Experimental Design Vocabulary

Today, some classes reviewed Experimental Design Vocab. Students cut and pasted definitions next to the correct term. Others made Water Cycle Bracelets. All classes participated in a game designed to help students prepare for tomorrow's test. They worked with their teammates to answer random questions. These questions were taken directly from tomorrow's test OR are extremely similar to those on the test.

HW:
Study for Test #1
Don't forget: Article Analysis #3 is due Thursday, October 2nd!!!

Extra Credit on the Test

There will be an opportunity to earn 5 extra credit points on the test. The extra credit question is as follows:

Name each of the five spheres of the Earth and tell what each sphere represents.

Water Cycle Bracelets

We made Water Cycle Bracelets today! Students placed beads of varying colors on a piece of plastic cord. Each color represents a process/reservoir of the water cycle.

White - cloud/condensation
Dark Blue - ocean
Light Blue - precipitation
Sparkling Clear - evaporation
Yellow - sun
Green - Transpiration
Black - surface runoff

Students will be allowed to wear these during the test to help them remember the processes of the water cycle.

Students also viewed a BrainPop video on the Water Cycle. While watching the video, they answered accompanying questions which we later reviewed as a class.

Due to an 8th grade assembly today, the test has been pushed back ONE day. Therefore, it will be administered on Wednesday, October 1st.

HW:
Study for Test #1 - Wednesday, October 1st.
Article Analysis #3 is due on Thursday, October 2nd.

Check their bookbags!

Parents,
In effort to ensure the success of my kids (as I affectionately call them), some students were sent home with unofficial progress reports so that you may review the DETAILS of their current academic status in my class. Please review the progress report and feel free to contact me with ANY questions and/or concerns.

More on the Water Cycle

Today, students completed a worksheet on the Water Cycle. Students should use this worksheet, Test #1 study guide (distributed today), and pages 20 - 27 in their Science Notebooks) to prepare for the test. Afterwards, I showed the students a PowerPoint presentation on the destruction caused by Hurricane Ike. Students were in awe at how powerful the storm proved to be. We'll be learning MUCH more about hurricanes in the upcoming quarters.

HW:

• Prepare for Test #1
• You should be working on Article Analysis #3 (due Thursday, October 2nd)

Water Cycle Foldable

Today, we focused on Water Cycle terminology: precipitation, condensation, reservoir, and evaporation (page 27). Students created a graphic organizer (foldable) to show how these terms relate to one another (page 26). Students should use both of these pages to help them to prepare for Test #1.

TEST #1 HAS BEEN RESCHEDULED FOR TUESDAY, SEPTEMBER 30TH.

Open House was pretty cool! I got a chance to meet alot of parents, many of which look IDENTICAL to the kids! Everyone who showed up received 5 points extra credit!!!

HW: Teach your parents what you learned this week and have them fill out the Adult Input Page for extra credit!!!

Open House Tomorrow Night!!!

Just a reminder!!!

Open House will be tomorrow night from 6:30 - 8:00 PM. Students, bring a parent and earn 5 points extra credit!!!

You're The Teacher (cont.)

Students "taught" their lesson to the rest of the class. I think I may have a few future teachers on my hands. *smile* I was really pleased with the presentations. Some students were a little nervous, but I KNOW they'll be more at ease the further along we get into the school year.

HW: Water Cycle Diagram Worksheet

Word Bank for worksheet:
Evaporation
Precipitation
Condensation (will be used twice)
Transpiration
Surface Runoff (will be used twice)
Reservoir

You're The Teacher - The Water Cycle

It's been proven that you learn things when you teach them to others. Today, the students began the "You're The Teacher" Activity. Students were assigned a particular section of text that dealt with the Water Cycle. Each group worked together to create a lesson that they will "teach" to the rest of the class tomorrow.

HW: Prepare for Test #1

Test #1 is on Friday!!!

Just a reminder, Test #1 will be administered on Friday. You should review everything learned thus far: lab safety, experimental design, and water cycle. Tests are worth 20% of your grade!!!

Concept Map - Water Cycle

Today, we reviewed the assigned questions and answers from Friday. Students created concept maps for the Water Cycle (see page 22 of Science Notebook). We also discussed examples of reservoirs within the water cycle.

HW: Review pages 22 and 23 of Science Notebook.

Digging Deeper

I was absent today, however students were assigned the following:

- Read the Digging Deeper section of their textbook (pgs. R151 - R154).
- Define the Geowords for the Activity.
- Check Your Understanding questions #1-3 (pgs. R154).
- Understanding and Applying What You Have Learned questions #1 and #3 (pg. R155).

HW: Have a GREAT weekend!!!

Water Cycle Lecture

Today, students viewed a PowerPoint lecture on the water cycle. As they viewed the presentation, students took notes using the Cornell Notes format on page 21 of their science notebook. Please be sure to study/review notes and create a summary answering the key questions at the bottom of your notes.


Article Analysis #3 is due on OCTOBER 2nd. Please don't wait until the last minute! The topic is "Scientists, Researchers, and Inventions". Students may choose ANY article that pertains to this topic. Don't forget to attach the actual (or copy of the) article.


HW: Finish Water Cycle summary

Water Cycle Model

Today, students completed Investigate (part C) on page R148. In this activity, students worked with their group mates to create a graphical model of the water cycle, placing resevoirs and processes in the appropriate places. Next, students drew arrows to show the direction of the process and the phase (solid, liquid, or gas) of water during that process.


Homework:
Article Analysis #2 due tomorrow!!!!

Water Resources

Today, students were given their first POP QUIZ. They were asked to identify the 5 major spheres of the Earth and tell what each sphere represents. Many students scored 100%...way to go!!!! Afterwards, we began "Activity 1: Sources of Water in Our World..." (page R146). Students added the title and completed the Think About It section on page 20 of their science notebooks. We also inserted an activity handout that goes along with the Activity 1.

Remember: there will be a notebook check this week. BE PREPARED!!!
Article Analysis #2 is due on THURSDAY!!!

HW: Finish worksheet calculations (page 20 in science notebook)

Using Cornell Notes

Today, students were (re)introduced to taking notes using the Cornell Note Format. During the lecture, students took notes on the 5 Major Spheres of the Earth. Afterwards, students began working on their "homework" - Experimental Design Practice Worksheet.

HW: Finish writing the summary for today's notes
Finish Experimental Design Practice worksheet

Cornell Notes

Tomorrow, we will start taking notes using the Cornell Note Sysetm. Here's an example of how students will use Cornell Notes:

Cornell Intro - Upload a Document to Scribd

Read this document on Scribd: Cornell Intro

Article Analysis #2 - DUE SEPTEMBER 18TH!!!

Hey kids!
Just a reminder, Article Analysis #2 is due on Thursday, September 18th. You should be working on this NOW. Don't wait until the last minute!!!! Remember, YOU get to choose the topic that you write about. However, the topic MUST relate to science.

See the Article Analysis links under "Important Links and Forms" for more info.



Good luck!!!

Scientific Method Vocabulary Quiz

Students were given a quiz on scientific method vocabulary words. Afterwards, we updated our notebooks (score sheets). Don't forget, there will be a notebook check sometime next week!!!! Next, students did an activity called "Earth's Spheres". Students divided their whiteboards into five sections and labeled them "air, water, surface, living things, and frozen water". With their groups, they wrote down as much as they knew about each category. After two minutes, I had students rename their categories with their respective "spherical" name: "atmosphere, hydrosphere, geosphere, biosphere, and cryosphere". We made connections between the spheres showing how the spheres of the Earth are inter-related.


SEE THE "EARTH'S SPHERES" SECTION ON THE LEFT-HAND SIDE FOR MORE INFO

Have a GREAT weekend!

HW: Make sure your notebook is organized for next week's notebook check!!!

Scientific Method Vocabulary

Today we reviewed the PROPER way that an Article Analysis should be done. I showed each class a sample Article Analysis and went over specifics for each section. Students also received a rubric (see page 4 of notebook) to explain how they will be graded.

We also updated the table of contents page in our science notebook. Students can expect a notebook check sometime next week.

Lastly, we reviewed scientific method vocabulary. Students copied the followng vocabulary words:

Experiment
Data
Problem
Control
Observation
Research
Hypothesis
Conclusion

There will be a vocabulary quiz tomorrow.

HW:
Study Vocabulary (see above)
Have Adult Input Page (Inside back cover of science notebook) Entry Completed
Finish Bubble Gum Lab Report

Analyzing Data

Today, we continued working on the Bubble Gum Lab. The team manager from each group plotted their group's data on the board. Then, I posted the information that was printed on each brand of gum, showing the EXACT amount of sugar in each brand. Next, we discussed why there was a difference in our calculations. Students began constructing bar graphs to display their data and writing conclusions. They should use the handouts on page 15 of their science notebook as a guide for writing their conclusion. The conclusion should be written in paragraph form.

HW: Finish ALL parts of the Bubble Gum Lab Report. Will be checked tomorrow!!

Need help organizing your folder?

Hola!!!

Do you need help organizing your folder? If so, I'm available after school (1:50pm - 2:45pm) EVERY THURSDAY to help. We'll go through your folder page by page to make sure it's in tip-top shape. Remember, your folder is worth 50% of your final grade!!! I smell a random folder check...hehehe

Bubble Gum Lab

Today was the day that everyone has been waiting for...BUBBLE GUM LAB DAY!!! Students worked in their groups and carried out the procedures to test their hypothesis. One by one, students weighed their gum on a triple beam balance scale, chewed their gum, and weighed it again. It was funny to see them all chewing in class...especially because gum chewing is "forbidden". Students also collected data and filled in their data tables.

I wonder which gum has the least amount of sugar. (Leo wants to know too! *smile*) We'll just have to wait until tomorrow to find out!!!

HW: Finish calculations from today's lab
Study for vocab quiz (Friday, 9/12)

Peanut Butter and Jelly

I hope everyone enjoyed their weekend!!!

Today, we did an activity called "PB&J". Students were asked to list the steps they would take to make a peanut butter and jelly sandwich. Afterwards, I attempted to make the sandwich following using their procedures. This activity stressed the importance of accuracy and specificity when it comes to experimental design.

Afterwards, students revisited the procedures they had already written for the Bubble Gum Lab and made modifications.

Tomorrow will be EXPERIMENT DAY!!!

HW: Finish writing procedures for the Bubble Gum Lab. Tomorrow you should have your hypothesis, variables, constants, and procedures ready to be checked.

If you have not turned in a Lab Safety Contract, you must turn it in tomorrow. If it is not turned in you will not be able to participate in tomorrow's lab.

Also, we will have a vocabulary quiz on Friday, 9/12. Study your experimental design definitions!!!!

Wrapping up another week!!!

Students continued to work on their lab reports for the Bubble Gum Lab. ALL of them are seem to be psyched at the simple thought of just being allowed to chew gum in class. I can tell that some of them are a little rusty. No worries...they'll be pros by the end of the school year! Students should have finished forming their hypotheses and identifying their variables and constants. Most have already began listing the steps that they will take to test their hypothesis.

Students also took yearbook pictures today.


HW:
Quiz #2 on Tuesday - Experimental Design Vocabulary
Be sure to study your vocab from the reference sheets on page 15 of your science notebook.

Experimental Design

Today, students began working on their experimental designs for the "Bubble Gum" Lab. Students were given the following question, and will work with their groupmates to design an experiment that will answer the question:

Background Information:
Ms. Hunt’s dog, Leo, loves to chew gum. He is a very hyper dog so she doesn’t like to give him gum with a lot of sugar in it. But, Leo only likes 3 brands of gum . . . Bubblicious, Dubble Bubble, and Juicy Fruit. Ms. Hunt doesn’t have time to figure out which brand has the least amount of sugar so she needs your help. Which brand of gum would be the best to let Leo eat because it has the least amount of sugar?

Question: Which brand of gum has the least amount of sugar?




HW:
Finish "Title and Hypothesis Practice" worksheet (page 12 of science notebook)

Title/Hypothesis Review

HOLA!!!!

Today, students identified their group roles and for during science labs. Next, we reviewed different levels of questions and "Grandma's House" (see pages 6 and 7 in your science notebook). Also, we FINALLY got a chance to actually get into SCIENCE. I reviewed creating titles and hypotheses with each class. I must say, everyone caught on pretty fast. What a smart bunch!!! Lastly, students were given a a worksheet to practice forming effective titles and hypotheses.


HW:
Finish "Title and Hypothesis Practice" worksheet
Finish up Article Analysis #1 - DUE TOMORROW!!!!

First Notebook Check

Today, students were given their first notebook check. Each student was graded on a scale from 1 - 5. Afterwards, they entered their grade on their score sheets. Score sheets can be found on the inside-front cover of each student's science notebook. Parents this is a GREAT way for you to monitor your child's grade in science class.

I also reviewed requirements for the Article Analysis Assignment. We read the article in class and went over particular questions that can be found on the practice sheet. (see "Important Links and Forms")

Lastly, we inserted a form that I call "Grandma's House". It (re-)introduces students to different levels of questioning. Higher level questioning helps students to develop their critical thinking skills. It also creates a deeper understanding of the subject at hand.

Students,
Don't forget to post a comment for extra credit! Be sure to include your first name and last INITIAL.


HW: Create 2 questions about each floor of Grandmas's House using 2 words from each level of questioning. You should have 6 questions total.

You should also be working on Article Analysis #1 - Due Thursday!!!!

Labor Day

There's no school today!!! Everyone should be working on Article Analysis #1 (Due Thursday 9/4). Don't forget, it's worth 20% of your grade!!!