Warmup - What is an effective way to communicate an idea to a large number of people?
(25) Infectious Disease Project - We reviewed the handout for the new infectious disease handout, highlighting important info and marking the page with notes. Students must address THE PROBLEM - How can we stop the spread of infectious disease?"
(24) Disease Project Planning - Students chose roles, listed their responsibilities, and as a class we began to create a "NEED TO KNOW" list of questions that will guide our projects.
Finally with the time left in class we looked at the bacteria again and recorded results for day 2 or 3
Wednesday, September 28, 2011
Monday, September 26, 2011
Day 14 - Germ Theory and Bacteria Experiment
Warmup: What do you know about bacteria? What do you want to learn?
(23) Germ Theory Notes - Focus Question - What is germ theory? What are bacteria?
Students took notes about how in the past diseases were very misunderstood until a couple of scientists - Robert Kock and Louis Pasteur conducted a series of experiments and investigations to show that living things and diseases don't "spontaneously generate" (appear out of nowhere) they must be causes by living, microscopic organisms. This revolutionized our understanding of health and diseases, and led to the creation of vaccines and antibiotics.
Bacteria are often called "germs" and they are sometimes given a bad rap. Bacteria are simple single celled organisms that live just about everywhere on the planet, and even inside of us. They are extremely small, and while some are harmful, most are pretty harmless or even helpful (what do you think makes cheese and yogurt?.... Bacteria!)
(22) Bacteria Lab - Students then created a foldable to organize an experiment they are conducting comparing 2 sources of bacteria. They then used agar plates and cotton swabs to take samples from their subjects and then incubated their petri dishes.
We will record the results for the whole week.
(23) Germ Theory Notes - Focus Question - What is germ theory? What are bacteria?
Students took notes about how in the past diseases were very misunderstood until a couple of scientists - Robert Kock and Louis Pasteur conducted a series of experiments and investigations to show that living things and diseases don't "spontaneously generate" (appear out of nowhere) they must be causes by living, microscopic organisms. This revolutionized our understanding of health and diseases, and led to the creation of vaccines and antibiotics.
Bacteria are often called "germs" and they are sometimes given a bad rap. Bacteria are simple single celled organisms that live just about everywhere on the planet, and even inside of us. They are extremely small, and while some are harmful, most are pretty harmless or even helpful (what do you think makes cheese and yogurt?.... Bacteria!)
(22) Bacteria Lab - Students then created a foldable to organize an experiment they are conducting comparing 2 sources of bacteria. They then used agar plates and cotton swabs to take samples from their subjects and then incubated their petri dishes.
We will record the results for the whole week.
Friday, September 23, 2011
Day 13 - Cell Theory/ Scientific Theory Review
Today we began with a homework check. In classes where the homework was completed we did a quick review and discussion of cell theory and scientific theory and began a competition.
In classes where the homework was not completed by the majority of students Mr. Hauser lectured and students took notes.
The competition was the pyramid stack challenge, reviewing concepts of scientific thinking.
In classes where the homework was not completed by the majority of students Mr. Hauser lectured and students took notes.
The competition was the pyramid stack challenge, reviewing concepts of scientific thinking.
Thursday, September 22, 2011
Day 12 - Unit 3 Introduction - Cells
Warmup - What is the purpose of life?
(19) Table of Contents - Set up the new table of contents for this unit.
(20) List of Life - Create a list of as many species of living organisms that you can think of. (This was a team competition)
[Homework] (21) Cell Theory Notes - Focus Question: What does cell theory say? What is a scientific theory?
(19) Table of Contents - Set up the new table of contents for this unit.
(20) List of Life - Create a list of as many species of living organisms that you can think of. (This was a team competition)
[Homework] (21) Cell Theory Notes - Focus Question: What does cell theory say? What is a scientific theory?
Wednesday, September 21, 2011
Day 11 - Quiz #1 - Scientific Thinking
Students today took a quiz testing their knowledge of scientific thinking skills.
The quiz was open note, and worth 100 points.
Paste the quiz in to page (18)
We begin our new unit tomorrow.
The quiz was open note, and worth 100 points.
Paste the quiz in to page (18)
We begin our new unit tomorrow.
Tuesday, September 20, 2011
Day 10 - Interactive Notebook Preparation
Warmup - Exchange notebooks with a table mate and check their assignments 1-17. Look for all pages to be numbered, titled, and completed. Check for Parent Review to be completed.
Today we went over what was expected of the students in their interactive notebook and had time to work on their assignments to bring the notebooks up to as high a grade as possible, and to review for their quiz tomorrow on scientific thinking.
Notebooks will also be graded tomorrow!
Today we went over what was expected of the students in their interactive notebook and had time to work on their assignments to bring the notebooks up to as high a grade as possible, and to review for their quiz tomorrow on scientific thinking.
Notebooks will also be graded tomorrow!
Day 9 - Interactive Notebook Reflection and Parent Review
Warmup - How do scientists think?
(16) Reflection - Students refer to page 6 in their interactive notebook to answer 5 questions about their own work. This reflection is important because it lets students monitor their own strengths and weaknesses and how to improve.
(17) Parent Review - Students glue in the handout and it must be filled out and signed by a parent/ significant adult.
** There will be a quiz on Wednesday and notebooks will begin to be checked at that time.
(16) Reflection - Students refer to page 6 in their interactive notebook to answer 5 questions about their own work. This reflection is important because it lets students monitor their own strengths and weaknesses and how to improve.
(17) Parent Review - Students glue in the handout and it must be filled out and signed by a parent/ significant adult.
** There will be a quiz on Wednesday and notebooks will begin to be checked at that time.
Sunday, September 18, 2011
Day 8 - CSI: BMS
*Shock*! It appears that a murder has taken place in a classroom at Barncraft Middle School. A science teacher - Mr. Casa was found dead after school- apparently killed by a blow to the skull by a computer.
Three other teachers were arrested by police and questioned, but had to be released due to a lack of physical evidence tying them to the crime.
Police have provided the forensics teams at our school a case file with the evidence found at the crime scene in the hopes that we can provide them some hard evidence to arrest and charge the guilty teacher (or teachers!)
All the hope to bring the killer to justice is in your hands students...
 |
| From September 15, 2011 |
Three other teachers were arrested by police and questioned, but had to be released due to a lack of physical evidence tying them to the crime.
Police have provided the forensics teams at our school a case file with the evidence found at the crime scene in the hopes that we can provide them some hard evidence to arrest and charge the guilty teacher (or teachers!)
All the hope to bring the killer to justice is in your hands students...
Day 7 - Scientific Methods
Warmup: How could we find out what is inside a product/ food we use but don't have the label?
(13) Scientific Methods Notes - We took Cornell Notes about how scientists think and use evidence to support any explanation they create. Focus Question: How do scientists know an explanation is a good one?
(12) Chromatography Lab -
(13) Scientific Methods Notes - We took Cornell Notes about how scientists think and use evidence to support any explanation they create. Focus Question: How do scientists know an explanation is a good one?
(12) Chromatography Lab -
- Research question: Are markers made of only one color dye/ chemical?
- Hypothesis: [What do you think is the answer to the research question and why?]
- Materials:
- Filter Paper Strips
- Markers
- Cup
- Water
- Procedure:
- Draw a dot on the strip of filter paper 1 cm above the bottom
- let the bottom of the filter paper touch the water
- Allow the water to soak up the paper through capillary action until it is close to the top
- Observe the ink move up and separate
- Results: [create a data table and illustration of your results]
- Conclusion [Did the results support/ not support your hypothesis?]
Through this lab we found many markers are made with a mix of different dyes and colors.
Wednesday, September 14, 2011
Day 6 - Scientific Methods Notes
Students began with the Warmup: What does it mean to be "real"?
Then we reviewed assignment (8) Notes Processing to see if we understood observation and inference.
After that, we began on assignment (11) Scientific Methods Notes by watching a powerpoint (Link to google documents) and watching a music video on science. (Youtube link)
Students then completed (10) Notes Processing - repeating the same concept as last time - show your understanding of your notes!
Then we reviewed assignment (8) Notes Processing to see if we understood observation and inference.
After that, we began on assignment (11) Scientific Methods Notes by watching a powerpoint (Link to google documents) and watching a music video on science. (Youtube link)
Students then completed (10) Notes Processing - repeating the same concept as last time - show your understanding of your notes!
Tuesday, September 13, 2011
Day 5 - Output/ Processing Pages
We started off class with assigned seats - alphabetical for now (helps Mr. Hauser learn names)
Then we completed a warmup "What differences do you observe in your classes this year, what can you infer about how school will be this year?" Warmups go on the top of the left hand page, in the white section with no lines.
We then went over how to create a processing page utlizing our notes for assignment (9) Observation and Inference Notes by creating assignment (8) Notes Processing.
On (8) Notes Processing students were asked to take the main ideas and details from their notes and interact with the information. They could create poems, cartoons, songs, diagrams, or anything else listed on (4) Left Sides in order to demonstrate their understanding of the key concepts.
Then we completed a warmup "What differences do you observe in your classes this year, what can you infer about how school will be this year?" Warmups go on the top of the left hand page, in the white section with no lines.
We then went over how to create a processing page utlizing our notes for assignment (9) Observation and Inference Notes by creating assignment (8) Notes Processing.
On (8) Notes Processing students were asked to take the main ideas and details from their notes and interact with the information. They could create poems, cartoons, songs, diagrams, or anything else listed on (4) Left Sides in order to demonstrate their understanding of the key concepts.
Day 4- Interactive Notebook Building
Today we constructed our interactive notebooks for science, pasting in the reference material for pages 1-7.
We then discussed how to use the pages and what would be expected of the students for their work.
We then discussed how to use the pages and what would be expected of the students for their work.
Sunday, September 11, 2011
Day 3 - Using Observation and Inference
Students began the day by creating a summary in their Cornell Notes on Observation and Inference (9)
Then, students created a poster demonstrating their skills at observing and making inferences by sharing their personal objects with their team mates.
Afterwards, students looked at various animal skulls, made observations, and tried to make inferences about what kind of diet the animal had, and what animal it was.
Thursday, September 8, 2011
Day 2 - Textbook Use - Observation and Inference Notes
Today students began by practicing their entering procedures.
The Letter to Parent Homework was checked and turned in.
Students were then assigned textbooks to take home for using with their research.
Mr. Hauser then led the students on how to complete a research/ note taking assignment by using the resources of the textbook including the table of contents, glossary, and index.
Students researched the focus question "How do scientists use observation and inference?" in and practiced the scientific thinking skills they read about.
Homework is to bring 2-4 objects that represent something about themselves.
The Letter to Parent Homework was checked and turned in.
Students were then assigned textbooks to take home for using with their research.
Mr. Hauser then led the students on how to complete a research/ note taking assignment by using the resources of the textbook including the table of contents, glossary, and index.
Students researched the focus question "How do scientists use observation and inference?" in and practiced the scientific thinking skills they read about.
Homework is to bring 2-4 objects that represent something about themselves.
Day 1 - Class Introduction and Marshmallow Challenge
Today students learned to line up outside of the classroom along the lockers, and avoid going next to the railing.
When they entered they read the instructions on the board and followed them "Sit down quietly, take out your program cards, put bags on the floor or on the back of your chair."
We then played the Marshmallow challenge to see what team could work together to create the highest tower with a marshmallow on top using only 20 pc. of spagetti, 1m masking tape, and 1m of string. Time limit: 20 minutes.
Afterwards, we discussed the activity and the importance of failure and teamwork in science.
Students then received their letter to parent to get signed for homework, and we reviewed the materials list.
When they entered they read the instructions on the board and followed them "Sit down quietly, take out your program cards, put bags on the floor or on the back of your chair."
We then played the Marshmallow challenge to see what team could work together to create the highest tower with a marshmallow on top using only 20 pc. of spagetti, 1m masking tape, and 1m of string. Time limit: 20 minutes.
Afterwards, we discussed the activity and the importance of failure and teamwork in science.
Students then received their letter to parent to get signed for homework, and we reviewed the materials list.
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