Week of 3/6 to 3/10

Monday, A Day

Period 1, 2,  and 3

Warm Up

Activity:  jigsaw textbook reading on bacteria.

Purpose: we had discussed bacteria in the past, this was an opportunity to understand a little more about bacteria.

Outcome: written summary in  our journals on information we read about bacteria.

Seed observations

Activity: Recording observations and new questions about seeds we are growing in class.

Purpose: As we explore characteristics of living things and cells, we are conducting an inquiry about plant growth.

Outcome: Recorded entry into our journals.

Plant Communication Video

Activity: Watching  plant  communication video and recording notes.

Purpose: To gain a better understanding of how plants behave different than animals in order to survive.

Outcome: finished the video. Filled out notes sheet. We will have time in class tomorrow to discuss the notes before turning the handout in.

Handout: What Plants Talk About Worksheet

HOMEWORK: NONE

Tuesday, B-Day

Period 4

Warm Up

Activity:  jigsaw textbook reading on bacteria.

Purpose: we had discussed bacteria in the past, this was an opportunity to understand a little more about bacteria.

Outcome: written summary in  our journals on information we read about bacteria.

Seed observations

Activity: Recording observations and new questions about seeds we are growing in class.

Purpose: As we explore characteristics of living things and cells, we are conducting an inquiry about plant growth.

Outcome: Recorded entry into our journals.

Plant Communication Video

Activity: Watching  plant  communication video and recording notes.

Purpose: To gain a better understanding of how plants behave different than animals in order to survive.

Outcome: finished the video. Filled out notes sheet. We will have time in class tomorrow to discuss the notes before turning the handout in.

Handout: What Plants Talk About Worksheet

HOMEWORK: NONE

Period 2 and 3

Warm  Up

ACTIVITY – Recording a question  and experiment featured in the What Plants Talk About video.

PURPOSE – We are going to conducting our own plant experiment, this allowed us to begin thinking about how scientists  conduct experiments to answer questions they have.

OUTCOME – Recorded paragraph within our journal’s warm-up section.

Review of Global Circulation

ACTIVITY – Recording notes on global circulation  (review from last unit) and create flash cards.

PURPOSE – When I was grading the last tests (not done grading yet, sorry!) most students were not successful on the questions related to this topic. So, we are reviewing. Students will then practice on their own and we will retest for those concepts next week on Tuesday.

OUTCOME – Recorded notes on global circulation. Created flashcards.

Plant Observations

ACTIVITY – Making observations of our plants.

PURPOSE – In understand how living things function and how those functions relate to cells, we are growing and studying plants.

OUTCOME – Another record of plant growth in our journals.

HOMEWORK – STUDY GLOBAL CIRCULATION

Wednesday, C-Day

Period 3

Warm Up

ACTIVITY: Students read a scenario with an experimental set-up where there is more than one uncontrolled variable. They decide whether or not they can determine the outcome to the experiment. They then work with tablemates to redesign the experiment:

Two students create are experimenting with plant growth. They want to see if plants grow differently given different types of liquids. They plan on giving them water, vinegar water, vitamin water, coffee, or soda.

When they set up the experiment, they begin by placing the seeds (most are bean seeds but there are a couple pea seeds) in planting cups filled halfway with soil. Except, they run out of soil before they finish filling all the cups and so the last three cups they fill with sand. When watering, they forget to record how much of each liquid they gave the plants, and they end up giving each plant different amounts of the liquids. They also use up all the soda after first day and switch to a different brand of soda for the next time they water the plants. Same with the vitamin water, they started with one flavor and then switched to another.

In the end, the bean plants grown in the vitamin water are the tallest. The students conclude that the vitamin water worked the best. Is it really possible to determine an outcome from this experiment? Explain your thinking in your warm up section.

PURPOSE: To get students thinking about the reason behind having a single independent variable and controlling other variables in an experiment.

OUTCOME: Initial example-based understanding of the need to control all but one variable (as much as possible) in an experiment.

Variable Definitions

Activity: Students receive definitions, we read over them. We then use them, watching clips from films, and determine the IV, DV, and CVs for each scenario.

 

 

Purpose: To provide students with a more concrete definition of the terms: Independent Variable, Dependent Variables, and Controlled Variables.

Outcome: Students have an initial working definition of IV, DV, and CVs. Students have a handout with definitions and recorded notes from the videos.

HOMEWORK: STUDY GLOBAL CIRCULATION VOCABULARY (FLASH CARDS)

Period 4 and 2

Warm Up

ACTIVITY – Reviewing concepts of global circulation

PURPOSE – Students did not do well on two parts to the most recent test on global air circulation. We addressed this today.

OUTCOME – Initial ideas on vocabulary related to global circulation recorded on a notes sheet.

Global Circulation Notes and Note Cards

ACTIVITY – Recording notes on global circulation, making note cards, practicing with the note cards.

PURPOSE – Review concepts of global circulation again to prepare for a retest on the concepts next week.

OUTCOME – Flash cards on the topic.

HANDOUT – Global Circulation Notes

D-Day, Thursday

Period 1, 2, and 4

Period 3

Warm Up

ACTIVITY: Students read a scenario with an experimental set-up where there is more than one uncontrolled variable. They decide whether or not they can determine the outcome to the experiment. They then work with tablemates to redesign the experiment:

Two students create are experimenting with plant growth. They want to see if plants grow differently given different types of liquids. They plan on giving them water, vinegar water, vitamin water, coffee, or soda.

When they set up the experiment, they begin by placing the seeds (most are bean seeds but there are a couple pea seeds) in planting cups filled halfway with soil. Except, they run out of soil before they finish filling all the cups and so the last three cups they fill with sand. When watering, they forget to record how much of each liquid they gave the plants, and they end up giving each plant different amounts of the liquids. They also use up all the soda after first day and switch to a different brand of soda for the next time they water the plants. Same with the vitamin water, they started with one flavor and then switched to another.

In the end, the bean plants grown in the vitamin water are the tallest. The students conclude that the vitamin water worked the best. Is it really possible to determine an outcome from this experiment? Explain your thinking in your warm up section.

PURPOSE: To get students thinking about the reason behind having a single independent variable and controlling other variables in an experiment.

OUTCOME: Initial example-based understanding of the need to control all but one variable (as much as possible) in an experiment.

Variable Definitions

Activity: Students receive definitions, we read over them. We then use them, watching clips from films, and determine the IV, DV, and CVs for each scenario.

Purpose: To provide students with a more concrete definition of the terms: Independent Variable, Dependent Variables, and Controlled Variables.

Outcome: Students have an initial working definition of IV, DV, and CVs. Students have a handout with definitions and recorded notes from the videos.

HOMEWORK: STUDY GLOBAL CIRCULATION VOCABULARY (FLASH CARDS)

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