Topic: Journal Self-Evaluation

WARM UP: Prompt given: “Provide 5 different possible reasons why students might have gotten different numbers for how many drops they could get on top of a penny.” We debriefed and discussed problems with experimentation when you have too many variables.

SAFETY EXPECTATIONS HW: We shared out our safety expectation work and then turned it in.

JOURNAL REFLECTION: Students did a self- and peer-evaluation of our science journals. A form was completed related to this and turned in: Journal Check #1

HOMEWORK: Review science hazard symbols for check in Friday. Here’s an online quiz I found from a dutch website for construction workers. It’s in English! http://safe-construction.dk/hazardous-substances-tds1are-you-familiar-with-hazard-symbols/


TOPIC: Meniscus Exploration

WARM UP: I gave a fill-in-the-blank handout in science safety as a review of common safety symbols on chemical supplies.

SAFETY CONTRACT: Students received a safety contract, we went over it and they signed it. One copy went in  their journal, I collected the other.

MENISCUS EXPLORATION: We placed drops on top of pennies and made observations of how the water built up on top of the penny. This reinforced observation skills and will lead into an inquiry into the nature of matter.

HOMEWORK: Backside of Safety Expectations Worksheet DUE TOMORROW.


Topic: Lab Safety

WARM UP: Matching safety symbols with descriptions. See me for a copy if missed.

HANDOUT: Lab safety symbols. See me for a copy.

WHOLE CLASS: Going over worksheet from Chem Games (see previous posts)

HANDOUT: Safety Expectations Worksheet

HOMEWORK: Front side of Safety Expectations Worksheet


Topic: Branches of chemistry weekly check and science safety

WARM UP: Reviewing branches of chemistry before weekly check. No entry.

WEEKLY CHECK: Students completed the weekly check on google classroom.

SAFETY VIDEO PART TWO: We finished the safety video. We will discuss the notes collected on Monday.



Topic: Branches of Chemistry and  Science Safety

WARM UP: I handed out a science safety cartoon. We looked at good and bad science lab practices within the cartoon.

CHEMISTRY ARTICLE SHARE OUT: Students met and shared their chemistry articles. I thought they would be online as well, but they’re not. Sorry. Please see me if you need the article to finish the assignment.

SCIENCE SAFETY VIDEO: We watched this safety video and took notes:

HOMEWORK: Review fields and branches of chemistry in your journal notes for check-in tomorrow.


Topic: Branches of Chemistry

SCHOLASTIC SCIENCE WORLD: We have a subscription to the digital version of the magazine Science World that we used this week in class. You can access it through the links I post below and in future blog posts using the code: walsh4science

WARM UP: We read the following article: https://scienceworld.scholastic.com/issues/2016-17/041717/toxic-air-alert.html and answered questions about the type of chemistry the article involved:

-Analytical: Analyzing what is in the air, how much of it is made up of different pollutants. Also, how big the pollutants are.

-Biochemistry: How the pollutants affect the way our bodies function.

-Environmental Chemistry: How the pollution impacts the environment. Studying the environment.

BRANCHES OF CHEMISTRY: We shared-out the different fields of chemistry we read about, filling out the table on our google doc. We then read articles and are looking at how they involve different branches of chemistry.

HOMEWORK: Finish filling out the “Fields of Chemistry” table if not done yet.


Topic: Branches of Chemistry

WARM UP: Response  to prompt: if I keep cutting and cutting a sheet of paper up into smaller and smaller pieces, do I get to a point where it is no longer “paper” or the same material that makes up the paper? When might that be?

  • Discussion ideas led to the basic conclusion that at some point when you cut it it would no longer be paper, but the stuff paper is made of.
  • Conversation included the words: Molecule, Atom, Particle, Protons

MAIN ACTIVITY: Working on “Branches of Chemistry” assignment found on Google Classroom. We finished reading about the fields of chemistry and sharing summaries.



Topic: Intro to Science Check-In and Branches of Chemistry Notes

Warm Up: We pasted our “Branches of Science” notes into our journals.

Activity: Plickers quiz on Observation, Inference, Science, and Experiment definitions. Students self-corrected in class.

Activity: Began work on the Google Classroom Assignment: “Branches of Chemistry”.

Homework: None.


Topic: Observation vs. Inference, Science Stars

WARM UP:  For the image:

  • Record two qualitative observations
  • Explain two things you could make quantitative observations about if you were there.
  • Make an inference and explain the evidence you observe that support that inference.


  • Observation (Qualitative vs. Quantitative) and writing inferences with supporting details.
  • Science Stars Work Time


  • We will have 20 minutes to work on “science stars” assignment tomorrow. If you think you’ll need more time than that, work on it as HW tonight.


Topic: Behaviors for Science Success

Warm Up:  What behavior routines do you think you should embrace in order to be successful in science class this year?


  • Journal Set-Up
  • Successful science class behaviors
  • Class Routines and Overview
  • Science Stars Assignment


  • Today we set up our journals. All students should have a journal and we will focus in class during the first few weeks on maintaining our journal. Journals will be regularly (every few weeks) evaluated for content and quality of work.
  • We discussed and developed a list of what behaviors we should see in class.
  • I handed out my class Class Overview Letter and went over it.
  • I explained the “Science Stars” assignment.


  • Spend 20 minutes working on a rough draft of your science stars assignment.