Today students were given a tutortial on taking Cornell style notes for science class as well as how to use Blomm's Taxonomy (page VIII in their ISN) to help them write CUES.
I also gave them their first ISN Check and showed them how to use the ISN Check to self-check their work before turning it in.
Today students watched a teacher demonstration of an object. They gathered observational data and then made on inference. Most students inferred that the object was a candle. I then reminded them that, in the face of new evidence (observational data) that doesn't support (and, in fact, refutes) their inference, that a new inference must be formed. At that point, I asked them to make two more observations and I ate the "candle." Students reflected on the process of inference change
After the demo, students took guided notes on the definitions/descriptions of Observations, Inferences, and Predictions. They also cut and pasted this foldable into their ISN on page 4. These notes should be colored as well.
Today students were given the entire class period to make sure their I#2 was complete and turned-in.
I passed out the Bloom's Taxomomy reference sheet and asked students to colorcode the levels of the pyramid with the sentence starters on the back.
I also reminded them that they need to color their Classroom Expectations and review them for their open note quiz next Wednesday.
Today students participated in a hands-on investigation.
Today students began class by taking out their FINAL MODELS and REFLECTIONS (which they worked on for the entire period YESTERDAY). They were asked to immediately begin working on these assignments which were due at the end of today's period.
As a whole group, we reviewed the expectations that should be included in a FINAL MODEL as well as possible answers for the three reflection questions. I have provide pictures of my TEACHER KEY (attached below). Please note, the TEACHER KEY is an example of where students SHOULD be by the end of this trimester. Since this activity is our first activity of the year, grading will be very generous. Student will earn passing grades unless they CHOSE not to complete the assignment in the 1.5 hours of class time they were given to do so.
Assignments not submitted by the end of the period are considered LATE and students will need to complete a LATE WORK SUBMISSION FORM, as well as the assignment, by 8/30/19 to be considered for grading at full credit.
Students were issued the Interactive Science Notebook today in class. Tis notebook should not be used for any other classes and pages should NEVER be torn out.
Students also received their Introduction Letter (blue paper) and Lab Safety Contract (light pink paper). Both are to be reviewed and signed by student/parent/guardian and returned by Monday, 8/26/19.
Student FLIP-BOOKs were also distributed.
Today I introduced students how to address the WARM-UP at the beginning of the class while I take attendance. I also gave them a tutorial on how to use this website this year.
Students then participated in a whole group discussion about their thinking and modeling of the Black Barrels. We discussed the tools of modeling that help illustrate our thinking (for example: labeling, using arrows to show motion/movement/direction, descriptions, zoom-outs to show details, and how to model multiple hypotheses). We also focused on which NGSS SEP (Science and Engineering Practices) we practiced and how we practiced them, which CCCs (Crosscutting Concepts) we practiced and how we practiced them, as well as how this activity relates to the nature of science.
Students were asked to create/begin a final model after the whole group discussion to show their individual thinking. I also asked them to reflect on their experience by answering three questions (shown below and directly addressed in the whole group discussion).
The final model and reflection will be due by the end of the period tomorrow, 8/23/19, and will be the students first lab grade.
Today students engaged in an investigation of the Black Barrels to try and determine how the barrels were constructed. The students worked in groups, using their group whiteboards and dry erase markers, to create INITIAL MODELS of their thinking. They were encouraged to ARGUE FROM EVIDENCE collected as they investigated the barrels.
Tomorrow, students will create an individual FINAL MODEL of their thinking after a whole group discussion of the INITIAL MODELS.
I have attached some examples of student initial models below.
Mrs. Batt is the 7th grade Life Science teacher at Hawthorne Middle School.