Today in Integrated science, students took a short 3-question quiz over relative motion. Students then began making observations for their new lab: THE BUGGY LAB! Students will continue researching whether their buggies move at a constant speed or a changing speed. This weekend, students need to read the article Wandering Plumes and answer the following questions.
Question 1: If you don’t know what a hot spot it, please do some research to find a diagram of it so you get an idea of what it means. In your own words, in your journal, explain how this article relates to the idea of relative motion.
Question 2: Does this new finding mean it’s easier or more difficult to determine where an island formed? Explain.
Students in science 8 created investigations to determine what factors affect erosion, deposition, and weathering. Students had their questions, hypotheses, and procedures checked over by Mr. Ross, and then had time to test them on the stream table. We will continue investigations on Monday to learn more about this topic. Over the weekend, students in Science 8 will also read Researchers Flood Colorado River in attempt to reverse erosion and answer the questions in their notebooks:
Question 1:What process do the scientists want to promote? a) Weathering b) erosion c) Deposition
Question 2: List one natural feature that the scientists are trying to create or build up again.
Question 3: Why was the water clear when it was released from the dam?
Question 4: The water is reddish-brown by the time it gets farther down the river. This was due to the river water a) Being more calm than normal and picking up sediments b) being faster than normal and picking up more sediments c) depositing sediments the whole way down
HOMEWORK: Integrated= Wandering Plumes reading and questions
Science 8= Researchers Flood Colorado River in attempt to reverse erosion and questions
Today in integrated science class, students continued to present and debate through the answers to the Relative Motion and Frame of Reference Worksheet and Relative Motion Practice Problems 2. Students in period 1 were also able to determine a pattern that existed in the problems. Tomorrow, students will have a check for understanding over the concept of relative motion, and we will then being our first lab.
Students in science 8 were assigned a computer number and then received some feedback about their notebooks. Afterwards, we identified and defined the three processes responsible for changing creek shapes, and then we observed a simulation of the processes on a stream table. Over the next few days, groups will work to devise small experiments to conduct on the stream tables to determine what affects weathering, erosion, and deposition, and then we’ll share the information we learn. Using all the information, students will be asked to determine safe and unsafe investment choices when picking from houses that are on different riverbanks.
HOMEWORK: Make sure you have a graphing notebook. Turn in all paperwork!
Today in class, students in integrated science began work on learning about relative motion. This is a tricky topic, so we had several examples and walked out what the problems were showing. Students then tried the first problem on the Relative Motion and Frame of Reference Worksheet, and then continued work on that sheet and the Relative Motion Practice Problems 2 . Students will whiteboard their examples tomorrow in class.
Science 8 students had their common assessment today, which took most of class. However, students who finished were able to check some feedback in their journals over yesterday’s observations, and then they read an article called the Earth Movers Article . Students then completed the following tasks. “In your notebook, please make a section for Earth Movers, and answer the following questions as you read. 1) Define Weathering 2) Define Erosion 3) List all examples weathering and erosion from the article. Label them as either weathering or erosion.”
Today during integrated science class, students learned that Mr. Ross is a stickler for precision of language, and we spent almost a whole period trying to determine a definition for motion. Ask someone about it…it was fun! Tomorrow we’ll be learning about what motion we perceive with respect to different reference points.
Science 8 today spent time observing a creek on the campus property. Students were asked to make observations of the creek and then to come up with explanations for their observations or questions based on their observations. Students will receive feedback in their notebooks and will have discussions about the work they did in the field on Thursday.
HOMEWORK: Make sure you have a graphing notebook. Please contact me if you are unable to locate one.
Today was (hopefully) our last day of organization for classes, and we should be starting some real science tomorrow! Integrated and Science 8 classes turned in their paperwork that was due today (see yesterday’s post). Integrated then began work on the topic of “what is motion?” and we’ll be creating consensus tomorrow about the definition of motion tomorrow. Science 8 classes received a map of the state borders between Mississippi and Arkansas to begin our work on rivers and streams. This map was colored to help us see the water, the state lines, and the two state areas in the map. We’ll be observing some irregularities with the maps and then hypothesizing the reasons as to why they are “strange”.
HOMEWORK: if you haven’t already….Parent:Guardian Consent and Student Assent form FWF , Student Opinions and Demographics, Chemistry Self-Concept Inventory, and What is happening in this class? , Science 8 Procedures or Integrated Procedures all due. Science 8 students: PLEASE WEAR SHOES ON TUESDAY.
Happy Friday everyone! Today in class, students began by learning how to navigate to this website, and they took the STUDENT INFO SURVEY. This survey was attached to a large study showing that students whose teacher(s) gained data on what things they have in common performed at higher levels compared to students whose teachers did not receive that information. I’m just doing what I can to help!
After this, students reviewed their answers from the Tricky Graph Questions and presented their answers on whiteboards. Students were asked to cordially debate dissenting answers, which allowed us to practice our data analysis skills as well as our public speaking skills. Students will be whiteboarding throughout the year, and today’s practice was very promising!
HOMEWORK:Parent:Guardian Consent and Student Assent form FWF , Student Opinions and Demographics, Chemistry Self-Concept Inventory, and What is happening in this class? , Science 8 Procedures or Integrated Procedures all due Monday, August 22.
Science 8 students: PLEASE WEAR SHOES ON TUESDAY.
Welcome back to school everyone! I hope everyone had an exciting and enjoyable day. Today in both science 8 and Integrated science, students began class by picking up 5 forms and filling out their agendas with the homework. Students received information about a study that I will be taking part in with my students. It is a grant through the National Institutes of Health (NIH) called Fighting with Woods (FWF). Students will engage in lessons throughout the year that teach them the chemistry behind healthy eating, and how it can be used to combat certain types of illness and toxin exposures. More information can be found by reading the Parent:Guardian Consent and Student Assent form FWF . Only answers to questions (no personal information) will be used in the study. If a student is willing and allowed to participate in the study, they will also need to fill out the Student Opinions and Demographics, Chemistry Self-Concept Inventory, and What is happening in this class? (Answer this last one based on the previous year’s information).
Lastly, students spent time going over procedures, and we began setting up our journals. Students will record important notes, activities, labs, journal questions, practice problems, and more in their interactive notebooks this year. We began setting up notebooks with our names and class locations, but we also discussed keeping a table of contents, page numbers, dates, titles/headings, and other organizational tools so the notebooks can be a great tool for our learning.
HOMEWORK: Parent:Guardian Consent and Student Assent form FWF , Student Opinions and Demographics, Chemistry Self-Concept Inventory, and What is happening in this class? , Science 8 Procedures or Integrated Procedures all due Monday, August 22.
Today in class, students in Integrated science went over some practice with balancing equations on the Classic Chembalancer Computer Activity. Students will continue this work tomorrow if they did not finish.
Science 8 students finished up their reading called “Bringing them back to life” from National Geographic. Students are reading the articles, but also engaging in some information-seeking behaviors by identifying the terms they don’t know to define them, and by writing questions that are sparked from the reading so that they can research them later. We will be debating the topic on Monday in class.
HOMEWORK: Integrated= bring a shiny penny to class.
Science 8= Research for the de-extinction debate on Monday.
AIR PRACTICE SCIENCE TEST Write your answers on a separate sheet of paper as well.
Take the G8 Science PBA Spr15 Released Items
Then take the G8 Science EOY Spr15 Released Items
Today in class, students in integrated science checked their homework over naming ionic compounds, as well as making lewis structures for ionic compounds. We also practiced some geologic history for our quiz Monday. Tomorrow in class, students will have a quiz over ionic an covalent bonding, as well as naming those compounds.
Science 8 students today reviewed some of the vocabulary associated with our Maury Genetics Powerpoint from yesterday. Students worked on the Genotype phenotype worksheet and then we checked it over to make sure students had mastered the vocabulary. Afterwards, students worked on the Punnett Squares with Spongebob worksheet. Any extra time was able to be devoted to the reading tonight Were you born to be a sports star?. The quiz tomorrow will cover mitosis, asexual vs. sexual reproduction, and some genetics information.
HOMEWORK: Integrated=Study for quiz
Science 8= Were you born to be a sports star?, Quiz tomorrow