Monday, August 23, 2010

Powerpoint  

TEKS:

8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

 

8.3(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

 

8.3(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

 

Objective:  Students will be able to explain 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.

   

The purpose of this activity is to get the students to think about the nature of science, and also, to show the importance of being an active participant in the learning process.  Students have been given the definition of science in the past, but students should realize that science is dynamic, it is hands-on, and it changes as our knowledge of the world increases.

 

Engage

 

Do Now:  Find your seat and create a name tent. On the slip of paper at your desk, write down your own definition of science. 

 

Lesson Plan: 

 

Explore

Teacher will call on 3 students to share their working definitions of science, teacher will record these on the overhead.

 

Hand out all the pieces except the small square marked X.  Each piece represents current scientific data.  Once the students are given the pieces, no further instruction is given, most students will begin to arrange the pieces on their own.  In a short amount of time, the students will put the pieces together to make a square as seen below in figure 2.

 

Once all the students have arranged the pieces to produce figure 2, hand out the small square marked X to each student and explain that a new scientific discovery has been made.  Students must somehow incorporate this new information to their puzzle.

 

Encourage students to work individually at first, and then, to work in groups if the frustration level rises.  There may be some degree of “cheating” and peeking at other student’s progress.  If one student gets the correct arrangement, have that student cover up the answer. 

 

Hints may be given to help the students along.  It may be helpful to tell students to make the Superman logo shape first.

 

Probing Questions/ Follow-Up Discussion:  Once all or most of the students have arranged the pieces correctly, I ask them to brainstorm and share how this activity is similar to “doing” science.  Some similarities include, but are not excluded to:  1)  Assume that the pieces fit together – nature is a puzzle that we have not yet solved; 2) Trial and error is an essential ingredient to science; 3) New information may require the old theory to be modified or discarded; 4) Our current information may be incomplete and therefore, our theories incorrect; 5)  Sometimes, we get lucky and find the right answer; 6) Collaboration may be helpful; 7) Once we arrive at the answer, it makes perfect, elegant sense.

 

One comment I make at the end of this activity is that this activity would have been quite dull if I drew the pieces on the board and they had to figure it out in their heads.  The beauty of chemistry is that ideas and concepts that may be abstract can be tested in laboratory exercises.   With an advanced class, the concept of scientific paradigm and paradigm shifts i.e. germ theory, theory of evolution, and atomic thoery can be discussed.

 

Homework:

Pass out safety contract and Brief Autobiography, these are due back to your science teacher signed by your parent.

 

Formative Assessment

 

Exit Slip

1. Summarize what we did in today's investigation.

 

2. If this activity represents science, what do the different pieces represent? 

 

3. How did piece "x" affect your arrangement?

 

 

Accommodations

ELL: Realia, modeling investigation after verbal instructions are given.

GT:

SpEd: modeling investigation after verbal instructions are given.

 

Vocabulary 

Science

evidence

 

online source of puzzle lesson: http://www.scienceteacherprogram.org/genscience/Choi04.html

 

Tuesday, August 24, 2010

Powerpoint 

TEKS:

8.3 Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

 

8.3(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

 

8.3(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

 

Objectives:  

Students will be able to...

     Demonstrate classroom procedures, rules, safety.

     Identify the locations of the science safety equipment.

     Demonstrate proper usage of safety equipment.

 

Essential Questions: How does use of proper safety procedures affect our learning in science?

 

Vocabulary:

Science

Evidence

Prediction

Testable

 

Lesson Plan:

 

Explain     

Do Now:  Based on what you learned in yesterday's puzzle investigation, revise your definition of science. (2 minutes).

 

Students assign themselves to the definition of science they most agree with.

Four Corners Posters:

1.  Science is a way to understand the physical world through observation and experimentation.

2.  Science gives us answers to the natural world.

3.  Science is a way to understand the universe we live in.

4.  Science is a process used to arrive at an answer.

 

Groups work together to refine their definition of science.  Groups work for 4 minutes to develop their definition of science.  Each "corner" shares their revised definition of science, explaining why they made the changes they made, students will complete this on poster paper. (25 minutes). 

Science is worksheet

 

Probing questions: What common themes do we see in all of the definitions?  If science changes over time?  Does the definition of science change over time.  How is science different from other subject areas?  How is it similar?

 

Provide students with science definition from the national academy of sciences, students record this on their piece of notebook paper.

 

Definition of science-  1. use of evidence to construct testable explanations and predictions of natural phenomena, as well as the knowledge generated through this process. 2. Use evidence to make and test hypotheses about our world and universe.

 

Elaborate 

Think-Pair-Share: Describe the best science class that you could hope for.  Describe the worst science class you can imagine. (5 minutes)

Hopes and Fears Survey.doc

 

If we are to create the best science class we can imagine we have to have effective rules and procedures in order.

Provide students with class syllabus, review with students.

 

Review class procedures (10 minutes)

     SLANT

     As you enter the classroom

     Materials

     Turn in work

     Tutoring

     Independent work

     Group work/lab investigations

 

Evaluate

Formative Assessment:

     

     Exit Slip

 

     Grade Level

Science uses __(evidence)__ to make __(hypotheses)_ about our world and universe.

 

     PreAP

          What is science?

 

Homework: 

 

Accommodations

ELL:  Sentence stem for exit slip on definition of science.  Modified definition of science based on National Academy of Sciences definition.

SpEd: Sentence stem for exit slip on definition of science.  Modified definition of science based on National Academy of Sciences definition.

GT:

 

 

Wednesday, August 25, 2010/ Thursday, August 26, 2010 (Block Day)

Powerpoint revised 8/24, 9:44 PM

TEKS:

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

 

8.1Scientific 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:

 

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

 

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

 

Objective:

Students will be able to...

     Locate safety equipment in the science class.

     Demonstrate proper use of chemical splash goggles, aprons, and gloves.

     Justify the use of chemical splash goggles, aprons, and gloves in science class.

     Demonstrate proper use of eye/face wash, fire blanket, and fire extinguisher.

     Defend the inclusion of laboratory investigation in science class as an effective way to model how scientists work. 

 

Essential Questions: 

How is working on science investigations in 8th grade similar to how scientists "do science"?  How is it different?

Why is it necessary for pharmacists, doctors and patients to be accurate and precise when making measurement of medicines?

 

Vocabulary:

chemical splash goggles, aprons, gloves, emergency safety equipment, eye/face wash, fire blanket, fire extinguisher.

 

Lesson Plan: 

Engage

Do Now:  How can the use of proper lab safety procedures create the "best science class you can imagine"?  The one you wrote about in yesterday's "Hopes and Fears?". (5 minutes)

 

Explore

1. Safety Goggles

2. Apron

3. Gloves

4.  Eye/face wash

5.  Fire blanket

6.  Fire extinguisher

7.  Faucet

 

 

Teacher will give students a card that has a piece of safety equipment written on it. Students will work with their table to complete the graphic organizer for their piece of safety equipment.  (5 minutes small group work.

 

Explain

Groups will present proper use of the safety equipment to the class, while they complete the graphic organizer.  Teacher will clarify any misconceptions, as well as point out the location of the safety equipment in science classroom.

 

After all groups have presented the proper usage of safety equipment, teacher will provide students with "Laboratory Safety Rules".  Use "popcorn" strategy to call on students to read the lab safety rules out loud. 

 

(20 minutes small groups present to large group).

 

Elaborate 1

Teacher will pass out 8 safety scenarios (page 1, page 2, page 3) to groups.  They will discuss the scenario, decide which lab rule was broken.  Group will rewrite the scenario so that the student is following correct safety procedures.  Teacher will call on 2 or 3 groups to share the scenarios out loud to the class.

(10 minutes)

 

Elaborate 2

Colorful Chemistry (page 1, page 2)

Engage question-  Why is it necessary for pharmacists, doctors and patients to be accurate and precise when making measurement of medicines?

 

Evaluate 

Homework- 

1. Explain the purpose of following lab safety procedures in science.  How does this affect the learning environment?

2. Why is it necessary for pharmacists, doctors and patients to be accurate and precise when making measurement of medicines?

3. What are some reasons why you may have more or less liquid than you started in the Colorful Chemistry Investigation?

4. Mr. Price has decided that science class should be 100% book work from this day forward.  Write an email that defends the inclusion of laboratory investigation in science class as an effective way to model how scientists work.  

 

Accommodations:

     ELL-Stems provided for lesson evaluation.

     SpEd-Stems provided for lesson evaluation.

     GT- Digitec article.

 

Friday, August 27, 2010

 

Grade Level will complete the Colorful Chemistry Lab the preAP completed on Wed/Thurs.

 

 

PreAP will do an extension activity on the egg recall due to salmonella.

Powerpoint for PreAP

TEKS

8.3(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

 

8.3(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

 

Objective:

 

Engage: 

     Do now:  What is the importance of accurate measurement in science?  Keep writing until your teacher says "Stop".

 

Explore:  Digitek Article and Follow-up Q's.  Complete independently.

 

Explain:  Discuss answers to questions.

 

Elaborate:  

Students watch the news clip on the salmonella outbreak:  http://www.metacafe.com/watch/hl-50079511/nbc_today_show_tips_to_stay_safe_during_egg_recall/

 

Students read article regarding salmonella:  http://kidshealth.org/PageManager.jsp?dn=KidsHealth&lic=1&ps=307&cat_id=115&article_set=23021

 

Evaluate:  Write 2 things you learned in today's lesson.  Write 1 question for Mr. Chris Waldrop, Director of the Food Safety Commission, in Washington DC.

'

 

 

TEKS:  

8.1Scientific 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:

 

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

 

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

 

Objective:

     Students will be able to...

     Explain that testable questions are the focus of science.

     Identify the characteristics of an experimental investigation.

     Compare and contrast the two types of investigations conducted this week.

 

Vocabulary:

experimental investigation, hypothesis, control, independent variable, dependent variable,

 

Lesson Plan:

Engage

Do Now

What types of questions to scientists focus on?  Are there some questions that are "beyond" science?  Explain.

 

Explore

Observe the materials at your table?  (Alka Seltzer tablet and 100 mL beaker of water.) Write down 3 questions about the materials.  Teacher will ask groups to share questions with each other.

 

Explain
Powerpoint, Testable Questions

 

 

Elaborate

You are going to be investigating the dissolving rates of medicines in different temperatures of water. (Comparing Dissolving Rates) 

 

Write a hypothesis, a prediction that can be tested, for this lab using "If__, then __" format.

 

Students will graph data on graph paper.

Evaluate

Probing questions

 

1. What was the independent (manipulated) variable in this experiment?

 

2. What was the dependent (responding) variable in this experiment?

 

3. In which temperature of water did the Alka-Seltzer tablet dissolve the fastest?

 

4. What were the constants (things we did not change) in this experiment?

 

5. What were our sources of error for this experiment? How could you correct these errors to make the experiment more successful in the future?
6. What types of questions are the focus of science?  Give 1 example of this type of question.

 

 

Homework:  Finish evaluation questions.

 

Accommodations:

     ELL:  Stems for responses.

     SpEd:  Stems for responses.

     GT:  Scientist biography.

 

Monday, August 30, 2010

 

TEKS:  8.4A Use appropriate tools to collect, record, and analyze information including lab journals/notebooks.

 

Objective:

     Students will be able to set up their composition books for science class.

 

 

Vocabulary:

 

Lesson Plan:

Engage

Do Now

 

Explore

 

Explain

 

Elaborate

 

Evaluate

 

 

Homework: 

 

Accommodations:

     ELL: 

     SpEd: 

     GT: 

Tuesday, August 31, 2010

TEKS:  

 

Objective:

     Students will be able to...

 

 

Vocabulary:

 

Lesson Plan:

Engage

Do Now

 

Explain

 

 

Elaborate

 

Evaluate

 

 

Homework: 

 

Accommodations:

     ELL: 

     SpEd: 

     GT:  

Wednesday/Thursday, September 1/2, 2010

TEKS:  

 

Objective:

     Students will be able to...

 

 

Vocabulary:

 

Lesson Plan:

Engage

Do Now

          Matter Lab power point 

Explore

          Matter Lab 

 

 

Accommodations:

     ELL: 

     SpEd: 

     GT:  

Friday, September 3, 2010

TEKS:  

 

Objective:

     Students will be able to...

 

 

Vocabulary:

 

Lesson Plan:

Engage

Do Now

 

Explore

 

Explain

 

Elaborate

 

Evaluate

 

 

Homework: 

 

Accommodations:

     ELL: 

     SpEd: 

     GT:  

 

 

Date

TEKS:  

 

Objective:

     Students will be able to...

 

 

Vocabulary:

 

Lesson Plan:

Engage

Do Now

 

Explore

 

Explain

 

Elaborate

 

Evaluate

 

 

Homework: 

 

Accommodations:

     ELL: 

     SpEd: 

     GT: