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7th Science Rocks!


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Tuesday, April 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.
Today in Class:
1.  I talked about the transition from the Chemistry Unit to the Environmental Science, or Human Impact Unit.  
2.  We talked about all of the different ways to take notes, and I showed you a couple of new ways to write your notes that would be interesting and helpful.   You were given a set of notes to define and note examples of each.  

What are Synthetics????

Directions:

1. Notes: synthetic materials, natural resources, biodegradable
2. List examples of synthetic materials that are all around us and in
use
You may: Refer to the Reading (scan the reading
Bring Science Alive: Matter pp. 133-143 (top)
b. Partners define and group your examples
Polymers —–> plastics
Fuels
Food additives
Medicines
c. List each and note:
Positives/ Negatives, T-Chart, I read, I Understand, Hexagonal Notes, Graphic Organizer — whichever format you choose

 

Homework:  Read pages 133-143, which was started in class.    

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Monday, April 23

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices

MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. 
MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.
MS-PS1-5.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved
MS-ETS1-3  Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success
DCIs: 
PS3.D:  Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.
LS1.C:  Organization for Matter and Energy Flow in Organisms
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
LS1.CPlants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.
DCI:
*PS1.B: Chemical Reactions
*Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants. 
*The total number of each type of atom is conserved, and thus the mass does not change.
CCC:  Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes.
SEP Analyze, Critical Thinking
*Students will experience analyzing someone else’s results,
*Students will think critically about the reactants and the resulting products and will analyze results to provide evidence.
Today in Class: 
Hooray!  You took the Chemistry Unit Assessment!   Hopefully you studied and were better prepared than last week.
This test took students the majority of the class time to finish.
Homework:  No Homework today.


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Friday, April 20

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

  1.  You and your team had to determine these — which standards matched your chemistry experiment with the Alka Seltzer and the old film canisters?  You referred to all of the standards and objectives that I shared with you (yesterday – Google.classroom) from this unit.
  2. Look through all of these standards—- these are the standards that I referred to review with.

 

Today in Class: 

  1.  I explained that we were going to take one more day to review after completing the experiment.  This was necessary.  Many of the students shared yesterday that they were not prepared for the test and had not studied.
  2. You completed your “Pop the Top Off” experiment.  Most of you were writing your Performance Standards and matching a diagram from our notes to the experiment.

 

Homework – Take Away Task:    Make sure to study and review your notes, diagrams, reading strategies, labs and activities… Unit Assessment Monday.


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Thursday, April 19

–Sorry I am posting an hour behind, had meetings and students in my room after school – I was busy!

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

You and your team had to determine these — which standards matched your chemistry experiment with the Alka Seltzer and the old film canisters?

 

Today in Class:    

1.   The point of this experiment was to review chemistry concepts as you completed the trials and recorded your data.  I was concerned because quite a few of you admitted that you have not been reviewing and studying, and it showed when you could not name chemistry concepts we have studied the past 7-8 weeks.

2.  You completed your trials and then we reviewed — Q & A method. 

 

Homework – Take Away Task:    Make sure to study and review your notes, diagrams, reading strategies, labs and activities… Unit Assessment tomorrow.

 

 

 

 

 

 

 


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Wednesday, April 18

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-PS1-5.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved

MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

DCIs: 
PS3.D:Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

LS1.C: Organization for Matter and Energy Flow in Organisms
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

LS1.C: Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

CCC: Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes.

SEP
Developing and Using Models Develop a model to describe unobservable mechanisms     *Students will experience analyzing someone else’s results, a key part of and regular occurrence in the scientific community.     *Students will think critically about the reactants and the resulting products and will analyze results to provide evidence.  *Students will understand that light and air are necessary for photosynthesis

 

Today in Class:

1.   First, you completed your Photosynthesis – Analyzing Another Scientist’s Results – stations activities.  You should have talked with your small group and answered the questions that were on the board / SmartBoard.  

     “Which compounds are produced and stored due to the photosynthesis reaction?

     “Why would you classify photosynthesis as a chemical reaction?” 

     ” How did you set up a table and a key to illustrate your evidence for the photosynthesis experiment?”  

     “What, if any, evidence is present in these investigations that…
–light is important for photosynthesis?
–carbon dioxide ?
–water?
–other things?”

 

2.  Now, you and your group moved on to the activity, “FILM CANISTER POP-UPS!”  The key objective for this experiment was to… “Incorporate Chemistry concepts and Chemistry Performance Standards as you run an experiment to “pop” an old film canister. In other words, REVIEW Chemistry while running trials!”

a.  You and your group should have noted at least 3-4 chemistry concepts that were demonstrated and used in this experiment.

b.  You and your team located all of the materials, and put on your safety goggles!  You then ran trials.  Most classes ran 3 trials and had fun reviewing chemistry.  

c.  You will be able to run a second set of trials for comparison in the beginning of class tomorrow– as soon as you show that you have now listed 7-8 chemistry concepts demonstrated and utilized in this experiment.

 

Homework – Take Away Task:    Review review review!  Unit Assessment Friday!  Connect the review concepts to your Film Canister lab! 

 


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Tuesday, April 17

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-PS1-5.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved
 

MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms. 
MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

DCIs: 
PS3.D: Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

LS1.C: Organization for Matter and Energy Flow in Organisms
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

LS1.C: Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

CCC: Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes.

SEP
Developing and Using Models Develop a model to describe unobservable mechanisms     *Students will experience analyzing someone else’s results, a key part of and regular occurrence in the scientific community.     *Students will think critically about the reactants and the resulting products and will analyze results to provide evidence.  *Students will understand that light and air are necessary for photosynthesis

Today in Class:

1.  First, I described  how I wanted you to use the 3 x 5 card I gave to you for HW (see below).  

2.  Next, you and your group reviewed the process of photosynthesis: you discussed and asked questions of each other regarding the diagram and  the chemical formula for photosynthesis.  (I will copy this diagram and place it on the “Notes for the Unit” right after posting this entry).  I then asked the class more questions, to double-check your understanding.

3.  “Detecting Photosynthesis: Analyzing Other Scientists’ Data:”  You and your group looked at the set-up for this experiment.  You determined how you would record the data (numerical results!!!).  The you should have made a key on your Claim-Evidence-Reasoning (CER) paper.  Most groups recorded the data as either percent amount of starch, or counted the starch spots, or created a scale, 1-10 for amount of starch coverage.

4.  You and your group walked from station to station, to record the data that was completed for that experimental set-up. 

 

Homework- Take-Away-Task:  Study and review chemistry concepts.  Refer to your notes, my notes on my Blog, the Performance Standards, labs and activities,…  Then write 2 questions that you would like to review (create 2 higher-level thinking questions as we discussed in class, not just ‘define atom’).  Write these questions on the 3 x 5 card to turn in tomorrow.  

 


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Friday, April 13

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-PS1-5.
Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved

MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
MS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

DCIs:
PS3.D: Energy in Chemical Processes and Everyday Life
Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

LS1.C: Organization for Matter and Energy Flow in Organisms
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.

LS1.C: Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use.

CCC: Energy and Matter
Matter is conserved because atoms are conserved in physical and chemical processes.

SEP
Developing and Using Models Develop a model to describe unobservable mechanisms     *Students will experience analyzing someone else’s results, a key part of and regular occurrence in the scientific community.     *Students will think critically about the reactants and the resulting products and will analyze results to provide evidence.  *Students will understand that light and air are necessary for photosynthesis

Today in Class:

1.  Phenomena:  Photosynthesis, observe leaf / plant photos:  you and a partner observed different leaves that had undergone changes in an experiment.  You discussed what changes you thought had occurred and your reasoning for this.  Then you wrote a hypothesis.

2.  We then discussed and corrected the photosynthesis video worksheet.  Great.  Most students made the connection from the concepts studied in the photosynthesis and microbiology unit to how to describe and talk about those concepts with the chemistry unit.

3.  Next, you and your partner read the introduction to the “Detecting Photosynthesis- Analyzing Other Scientists’ Data” experiment.  We discussed your summaries of this introduction.  IN most of the classes, students also talked about how they were surprised about scientists’ determining the reasons why plants gained weight. Students were also surprised that scientists (and farmers) did not understand much about photosynthesis before the 1800s.

4.  Students read and discussed the introduction of the activity.  I also reminded that tis experience was different than other investigations  you have worked with.  You are evaluating other scientists’ work, and  will need to think critically about the results and what the results provide evidence for.

 

Homework / Take/Away Tasks:   Study Chemistry notes, diagrams, and review your labs and investigations.   Test next week Thursday.