Presentations of Experiments

Today, we are going to wrap-up the plant experiments by hearing what each group found out. This is a continuation of last class.

Content Objectives:

1. I can summarize the data that I have collected.
2. I can make a "claim" that is supported by my "evidence".

Language Objectives

1. I can explain the results of my experiment to my classmates.

November Process Words

• Adapt (6, 7th grade)
• Verify (6, 7th grade)
• Establish (7th grade)
• Relate (7th grade)

10 minute get ready time - you will present to your classmates using your poster and blog writing. Please be prepared to use the document camera to project your data while giving everyone an overview of what you did (quick reminder), the data you collected, your "claim" and supporting evidence. Classmates will then have opportunity to ask questions.

We will then examine the seasonal information collected. On Monday, we will return to cell function. Do you remember photosynthesis and cellular respiration? How are these processes related? We will continue with diffusion...

Data Discussion Day!

Welcome back from the Thanksgiving break! I hope everyone is well rested and ready to continue. A quick check seems like your plants survived the extended weekend. Today, we will wrap up this inquiry project.

Content Objectives:

1. I can summarize the data that I have collected.
2. I can make a "claim" that is supported by my "evidence".

Language Objectives

1. I can explain the results of my experiment to my classmates.

November Process Words

• Adapt (6, 7, 8th grade)
• Verify (6, 7, 8th grade)
• Establish (7th grade)
• Relate (7th grade)

Tasks

1. Take your last data collection point.

2. Your plants have been through a lot. When you are finished collecting data, you may place them on an outside window sill and water. It will be nice to have some more plants in the windows. Try to remember to take care of your plants over the next few weeks. Will some recover from your experiments?

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The above tasks should take between 10-15 minutes. Once you are finished, please begin making meaning of the data you have collected. With your partner, use this paper as a guide.

For next class: Write a blog post

In your blog post, please provide the following information:

• Your question
• Your claim
• Evidence that supports your claim.
• What did you learn about the scientific process during this project?

Heading into Thanksgiving Break

The last two weeks have been a lot of fun as I watched groups come up with ideas, design experiments and collect data. You have been doing a great job improving procedures. I appreciate the hard work and the desire to improve shown by each group. Thanks!

Today, each group will stay together for the data collection process. This is your final opportunity to go through your procedure before turning it in. I will collect procedures at the end of class.

Tasks:

1. Collect data according to your procedure.
2. Make any final updates to your procedure.
3. Update your data tables and graphs.

At the end of class, you will turn in your question, hypothesis, variables, procedure + a reflection on the process.

Lunch is a bit later today, but it will be awesome!

Procedure Refinement

I hope everyone had a fantastic weekend. It was nice to get a little bit of rain though the rain put a "damper" on some activities.

Today, we will check out procedures again. On Thursday, the 7th graders worked within their group and the 6th graders mixed groups up. Today, we will mix groups up and add another twist.

7th grader decision as to who stays/goes:
1. Decide if the winner stays with the project (as a reader) or moves to another (as doer).
2. Play rock-paper-scissors (best two out of 3).
3. The "mover" moves to the group counter-clockwise of your current location.

6th graders: whoever moved to another group's project will stay today.

Activity:
Class will be fairly quiet today because you will be either performing another group's procedure or observing someone as they perform yours.

Roles:

1. Observer: This is your project and your procedure. Your job is to watch someone complete your procedure. Is there confusion anywhere? What do they do when you think they should be doing something else? Is data taken like your group normally takes it? What additional information can be put into the procedure?
2. Data Collector: Thanks for helping another group out with their data collection! A little imagination is necessary...You were magically transported to this science class. Plants are in front of you. Written across a board are the words "Help us gather data!" You grab the procedure and begin collecting data. Imagine that the person from the other group is not with you. This means that you cannot ask for help. 

Both the observer and data collector has a form to use in this process.

Due next class:

• Updated Question
• Updated Hypothesis for each person
• Updated Variable List 
• Final Procedure

Project Updates + Data Collection

How are your plants doing? Today, we are going to have a discussion about our projects. Each group has 15 minutes to complete your poster and be prepared to present the following:

• Project Question
• Hypothesis of each person
• Item that we are changing (Independent Variable)
• Item that we are measuring (Dependent Variable)
• Items that are staying the same (Control Variables)
• What we are doing? The general overview.
• Data collected so far - what are you noticing? What predictions (related to your question) can you make at this time? What do you still have to do on your project?

We will then collect data and go over procedures.

Thank you 7th graders for giving the 6th graders a different opportunity to review their procedures. I didn't really hear much communication as you went through data collection, so the 6th graders have it a bit different (heads up - this will be you soon).

1. Decide if the winner stays with the project (as a reader) or moves to another (as doer).
2. Play rock-paper-scissors (best two out of 3).
3. The "mover" moves to the group counter-clockwise of your current location.

Now, the groups are mixed with someone who know the project well and someone who does not. The person who knows the project well is only allowed to read the procedure. The new person can only do what they have been told. If the person needs to do something else, then the procedure must be modified.


Over the weekend: Progress Reports will be sent out on Friday. No new assessments have been taken though some students have been busy with reassessments. Are you one of those?  If not, what can you do to prepare and reassess next week? (Available times: Monday/Wednesday before school and Tuesday at lunch.)

Plant Experiments: Data & Communication

Objectives:

• I can design a procedure to test my question.
• I can create a data table to record measurements.

Language objectives:

• I can communicate information about my project.

Student-initiated Assessment Sign-Up
Thanks to the students who are already using this form!

Last class, I gave each student feedback about your question and hypothesis. Did you update these items for class today?

Today, the goal is to fine tune your procedure and get create a working data table. You should have two data points by the end of class today.


Project Communication
Each group is doing a fantastic job setting up experiments. I appreciate your excitement and creative ideas. I feel a bit spoiled that I know what all the groups in both 6th and 7th grade are doing but some students in these grades may not know what is happening in the project beside them. So, let’s communicate!

1. Project Poster - Please create an A3 poster that includes the following information:
1. Question
2. Variable List - what is being changed (independent variable), what is being measured (dependent variable), what are all the other items (control variables) that you are keeping the same
3. Drawing of your set-up (Include captions that help the readers know what you are doing.)
4. A space for a graph where you will report your findings. You can already graph the first two data points.

2. Blog Posting - the poster was a group effort and this posting is for your own personal thoughts. Please write a post that includes:
1. Your group’s question
2. Your hypothesis (If..., then..., because...)
3. A description of how you believe your procedure will provide evidence to support (or not) your hypothesis.
4. Project concerns.
5. Project Hopes.
6. A drawing that supports your project.

Procedures and Data (Plant Experiment Design)

Objectives:

• I can design a procedure to test my question.
• I can create a data table to record measurements.

Language objectives:

• I can write a procedure that can be followed by anyone in the class.

Circulatory System Assessment - focus on structures

On the back of your paper, please write:

1. The question that your plant experiment will try to answer.
2. The variable(s) that you are:
1. Changing - 1 item
2. Measuring - 1 item
3. Keeping the same - how many can you write down?
3. Your hypothesis.

Student-initiated Assessment Sign-Up

Design -

1. Write a step-by-step set of directions (procedure) that can be followed by anyone in the class.
2. Focus on your question -
1. What data do you need to collect in order to answer your question?
2. How can you create a data table to record this information?




For next class:

• Update your question and hypothesis.
• Complete your procedure.

Hypothesis (If (what we change), then (what I think will happen), because...(explanation)

Student-initiated Assessment Sign-Up

Please complete this form to schedule an assessment. As you go through the form, it is important to read the "help text" below each question. The "help text" shows up in grey and provides more information about the question.

If you have any suggestions on how to improve the form, please let me know. Thanks!

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Designing Experiments

I hope you had a good weekend and I look forward to seeing the variety of plants that come into class today. A large portion of the class will be spent working on designing an experiment of your choice. I hope you thought of some questions that you are interested in exploring.

Objectives:

• I can create a question that can be tested using my plants.
• I can describe the types of variables in a scientific experiment.
• I can design a procedure to test my question.

Language objectives:

• I can write a question that provides the focus of my experiment.
• I can write a hypothesis that is directly related to my question.

Plant Drawing -

Get to know your plant. In your notebook, make a drawing of your plant.

Question Bank - Students will use whiteboards to record possible questions. We will group together to make a master list.

Design - 

1. 
   

   What will be our question?
2. 
   

   What is the independent (manipulated) variable?
3. 
   

   What is the dependent (responding) variable?
4. 
   

   What items will we keep the same in our experiment?
5. 
   

   How will we experiment?

Body systems review - return of assessments, progress reports and tracking sheet. Goal setting - what do I need to do in order to improve?

Circulatory System Parts - It seems like there was some confusion on the last assessment so we will have a quick assessment on this next class.

Photosynthesis to Cellular Respiration

Boo! I hope everyone survived Halloween! Welcome back to the land of the living and the connection between plants and animals.

Objectives:

• I can identify the reactants of cellular respiration.
• I can identify the products of cellular respiration.
• I can explain the relationship between cellular respiration and photosynthesis.

Language objectives:

• I can use captions to explain ideas in a diagram

October Process Words

• Evaluate (6, 7th grade)
• Represent (6, 7th grade)
• Refer (7th grade)
• Refute (7th grade)

Opening Animation of Photosynthesis

Please take out your photosynthesis diagram and answer the following questions in your science notebook:

• How is my diagram similar to the one shown in the animation?
• What vocabulary on the animation is new for me?
• What is shown on my diagram that is not on the animation?
• What is shown on the animation that is not on my diagram?

Moving through Photosynthesis - an activity where each student will be part of the process. What happens to the carbons, oxygens and hydrogens?

Return to your diagram - add

• Cellular Respiration
• add a caption that describes the relationship between photosynthesis and cellular respiration

Focus on experimental design: You and a partner are in charge of an experiment. We will brainstorm ideas together and begin on Monday. Over the weekend, one (or both of you together!) person should go to a local market and obtain 3 similar plants.


For next class:

• Support Reading: Cells & Heredity p. 50-52
• Review Questions p. 67 (5, 6, 7, 13, 14, 16, 20, 22) p. 68 (25-26)
• mini-Assessment on Monday: Photosynthesis & Cellular Respiration
• Coordinate with your group member. 3 of the same plants / group

Visual of Vocabulary Words we are working with: