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Wednesday, August 24, 2011

Wednesday, August 24, 2011. Please follow the procedure for entering the classroom. Turn your notebook to your completed homework page and have it on your desk. Copy down today’s “I can” statement. Fill out your agenda. Remember CHAMPs expectations! Thank you!.

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Wednesday, August 24, 2011

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  1. Wednesday, August 24, 2011 • Please follow the procedure for entering the classroom. • Turn your notebook to your completed homework page and have it on your desk. • Copy down today’s “I can” statement. • Fill out your agenda. • Remember CHAMPs expectations! Thank you!

  2. Homework*Correct using colored pencil* QL QL QNT QL QL QNT QNT QL QNT QNT Qualitative example: does it include a quality? Quantitative example: does it have a number?

  3. Mystery Box Activity Instructions • Make as many observations (facts) about the object in the shoe box as you can. • You must have AT LEAST 3 observations! • Record them in your notebook. • After everyone records his/her observations, make an inference regarding what you think is in the box. You will write your group’s inference with colored pencil. CHAMPs C: 1-2 (your group only) H: ask your group members A: recording observations in notebook M: 0 P: working collaboratively with your group (ONLY), everyone participating, recording in notebook

  4. Things to think about • What material do you think the item is made from? • How much space does the item take up inside the box? • How does the item move inside the box? • What shape do you think it is? • Can you draw what you think it looks like?

  5. Some descriptive adjectives: Size:Depth: deep, full, shallow, empty, endless, infinite, steepHeight: tall, short, small, vast, spacious, big, large, gigantic, tiny, huge, little, enormous, petite, miniature, massive, mammoth, mighty, microscopic, medium, colossal Width: wide, thick, broad, narrow, thin, slender, skinny, slim, bulky, baggy, bulging Weight: heavy, light, strong, feathery, fat, stocky, stout, lean, skinny, slim, slender, crowded, trim, lithe, plump, chunky Shape: circular, curved, crooked, curly, diamond-shaped, flat, jagged, oval, pointed, round, rectangular, spiral, square, triangular, angular, arched, bell-shaped, bent, coiled, cone-shaped, conical, cylindrical, dome-shaped, egg-shaped, elliptical, erect, flat, flat, forked, geodesic, heart-shaped, hexagon-shaped, hollow, level, molded, oblong, obtuse, octagonal, pentagon-shaped, pyramidal, rambling, scalloped, straight, symmetrical, tunnel-shaped, upright, amoeba-like Sounds: barking, crackling, crying, dripping, echoing, fluttering, giggling, hissing, howling, jingling, knocking, laughing, moaning, neighing, popping, quarreling, ringing, roaring, sizzling, swishing, tapping, thumping, whistling, yelling Textures: blunt, brittle, coarse, crumbly, dense, flexible, fluffy, glossy, gritty, jagged, mushy, pebbly, prickly, tough, wrinkly, rocky, rough, scaly, shaggy, sharp, silky, slimy, smooth, soggy, spongy, springy, squishy, thorny, velvety

  6. 3 1 2 4 5 6 7

  7. What skills and approaches did you/your group use to determine what was in each box? • How did you know it was made of this material? • Did anyone work in silence? • Did you investigate all the boxes in the same way? • How did you decide on you group’s idea? • Did anyone suggest an idea that you tested? • Did you try to picture in your head or draw what was inside the box?

  8. What skills and approaches did you/your group use to determine what was in each box? • Observing • Mass • Movement • Sound • Testing • Making notes • Perseverance • Curiosity • Cooperation • Negotiating • Systematic Approach • Inferring • Reasoning • Context • Hypothesis • Prior/existing knowledge • Discussion • Imagination • Creativity • Visualization

  9. How scientists work • They propose ideas and test them. • Discussion is a vital part of science. • Even disagreements!! • Science is both social and creative.

  10. So what’s in the boxes? The boxes are an analogy for science… “Most scientists will concede that, although they seek truth, they don’t know or generate truth. They propose and test theories, knowing that future evidence may cause refinement, revision, or even rejection of today’s theories… However, we can reach the best possible conclusion based on the most complete and modern evidence available.” ~Dr. Bruce Railsback, University of Georgia

  11. Source Today’s activity taken from www.talkscience.org.uk/resources/28/download.aspx

  12. Ender • Revisit today’s learning target. • How do you feel about it? • On the lines underneath, tell me one thing you learned from today’s lesson.

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