Thursday/Friday, 12/13 September, 2013

ESSENTIAL QUESTION:  How do scientists develop scientific knowledge?

Why are good scientists often skeptical about claims made from experiments and how can they become more confident?

TOPIC: Other Scientific Investigations and Methods/Replication and Repetition

NGSSS: SC.8.N.1.1; SC.7.N.1.2

BENCHMARKS:

-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables.  

-Differentiate replication (by others) from repetition (multiple trials).

LEARNING OBJECTIVES:  Students will be able to:

-distinguish between an experiment and other types of scientific investigations where variables cannot 

be controlled.

-describe the common methods and models used in different fields of science and analyze the benefits 

and limitations of them.

-differentiate between replication and repetition and evaluate the use and need of each in a scientific 

investigation.

BELL RINGER- Topic 1 Assessment

Students took the topic one assessment.

Some classes began the lesson on other scientific investigations, doing the listening skills and completing the handouts mentioned in the previous blog.

Other classes began the repetition and replication power point lesson, completing the notes from the Alka-Seltzer lab and doing the independent practice handout as their exit slip.

There was no separate home learning assigned.

Tuesday/Wednesday, 10/11 September, 2013

ESSENTIAL QUESTION:  How do scientists develop scientific knowledge?
Why are good scientists often skeptical about claims made from experiments   and how can they become more confident?

TOPIC: Other Scientific Investigations and Methods/Replication and Repetition

NGSSS: SC.8.N.1.1; SC.7.N.1.2

BENCHMARKS:

-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables.  

-Differentiate replication (by others) from repetition (multiple trials).

LEARNING OBJECTIVES:  Students will be able to:

-distinguish between an experiment and other types of scientific investigations where variables cannot 

be controlled.

-describe the common methods and models used in different fields of science and analyze the benefits 

and limitations of them.

-differentiate between replication and repetition and evaluate the use and need of each in a scientific 

investigation.

BELL RINGER- Probe Doing Science

Home learning 3 was collected.

Students viewed a power point on other scientific investigations and methods. They received the notes in handout form.

Students used listening skills to classify studies as either a controlled experiment, an investigation, or as a model.

Students also viewed a power point presentation on replication and repetition, sharing the Alka-Seltzer data to discover which data were believable and which were not. THe data was also used to demonstrate the difference between repetition and replication.

Students completed the independent practice handout on replication and repetition. The do no probe was redoing and submitted as an exit slip.

Tuesday/Wednesday, 3/4 September, 2013

ESSENTIAL QUESTION:  How do scientists develop scientific knowledge?

TOPIC: How Scientists Work

NGSSS: SC.8.N.1.1

BENCHMARKS:

-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables.  

LEARNING OBJECTIVES:  Students will be able to:

-design and conduct a scientific investigation to demonstrate evidence of scientific thinking and/or 

problem solving.

-interpret and analyze data to make predictions and defend conclusions.

-explain the value of hypotheses, even if they turn out not to be supported by the data.

BELL RINGER- Scientific Method handout

Once again, students worked on completing the lab. Classes that finished began the lab write-up. Due to testing, some classes have not completed the activity.

Friday/Monday, 6/9 September, 2013

ESSENTIAL QUESTION:  How do scientists develop scientific knowledge?

TOPIC: How Scientists Work

NGSSS: SC.8.N.1.1

BENCHMARKS:

-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables.  

LEARNING OBJECTIVES:  Students will be able to:

-design and conduct a scientific investigation to demonstrate evidence of scientific thinking and/or 

problem solving.

-interpret and analyze data to make predictions and defend conclusions.

-explain the value of hypotheses, even if they turn out not to be supported by the data.

BELL RINGER- Scientific Method handout

All classes completed the lab activity and began the experiment write up.

Students also began the construction of their lab notebook AND their interactive science journal.

Thursday/Friday, 29/30 August, 2013

ESSENTIAL QUESTION:  How do scientists develop scientific knowledge?

TOPIC: How Scientists Work

NGSSS: SC.8.N.1.1

BENCHMARKS:

-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables.  

LEARNING OBJECTIVES:  Students will be able to:

-design and conduct a scientific investigation to demonstrate evidence of scientific thinking and/or 

problem solving.

-interpret and analyze data to make predictions and defend conclusions.

-explain the value of hypotheses, even if they turn out not to be supported by the data.

BELL RINGER- Scientific Method handout

Home learning 2 was collected and reviewed.

Students worked on the lab activity in their groups.

Tuesday/Wednesday, 27/28 August, 2013

ESSENTIAL QUESTION:  How do scientists develop scientific knowledge?

TOPIC: How Scientists Work

NGSSS: SC.8.N.1.1

BENCHMARKS:

-Define a problem from the 8th grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types: systematic observations, or experiments, identify variables.  

LEARNING OBJECTIVES:  Students will be able to:

-design and conduct a scientific investigation to demonstrate evidence of scientific thinking and/or 

problem solving.

-interpret and analyze data to make predictions and defend conclusions.

-explain the value of hypotheses, even if they turn out not to be supported by the data.

BELL RINGER- Scientific Method handout

Home learning 2, How scientists work was assigned.

Textbooks were distributed. Students are to complete pages 6-11. They will use these pages to answer the home learning.

Students viewed the powerpoint to introduce the lab activity with the alma seltzer and forming and testing hypotheses.

Monday, 26 August, 2013

These are the lab safety handouts. Complete.

Essential Question: How do scientists develop scientific knowledge?

Topic: How Scientists Work

NGSSS Benchmarks: SC.8.N.1.1

Students will be able to:
-evaluate a scientific investigation using evidence of scientific thinking and/or problem solving.
-analyze an experimental procedure to identify a design flaw and propose a method for correcting it.
-identify test (independent) and outcome (dependent) variables in an experiment.
-review safety in the science laboratory.

Students completed the independent practice sheet on variable as their bell ringer. You can find the handout on Wednesday's blog.

Safety contracts were collected.

Students completed the gallery walk on variables.

Students completed the exit slip on variables.

Students received the handout on lab safety, but we did not review and will do so next class period. The handout can be found at the top of this blog.

Thursday, 22 August, 2013

This included the gallery walk handout and the independent practice sheet.

Essential Question: How do scientists develop scientific knowledge?

Topic: How Scientists Work

NGSSS Benchmarks: SC.8.N.1.1

Students will be able to:
-evaluate a scientific investigation sing evidence of scientific thinking and/or problem solving.
-analyze an experimental procedure to identify a design flaw and propose a method for correcting it.
-identify test (independent) and outcome (dependent) variables in an experiment.
-review safety in the science laboratory.

Student completed the laboratory safety pre-assessment quiz.

Students shared their responses from the home learning.

Students completed the notes on how a scientist thinks.

Students then participated in the Gallery Walk on variables. Those classes that did not complete the walk will do so next class period. Students completed the handout as they did the gallery walk. The handout can be found at the top of this blog.

Tuesday, 20 August, 2013

Welcome back to Campbell Drive Middle School's new school year! I hope each of you had a pleasant summer. Now, let's get back into the swing of things by jumping into The Science Zone!

Essential Question: How do scientists develop scientific knowledge?

Topic: How Scientists Work

NGSSS Benchmarks: SC.8.N.1.1

Students will be able to:
-evaluate a scientific investigation sing evidence of scientific thinking and/or problem solving.
-analyze an experimental procedure to identify a design flaw and propose a method for correcting it.
-identify test (independent) and outcome (dependent) variables in an experiment.

Our bell ringer was to complete a learning styles inventory.

Home learning 1 - Choose one of the following situations and write to explain how to complete the task. Use sequential words, such as first, then, next, last, etc.
-change a light bulb in a lamp
-tie the shoelace on a sneaker
-blow up and tie a balloon
-unlock a door and enter a house

Students reviewed the scientific process via a powerpoint that can be seen in the movie below.

Students used the printed notes sheet to complete as they interacted with the powerpoint presentation. This handout can be found at the top of this blog.

Wednesday, 29 May, 2013

Learn more about the human body by doing virtual surgery!

Knee Surgery

Hip Replacement

Brain Surgery

Tuesday/Wednesday, 28/29 May, 2013

Students will be able to:

-make an iMovie of their assigned body system, including organs of the system and a chronic disease that affects the system.

-demonstrate knowledge of the body systems and how drugs/alcohol affect them.

Students continued with the iMovie production. Groups made sure they had the following slides:

-(Group Name) Presents

-The (System Name) System

-Created by (with first and last names of all group members

-Important Vocabulary

-the vocabulary words should EACH be on their OWN slide.

-Chronic diseases of the system

-how illegal drugs affect the organs of the system

-how alcohol affects the organs of the system

-references

Students learned how to add music and vocals to their presentations. 

Presentations will begin on Thursday.

Thursday, 23 May through Wednesday, 29 May, 2013

Students will be able to:

-make an iMovie of their assigned body system, including organs of the system and a disease that affects the system.

All teams are preparing their iMovie presentations. Students are allowed to get music and photos from other sources to use in the videos, but I must approve them before they can be added to the presentation. The presentations should include:

-a slide with the group name

-a slide with the name and picture of the body system

-a slide with the group member's names

-a slide stating important vocabulary

-slides (one for EACH vocabulary word)

-slides with the organs of the systems OR a picture of the entire system and accompanying words to explain the job of each organ

-slides toe explain how drugs and/or alcohol affect the system

-a reference slide with at least two references

Viewing will be on May 30/31, so be ready!

Wednesday, 22 May, 2013

Today, we will determine how homeostasis is necessary in the human body by determining factors that affect blood pressure. Click the link to access the virtual lab.

Blood Pressure

Monday/Tuesday, 20/21 May, 2013

Students will be able to:

use the information from  the movie Osmosis Jones and classroom discussions to

-describe the human body systems.

-determine how the body systems work cohesively to maintain homeostasis.

-justify how one system can affect all systems if it is not working correctly.

Students watched the movie Osmosis Jones to tie in all the body systems we've recently discussed and how they all can be affected by choices we make. Students should complete the handout from the movie as home learning and turn in next class.

Thursday/Friday, 16/17 May, 2013

Students will be able to:

-identify the stages of fetal development.

-determine how fetal development is affected by drugs and alcohol.

Students completed a think/write/pair/share as their bell ringer. The question: What would you expect to happen to the fetus of a woman who takes drugs and/or alcohol during her pregnancy?

Students completed any paper labs not done.

Students then viewed the Nova film THe Miracle of Life. Students are to complete the handout that accompanied the video and hand it in next class meeting.

Wednesday, 15 May and Wednesday, 22 May, 2013

These are home learnings 7, 8, and 9. Do all three on the same sheet of loose leaf paper. Answers only. Follow all printed directions.

Students will be able to:

-identify the stages of the menstrual cycle.

-determine the stages of fetal development.

Students did a think/write/pair/share as their bell ringer. They wrote to answer: What would you expect to happen if the pituitary gland of a young girl malfunctioned.

Students completed the article on Puberty. The handout is to be placed in the folder until notebooks are returned. 

Students received Home Learnings 7, 8, and 9, which can be found at the top of this blog. 

Students worked on the paper labs on the menstrual cycle and fetal development. 

Should we be able to go to the computer room by May 22, students will also do GIZMOs on homeostasis and the menstrual cycle.

Monday/Tuesday, 13/14 May, 2013

Students will be able to:

-identify the stages of the menstrual cycle.

-determine the stages of fetal development.

Students completed a word scramble on the reproductive system as a bell ringer.

THis is HL 7. Answers only on your own paper.

This is HL 8. Write true if the statement is true. If the statement is false, DO NOT WRITE FALSE, but think of a word that would make the statement true and record that word.

This is HL 9. Answers only. All three home learnings can be placed on the same page.

Students received HL 7, 8, and 9, which can be found at the top of this blog.

Students viewed the BrainPop movies Period and Fetal Development. They also reviewed both menstruation and fetal development via slide show presentations, similar to the ones below.

This is the menstrual cycle video.

This is the fetal development video.

Students read an article on puberty, using jig saw and reported back to the class.

Students completed paper labs on the menstrual cycle and fetal development.

Thursday/Friday, 9/10 May, 2013

This is HL 5. Answers only on your own paper.

This is HL 6. Answers only on your own paper.

These are the notes. Color accordingly.

Students will be able to:

-identify the basic components of the human reproductive system and their functions.

Students completed a crossword puzzle on the male and female reproductive system as their bell ringer.

Students watched a BrainPop on the reproductive system and then watched a BBC Bitesize REvision on reproduction.

Students participated in a reproduction chain, by taking phases of the male and female reproductive process, along with fertilization, conception, and pregnancy and forming lines demonstrating the correct sequence.

Students then read and colored the male and female reproductive tracts, before taking an exit quiz.

Home learnings 5 and 6 can be found at the top of this blog, along with the handouts for the notes.

Monday/Tuesday, 6/7 May, 2013

This is HL 3. Be sure to read and follow all directions. Answers only on your own paper.

This is HL 4. Be sure to read and follow all directions. Answers only on your own paper.

Students will be able to:

-participate in a hands-on activity that demonstrates the spread of the HIV virus.

Students completed a a bell ringer on HIV/AIDS before taking a quiz on the topic.

Students received HL 3 and HL 4, which can be found at the top of this blog.

Students viewed videos about HIV and youth perceptions. These videos were created by youths in Texas and New York City.

Finally, students participated in the hands on lab, AIDS: Am I Susceptible, in which they discovered that anyone who participated in high rick activities is likely to contract the HIV virus.

Thursday/Friday, 2/3 May, 2013

Students should be able to:
discuss the problems and difficulties of living with AIDS/HIV.

Students completed a reading/question section on HIV and Miami YOuth as their bell ringer.

Students then were placed in groups to read and report to the class about several people who are/were living with HIV/AIDS. Those reported on could include: Freddie Mercury, Arthur Ashe, Ryan White, Elizabeth Glaser, Earwin Magic Johnson, and Nkosi Johnson. Students were given a handout to complete and share with their classmates.

Some classes also had the opportunity to hear a spark deal with her first hand experience of living with HIV/AIDS.