Today students prepared their ISN reference pages with 20 additional AVID Left Side (Creative Output) activities. We will be adding in examples to each of these strategies over the next few weeks.

I asked the students to warm-up by creating an EXIT TICKET which directly related to out learning target for the day. The EXIT TICKET asked them:

List 3 AVID AWESOME LEFT SIDE strategies that you will practice this year and write 1 sentence describing why you like this strategy (or why you think you will be good at using it).

We then did a whole class PopCorn Read Aloud of at least three of the strategies (Venn Diagram, Six Word Memoirs, Concept Maps, and Band Buzz) and I projected examples from previous years.

Students then had 25+ minutes to cut and paste the strategies into their notebook.

Students got a reminder to complete their EXIT TICKET approximately 7-10 minutes before the end of the period.

The only period that was not able to complete the above is 2nd period due to our active shooter drill. We lost approximately 30 minutes of class time to the drill. For this reason, 2nd period will turn in their EXIT TICKETS at the beginning of class on Monday.

]]>I asked the students to warm-up by creating an EXIT TICKET which directly related to out learning target for the day. The EXIT TICKET asked them:

List 3 AVID AWESOME LEFT SIDE strategies that you will practice this year and write 1 sentence describing why you like this strategy (or why you think you will be good at using it).

We then did a whole class PopCorn Read Aloud of at least three of the strategies (Venn Diagram, Six Word Memoirs, Concept Maps, and Band Buzz) and I projected examples from previous years.

Students then had 25+ minutes to cut and paste the strategies into their notebook.

Students got a reminder to complete their EXIT TICKET approximately 7-10 minutes before the end of the period.

The only period that was not able to complete the above is 2nd period due to our active shooter drill. We lost approximately 30 minutes of class time to the drill. For this reason, 2nd period will turn in their EXIT TICKETS at the beginning of class on Monday.

Today I showed the students how to make three different types of foldables to create awesome left side pages in their ISN (for creative outputs). I often assign EXTRA CREDIT in the form of these types of foldables so the tutorial is necessary to ensure that students have an example of what is expected on the EXTRA CREDIT.

Students then had 20+ minutes (all except 3rd period) to work on organizing their ISNs and completing ISN Check 01.

]]>Students then had 20+ minutes (all except 3rd period) to work on organizing their ISNs and completing ISN Check 01.

Today we went over how to complete an ISN Check. We went over the ISN Check 01 line by line together in class and we discussed how to self-check.

I assigned HOMEWORK of creating Cover Art for their ISN to help individualize the ISN. The Cover Art should have a titled (Science, 7th Grade Science, or something more creative about science). The Cover Art should be Science themed and it should be colored. Students can draw or create a collage to be printed out and hand colored. This is to be attached to the cover with staples (glue will not work on the plastic cover).

I also assigned the UNIT 1 Artwork. UNIT 1 is "Nature of Science" which covers topics like the Scientific Method, Observations and Inferences, Qualitative and Quantitative Data, etc. The UNIT 1 Artwork should have a "Nature of Science" theme and be properly titled. This should be on page 1 of the ISN.

I assigned HOMEWORK of creating Cover Art for their ISN to help individualize the ISN. The Cover Art should have a titled (Science, 7th Grade Science, or something more creative about science). The Cover Art should be Science themed and it should be colored. Students can draw or create a collage to be printed out and hand colored. This is to be attached to the cover with staples (glue will not work on the plastic cover).

I also assigned the UNIT 1 Artwork. UNIT 1 is "Nature of Science" which covers topics like the Scientific Method, Observations and Inferences, Qualitative and Quantitative Data, etc. The UNIT 1 Artwork should have a "Nature of Science" theme and be properly titled. This should be on page 1 of the ISN.

isn_check_01_2018_2f2019.xlsx |

isn_check_02_2018_2f2019.xlsx |

Today we started class by completing guided notes for the terms Observation, Inference, and Prediction. We did a PopCorn Read-Aloud and completed our notes together. I projected my completed notes as we went along and provided the students with examples of each of the three terms (students also had CLASS SET examples on their tables for reference). I then explained how to cut and paste the foldable notes into the ISN. I continued to project my completed notes.

After our note-taking, students had 30+ minutes (the rest of the class period) to cut/paste and color their notes, create/continue their Tables of Contents on pages II - III, and to page number their ISN all the way to the very end (page 178).

Anything not completed in class should be completed for homework.

]]>After our note-taking, students had 30+ minutes (the rest of the class period) to cut/paste and color their notes, create/continue their Tables of Contents on pages II - III, and to page number their ISN all the way to the very end (page 178).

Anything not completed in class should be completed for homework.

Today students worked on getting their ISNs in order to prepare for our first turn-in, ISN Check 1. ISN Check 1 will be officially assigned on 9/19/18 and will be due 9/26/18.

This first ISN Check will be HUGE because it covers a full month worth of work. For this reason, I am giving the students class time to make sure everything is in order.

Today I made sure that all students had a notebook. Then I projected the proper page numbering and went page by page with them to ensure that they numbered correctly.

We then worked on completing our Table of Contents. Using the Table of Contents, each student worked toward "cleaning-up" their ISN by gluing items in and/or completing incomplete work.

I passed back their graded I#2: Triple Beam Balance and handed-out three reference worksheets (each double-sided):

Each class had 20 - 30 minutes to work independently to complete today's tasks.

The homework is to complete the Table of Contents, make sure that all the pages are glued-in correctly (or as close to correctly as possible), and/or any incomplete classwork.

]]>This first ISN Check will be HUGE because it covers a full month worth of work. For this reason, I am giving the students class time to make sure everything is in order.

Today I made sure that all students had a notebook. Then I projected the proper page numbering and went page by page with them to ensure that they numbered correctly.

We then worked on completing our Table of Contents. Using the Table of Contents, each student worked toward "cleaning-up" their ISN by gluing items in and/or completing incomplete work.

I passed back their graded I#2: Triple Beam Balance and handed-out three reference worksheets (each double-sided):

- Bloom's Taxonomy
- Foldables Basics
- Discussion Starters/Norms of Collaboration

Each class had 20 - 30 minutes to work independently to complete today's tasks.

The homework is to complete the Table of Contents, make sure that all the pages are glued-in correctly (or as close to correctly as possible), and/or any incomplete classwork.

Today students worked towards completing their I#3 Lab and turning it in.

After completing their lab, students were asked to glue the "Frayer Models Explained" reference sheet into their notebook on page XX.

Students then needed to copy and complete the Frayer Models for the terms QUALITATIVE and QUANTITATIVE on page 16 of the ISN as their Creative Output for I#3. This is to be completed for homework if it was not finished in class.

Students were given 30+ minutes to complete these tasks.

]]>After completing their lab, students were asked to glue the "Frayer Models Explained" reference sheet into their notebook on page XX.

Students then needed to copy and complete the Frayer Models for the terms QUALITATIVE and QUANTITATIVE on page 16 of the ISN as their Creative Output for I#3. This is to be completed for homework if it was not finished in class.

Students were given 30+ minutes to complete these tasks.

Today students practiced collecting and recording data in the Investigation #3: Qualitative and Quantitative Observational Data Lab. This was our second day of this lab activity.

Students worked in their small groups to make and record detailed, accurate, and objective observational data. We will continue working on this lab tomorrow until students have collected data for 8 different boxes of objects. I have provided two extra boxes for students that would like to do extra credit on this lab. This lab is due at the end of the period tomorrow.

]]>Students worked in their small groups to make and record detailed, accurate, and objective observational data. We will continue working on this lab tomorrow until students have collected data for 8 different boxes of objects. I have provided two extra boxes for students that would like to do extra credit on this lab. This lab is due at the end of the period tomorrow.

Today students practiced collecting and recording data in the Investigation #3: Qualitative and Quantitative Observational Data Lab.

Students worked in their small groups to make and record detailed, accurate, and objective observational data. We will continue working on this lab over the next two class periods until students have collected data for 8 different boxes of objects. I have provided two extra boxes for students that would like to do extra credit on this lab.

]]>Students worked in their small groups to make and record detailed, accurate, and objective observational data. We will continue working on this lab over the next two class periods until students have collected data for 8 different boxes of objects. I have provided two extra boxes for students that would like to do extra credit on this lab.

QUALITATIVE VS QUANTITATIVE OBSERVATIONAL DATA

Today students worked toward understanding the difference between QUALITATIVE and QUANTITATIVE observational data. First the students participated in a PopCorn Read Aloud of the "Data Analysis: Qualitative and Quantitative" reading. I projected the reading during the read aloud and asked students to practice their AVID WICOR reading skills of Marking the Text and Writing in the Margins. As the student volunteers read, I marked the text and wrote in the margins to provide an example for those that are still struggling with these skills.

After our read aloud, we worked together to determine if data was either Qualitative or Quantitative by voting in class on each piece of data from the two examples on the back of our worksheet (6th grade data and Latte data). Students then recorded the answers after voting.

I then passed-out the Pre-Lab. We completed data 1 - 3 together as a whole group to provide students with an example on how to complete the sorting activity. I also instructed students to make sure to leave room at the bottom of each column for their own examples (at least four are required) and projected the example for them. As long as students have the numbers sorted and their own examples completed, they may participate in the lab. The cutting and pasting need not be complete by tomorrow to participate but will need to be completed by the ISN Check on 9/19/18.

Each period then had at least 10 minutes to work in their small groups to complete the Pre-Lab (which is due tomorrow to participate in the lab).

]]>After our read aloud, we worked together to determine if data was either Qualitative or Quantitative by voting in class on each piece of data from the two examples on the back of our worksheet (6th grade data and Latte data). Students then recorded the answers after voting.

I then passed-out the Pre-Lab. We completed data 1 - 3 together as a whole group to provide students with an example on how to complete the sorting activity. I also instructed students to make sure to leave room at the bottom of each column for their own examples (at least four are required) and projected the example for them. As long as students have the numbers sorted and their own examples completed, they may participate in the lab. The cutting and pasting need not be complete by tomorrow to participate but will need to be completed by the ISN Check on 9/19/18.

Each period then had at least 10 minutes to work in their small groups to complete the Pre-Lab (which is due tomorrow to participate in the lab).