Life Science – 9/1/11

1. Life Science – 9/1/11 • Write your first and last name on the front of the card. • On the back, answer these questions. One sentence each: • LIKE - What do you like about science? • STRUGGLE - What do you struggle with in science? • LEARNER - Do you think you are a visual, verbal, or kinesthetic (learning by doing) type of learner? • GRADE - What grade do you hope to get?

2. Rules Role Play • Example or Non-example • Must be school appropriate and short (2-3 minutes) • I can play myself, or you can be teacher. • Brainstorm, notes, design, rehearse – TIME. • Each group will present.

3. Life Science – 9/2/11 On your Entry Task Answer Sheet, under “FRIDAY” • What are the three big ideas of science? • List 3 topics we will study this year. • How much is this entry task worth? • When finished, wait for Ms. Maring to get your paper. • Look at the words on your class tree. Choose TWO things you are curious about.

4. Grow your learning goals… • On your leaf/acorn, write your name. • Write one topic you are interested in learning on the front. • When you have reached that learning goal, you will “harvest” these and answer 5 questions (worth 5 points) • Repeat process on another leaf/acorn. • When finished, hold up both leaves/acorns.

5. Rules Role Play Presentations • Matrix – • Expectations for group work: RESPECT • Self • Others • Property • We will be watching one or two presentations.

6. Design your T-shirt • Include drawings or cut-out photos which describe “Who you are.” • These can be favorite things to do, family, music, sports, books, pets, etc. • Your T-shirt will be displayed – make it nice! • RESPECT PROPERTY – lids on markers, conserve glue, pick up scraps, share supplies.

7. Life Science – 9/6/11 • Fill out top of Entry Task Sheet – • week 9/6-9/9 • Keep until Friday in binder. • TUESDAY - What are 3 expectations in Ms. Maring’s class? For each, give an example and a non-example. • When finished, get out materials for this class – notebook, folder or binder, good attitude. Handouts from last week: matrix.

8. Safety Rules and Contract • Show fire extinguisher • Show MSDS • Show emergency exit • Goggles • Review, sign, detach and return bottom portion to Ms. Maring.

9. Set up notebook • Notebook – name and grade inside front cover. • Number pages front and back. • Page 1 – fold hotdog. Top – TABLE OF CONTENTS. Number down column on left. Number down column on right. • Page 2 – classroom matrix • Page 3 – safety rules • Page 4 – safety cartoon • Page 5 – fold hotdog. Number 1-36. For each, write down what is wrong in the “What not to do Laboratory.” • When finished, come up to choose bin. THEN – design your T-shirt until the end of class.

10. Life Science 9/7/11 Entry Task - WEDNESDAY • Describe 2 safety rules we will follow in the science classroom. • Describe 2 unsafe activities in the science classroom or lab setting. Consequences? • When is your syllabus due? When finished, get out notebook, safety rules, and safety cartoon!

11. Safety Rules and Contract • Show fire extinguisher • Show MSDS • Show emergency exit • Goggles • Review, sign, detach and return bottom portion to Ms. Maring.

12. Set up notebook • Notebook – name and grade inside front cover. • Number pages front and back. • Page 1 – fold hotdog. Top – TABLE OF CONTENTS. Number down column on left. Number down column on right. • Page 2 – classroom matrix • Page 3 – safety rules • Page 4 – safety cartoon • Page 5 – fold hotdog. Number 1-36. For each, write down what is wrong in the “What not to do Laboratory.” • When finished, come up to choose bin. THEN – design your T-shirt until the end of class.

13. Design your T-shirt • Include drawings, cut-out photos, or words which describe “Who you are.” • These can be favorite things to do, family, music, sports, books, pets, etc. • Your T-shirt will be displayed – make it nice! • RESPECT PROPERTY – lids on markers, conserve glue, pick up scraps, share supplies.

14. Life Science 9/8/11 • Entry Task – THURSDAY • Why is a table of contents a good idea for our notebooks? • When might you use your notebook in this class? • Is your notebook set-up? • When finished, work on your safety cartoon answers page 5.

15. SEATING CHART • Move to the outside with your things. • Quietly moved to assigned seat. • Stay in your assigned seat today. • If you have an individual concern, please see me before or after school. • People may be moved if they cannot see or focus in their new spot.

16. Your storage bin • Work on your safety cartoon answers on page 5. • I will call each table up to assign storage bins. • Please work quietly at your seat until your group is called.

17. Life Science 9/9/11 • Entry Task – FRIDAY • Fill in any entry task answers you are missing from the week. Help each other • Is your safety homework (cartoon answers) complete? #1-36 • Finish it, for another point! • When finished, say something nice. • TURN IN YOUR SYLLABUS!!!

18. Say something nice… • Write down a specific person who you have noticed respecting self, others, property. • I’ll read them all and draw one for a prize.

19. Living, Dead or Non-living? • Your table group will discuss and guess the answer. • Thumbs up = LIVING • Thumb sideways = DEAD • Thumb down = NON-LIVING • We’ll play again after some notes and see if you change your answers.

20. What are the characteristics of living things? Cell(s) Similar chemicals Use energy Grow and develop Reproduce Respond to their surroundings On page 6… What is Life?

21. What is the name of something that has never been alive? What is it when you stop living? Non-living Dead On page 6… What is Life?

22. Life Science 9/12/11 • Entry Task – Monday Week of 9/12-16 • Define LIVING • Define DEAD • Define NONLIVING • When finished, look around and see if you could decide the category for objects in the room.

23. Living, Dead or Non-living? • Bacteria • Book • Sand • Shell • Computer • Hair • STUMP THE CLASS! • Sponge • Fire • Air • Water • Pencil • Plant • Seed

24. Practice Makes Perfect • First, check if you have a watch or phone which can time 30 seconds. • With your elbow partner, you will be timing how PRACTICE affects your ability to PERFORM A TASK. • Leave the handout face up: “QUESTION”…. • Read the entire procedure as a class. • Begin with one partner performing task and other partner recording DATA. Practice 3 times. • Switch roles.

25. Life Science 9/13/11 • Entry Task – TUESDAY • COFFEE – living, dead or nonliving? Explain. • For 2 points – list 6 characteristics of living things. • When finished, set up phone or watch for stop-watch timing. • CLASS TIMER

26. RESPECT PROPERTY • PLEASE use glue sticks sparingly (means use what you need and don’t wreck them). • PLEASE put caps back on. • PLEASE don’t wreck stuff for fun. It wrecks it for everyone • PLEASE support your neighbors in doing the right thing!

27. On page 7 and 8 • Enter your “Practice Makes Perfect” sheet on page 7. • Enter a piece of graph paper on page 8. • We will be creating a bar graph on page 8. • Be tidy and use a ruler. • Draw your axes. What will go on each axis? LABEL THEM. How tall should the Y-axis be? How many bars will we have? • Write a title “How does practice affect performing a task.” • With your partner, draw the bars, evenly spaced to the right height.

28. Life Science 9/14/11 • Entry Task – Wednesday • Five people conducted “practice makes perfect.” Their scores were 11, 8, 22, 6, and 13. What was the average score? • Show your work + correct answer = 3 points. • Help each other. • When finished, open notebooks and work on graphs.

29. On page 7 • At the bottom, describe the data in two sentences. “DATA ANALYSIS” • Answer the original question in two more sentences. “CONCLUSION” • What does your graph show you about practicing? Did your performance increase or decrease with practice?

30. Life Science 9/15/11 • Entry Task – Thursday • Please REWRITE to help make this impersonal and scientific: • “Data Analysis: In the activity, “Practice Makes Perfect” first our number went up from 11 to 12, and then down to 10.” (3 pts) • HINT – Use words like increase, decrease, average, students, etc. • When finished, reread your data analysis and conclusion. Is it scientific and impersonal?

31. Completing “Practice Makes Perfect” • Data Analysis: • Conclusion:

32. CONGRATULATIONS! • You have just completed your first scientific investigation in Biology using the scientific method!! • We’ll be doing this again, so, what are the steps of the scientific method?

33. On page 9… • Enter the “Designing an Investigation” page and keep it forever • What steps are on the sheet? Look down the left column.

34. Life Science 9/16/11 • Entry Task – FRIDAY • What are the steps of the scientific method? • Are you missing any answers on this entry task sheet? • Help each other fill in any missing answers. • When finished, open notebook to page 10.

35. Watch one scientist conduct an investigation… • As you watch, put your finger on the steps of the scientific method on your orange sheet. • Now we’ll take a few notes… • Then we’ll throw paper airplanes. Am I kidding?

36. On page 10: What are the steps of the Scientific Method? • What is the first step? • What happens after the question? • Asking an investigative question. It should be written in this format: • How does_______________ affect______________? • Make a prediction or HYPOTHESIS!

37. On page 10: What are the steps of the Scientific Method? • Yes! • Take the “how does” for the “if” part. • Put the “affect” line for the “then” part. • Add a scientific reason. • If_____________________________________ • Then__________________________________ • Because________________________________. • Can I change the question into a hypothesis? • Try it!

38. On page 10 • Example: Write a question and hypothesis for this scenario: • Jane and Gypsy are curious whether temperature makes soap bubbles pop faster. • Investigative Question: • How does_______________ affect______________? • If_____________________________________ • Then__________________________________ • Because________________________________.

39. Life Science 9/19/11 • Entry Task – Monday • Turn this scenario into an investigative question, in the format “How does _________ affect ___________?” • Bill and Sandy wonder if summer heat causes the ripening of tomatoes. • When finished, paste the paper airplane investigation onto pages 11 and 12. Read it. • Curious about the tomato question? ANSWER

40. On page 11 and 12 • Enter the “Investigating Flight Distance with model airplanes” sheets. • Which wing shape do you think will fly furthest? Write your hypothesis! • Ms. M will assign groups and flight zones. • Conduct experiment and collect data – MEASURING IN CENTIMETERS!!! • Sit down to share data.

41. Metric vs. the American Measurement System • In your head, add up 36 inches plus 36 inches. • Now add up 100 centimeters plus 100 centimeters. • Which was easier? • Metric is based on TENS (not 12) which makes it easier to convert. • Use meter sticks appropriately!

42. RULES • ALL airplanes will be left in this room with Ms. Maring. • NO horseplay with scientific equipment: model planes, meter sticks, etcetera. • VOLUME – quiet and conversational—no yelling. • EVERYONE will record data and participate. • ONE person per team will be the thrower as a scientific control. • Nominate THROWER, two MEASURERS, DATA Manager – checks if data is recorded in all data tables. 0.50.5

43. Life Science 9/20/11 • Entry Task – Tuesday • Change the question, “How does summer heat affect the ripening of tomatoes?” into a hypothesis. (Look at your orange sheet!) • If_____________________________________ • Then__________________________________ • Because________________________________. • When finished, check that everyone in your group has the data from yesterday. Reclaim your plane and prepare for flight.

44. On page 12, 13 and 14 • Complete the 3 trial flights and record all data. • Calculate your team’s average. • Share class data. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13. • Write conclusion – include data as evidence. • Write down your next question. • Paste your rubric on page 14 and see if you would get all 12 points!

45. Life Science 9/21/11 • Entry Task – Wednesday • Change this question into a hypothesis: How does amount of sleep affect drowsiness in teenagers? • Remember to use “If, then, because”!! • ANSWER • When finished, begin working on graph on page 13. • Ms. M NOTEBOOK CHECK today – • 1 point for having notebook, • 1 point for working productively in time given, • 1 point for having airplane data table and hypothesis complete.

46. Hypothesis • If____________________________________ • Then_________________________________ • Because___________________________________________________________________.

47. Complete pages 12-14 NOTEBOOK CHECK today – 1 point for having notebook, 1 point for working productively in time given, 1 point for having airplane data table complete. • Complete data table averages. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13. • Write conclusion – include data as evidence. • Write down your next question. • Paste your rubric on page 14 and see if you would get all 12 points! • When finished, show Ms. Maring your work.

48. Life Science 9/22/11 • Entry Task – Thursday • What do the 3 bars on your bar graph represent? • What is an appropriate label for the Y-axis? • What is an appropriate label for the X-axis? • When finished, complete your data analysis, conclusion and next question.

49. Today… • Complete your model airplane investigation on pages 11-14. • Estimate your points using page 14. • Fix things you may have missed. • Show Ms. Maring your work so that your score can be recorded. • When finished, work on metric measuring worksheet.

50. Life Science 9/26/11 • Entry Task – PLEASE TAKE OUT LAST WEEK’s SHEET • You will be completing “Friday”. • Then we’ll start a new sheet!