochures.
2.  You reviewed topics from this unit in your notes.  You should have made sure that you have all of the notes and concepts defined, described and discussed in notes, worksheets and activities.
3.  I critiqued and graded some of the Google.Slides of the Sustainability Projects.
Homework:       Just make sure that you have your binder organized and complete.  Notes in order.


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Thursday, May 31

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 
MS-ESS3-3. 
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees).
DCI
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
SEP
Constructing Explanations and Designing Solutions
Apply scientific reasoning to show why the data or evidence is adequate for the solution.
 
Engaging in Argument from Evidence
Obtaining, Evaluating, Communicating Information
Communicate scientific and /or technical information about a process or system through oral presentations.
CCC
Cause and Effect
Relationships
Today in Class:
1.  You completed a survey to provide feedback about the Sustainability Showcase and your Sustainability Project.
2.  You and your teammate gave a short presentation about your project to the class.  You answered questions about: what your project was about, what you learned,  what surprised you, what your solution was about.
3.  In some classes, we started evaluating the Invasive Species “Most Wanted” posters, infographics, letters, brochures, articles,…  that you completed last week Friday.  We will finish this tomorrow.
Homework:  No HW.


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Wednesday, May 30

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 
MS-ESS3-3. 
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees),
DCI
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
SEP
Constructing Explanations and Designing Solutions
Apply scientific reasoning to show why the data or evidence is adequate for the solution.
 
Engaging in Argument from Evidence
Obtaining, Evaluating, Communicating Information
Communicate scientific and /or technical information about a process or system through oral presentations.
CCC
Cause and Effect
Relationships
Today in Class:
Today was the day you practiced your presentation to finally present TONIGHT for the Sustainability Showcase!  You and your teammate should be all ready to present and have all slides completed.
We went down to the Media Center and you practiced presenting at your designated spot!
Homework – Take ~Away Task!   See you tonight at the Sustainability Showcase!


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Tuesday, May 29

 

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices: 
MS-ESS3-3. 
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), 
DCI
ESS3.C: Human Impacts on Earth Systems
Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
SEP
Constructing Explanations and Designing Solutions
 
Engaging in Argument from Evidence
CCC
Cause and Effect
Relationships

Today in Class:

1. Students receive Veritasium “Global Climate Change is Boring” worksheets back.

2. Students – teams – need to complete their Sustainability Showcase projects – Google Slides. 
***Students should have worked the majority of the hour on these slides- that you began  last week.
***You should  have shown your “solution” to Mrs. Lambrix.  This statement should include science terms: environmental concepts from notes, possibly chemistry concepts,… but it should NOT just state that, “the experiment worked” or “it did not work.” Students groups should have referred to a copy of your notes and worksheets
out, and should have referred to your data as well.
***If students finished with your Google.slides early, you then peer evaluated another groups’ SS project- Google.slides with an extra grade sheet, and then gave each other feedback.

 

Homework: By now – your entire SS Project should be completed— all your Google.Slides should be done.  Maybe you should practice tonight what you will state when you present your project tomorrow night?   We will practice tomorrow in class!

 

 


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Thursday, May 24

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

MS-PS1-3      Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

MS-ESS3-3      Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.

MS-LS1-5      Construct a scientific explanation based on evidence for how environmental (and genetic) factors influence the growth of organisms.

MS-LS2.4      Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

DCI     ESS3.C: Human Impacts on Earth Systems          Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)

           LS2.C         Ecosystem Dynamics, Functioning, and Resilience          Ecosystems are dynamic in nature; their characteristics can vary over time.  Disruptions to any physical or biological component to an ecosystem can lead to shifts in all populations.

          Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. 

SEP     

Constructing Explanations and Designing Solutions

Engaging in Argument from Evidence

CCC

Cause and Effect

Relationships

 

Today in Class:     

1.  I reminded you all about the importance of proper clothes for your field trip:  close-toed shoes or boots, socks, long pants, long-sleeve shirts, hat?, bandanna?.   Bring a small backpack or string bag with a (reusable) bottle of water, a pencil, a thin notebook to write on and insect repellant.   I read off which classes would be outside in the morning and  which would be going in the afternoon.

2. Students chose from a large list of Invasive Species to investigate.
Online Lists:
https://www.michigan.gov/invasives/0,5664,7-324-68002—,00.html
http://mnfi.anr.msu.edu/invasive-species/InvasivePlantsFieldGuide.pdf
http://mnfi.anr.msu.edu/invasive-species/AquaticsFieldGuide.pdf

This activity is about education of the public about Invasive Species (social “leg” of sustainability).  Students next located some online or textbook information about a specific invasive species that they chose / were assigned.

Points to include/ sample rubric
3 pts:   your name, species name, spelling
5pts:   pictures, drawings (1 or 2)
5pts:   “crimes” – negatives about this invasive species
3 pts:   sources – url’s; website name
5pts:   map / location with invasive sp.
3pts   “rewards” 1-2 good reasons why we need to get rid of this species

3.  Next, in order to take responsibility to educate others about invasive species, students choose to create either

a. Most Un-Wanted Invasive Species – hand drawn (posters)

OR

b. Brochure to educate general Allendale Community

OR

c. Letter to business owner / artist who might work with or come in contact with invasive species

OR

d. Infographic (online poster) to be posted in school or inside a local business

OR

Letter to the editor of a newspaper (online or paper) about the problem of invasive species

OR

Movie – using the FlipGrid Video Platform – with a partner about 3 related invasive species

 

HOMEWORK:  1.  15-20 minutes of work time on your Google Slides for your Sustainability Showcase Project.   2.  Make sure you and your partner sent all your invitations out!

 

 

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