(All Classes) Finishing up Science Projects

As you know, science projects are due either December 2 for A day or December 3 for B day. On the day your project is due you will turn in one copy of your abstract.

On the day that you are scheduled to present, you will bring your SCIENCE PROJECT LOG/JOURNAL, your DISPLAY BOARD, and a practiced presentation.

  • ABSTRACT
    ABSTRACTS should be prepared by referring to www.nefrsef.org. Click on STUDENTS at the top of the page.   You will see:nefrsef

     

  • Select #6: ABSTRACT.   Read the Abstract Completion Instructions (FSSEF) and follow them for what to include in your abstract:

    An abstract should include one or two VERY BRIEF sentences about each of the following:

    • Background behind the experiment – from your research, what do people already know about your topic?
    • Purpose of experiment – what was it about your research that lead you to ask this particular question?
    • Procedures – a very basic explanation of what you actually did.
    • Data – what was your most important or interesting result?
    • Discussion / Conclusions based on your data.
    • Any possible research application – how does your information apply to the real world?”(Taken from http://www.nefrsef.org)

 

If you choose the Sample Abstract forms at the bottom of the page you can delete and add your own info.  It is better to prepare your abstract body in WORD and then copy and paste it into the ABSTRACT form. Once you have completed your abstract form you should print 2 copies. One will be turned in on the day the project is due and one will be placed on your board in the lower left hand corner as you hold it.

  • RESULTS vs. CONCLUSIONS

Results and conclusions are two different sections. For your results you analyze your data. Some descriptive statistics that you should use are the mean, median, mode, and range of your data. Graph your analyzed data. Look for trends. Really look at your data and determine if it is meaningful or not. Do you see more than a 5% difference in your means?  Is it more or less? The greater the differences between your groups, the more meaningful your results are. What do the results indicate? What may have affected your results positively or negatively?

The CONCLUSION is developed from the results. Use the correct terminology: The results support the hypothesis or The results do not support the hypothesis.  Do not for any reason claim that your hypothesis was right or true. Don’t claim your hypothesis was wrong or not correct. It can’t be. It is either supported by results or it is not supported by the results. Remember, you are not PROVING anything. However, you may include how the conclusion may help you go deeper into your question if you continue this experiment. You will find more info at www.nefrsef.org, but be careful of not totally correct wording (they use prove and disproved).

  • DISPLAY BOARD
    To review how a display board is organized go back to the student section on http://www.nefrsef.org.
    Look at # 7 and click on backboard. That will take you to the complete page on display boards. Remember, your title and abstract have assigned places!

displayboard

  • PRESENTATION
    When you prepare your oral presentation remember that you are talking to your classmates (and me!). You will have 5 minutes for both your presentation and to answer any questions your classmates may have. Here are the questions you should include in your presentation.

    • What was your problem?
    • What was your question?
    • What did you do?
    • Why did you do it?
    • What are your results?
    • What is your conclusion?
    • How can you use the conclusion to ask a further question?

 

  • RUBRICS
    Is there a rubric for all of this? We are working to finalize one for the abstract, the board, the SPL/J and the presentation. They should be published early next week.

Nov. 17/18 – (7th Grade) Intro to Evolution

We’ve officially started our lessons on the theories of evolution and natural selection.  In class students worked on a few hands-on activities making inferences about organisms by analyzing their fossils.

Home Learning: 

  • SCIENCE PROJECTS – Continue experimentation, record ALL information in your Science Project Journals.  Remember, you should be done with your project and preparing your presentation right after Thanksgiving Break (Dec. 2nd.)  Please let me know if you have any questions.
  • Divergent Genetics Packets-  Complete the packets and turn in next class.  The entire packet should be finished (most students should only have 1 activity left as we did the majority of the work in class)

(8th Grade) Sun-Earth-Moon Menu update

good-news-everyone

 

There has been a change to the due dates on the Sun-Earth-Moon menu assignments — the ENTIRE menu should be completed when you walk into class on Nov. 20/21st.  This means you will have a little extra time in class on Tues/Wed to complete the activities (though we will also have other activities to complete in class as well)

At this point EVERYONE should be done with the Moon Phases and Eclipses columns.  We are working on Tides tomorrow.  Please plan on having a test over all the Sun-Earth-Moon material on Nov. 20/21st.

Also, please be sure that you’re working on your science projects!  Your projects are to be completed the week after Thanksgiving break (Dec. 2nd). We will discuss this a little more in class.

 

(7th Grade) End of Heredity lesson- next stop Evolution!

Just a quick 7th grade update:

This week we are finishing up our heredity lesson with some more work on punnett squares and pedigree charts.  Students should have already taken the checkpoint quiz (there will be a reteach/retest for students who scored poorly on the checkpoint).  These grades will be recorded and updated on grade portal over the weekend.

Looking forward: 
Next week we will be introducing the theories of natural selection and evolution.  Students will study and analyze various scenarios which provides evidence to support the theory that species have evolved.  Students will be able to explain how variation and adaptations impact survival of an organism.

Home Learning: 

  • SCIENCE PROJECTS – Continue experimentation.  I will be checking SPJs for progress EARLY NEXT WEEK (Monday/Tuesday)

  • Divergent Genetics Packet- Complete your activities in the Divergent packet (most were done in class).

(8th grade) Jacksonville Tide Charts (and more!)

Click the image below to access Tide charts for Jacksonville, FL

Screen Shot 2014-11-13 at 6.21.05 PM

http://www.srh.noaa.gov/jax/?n=tides

Check out these videos of the incredible tidal range at the Bay of Fundy:

(8th grade) Sun-Earth-Moon Menu Updates

A few quick updates regarding the Sun-Earth-Moon menu:

Remember, most of the work cam be completed in class (the wordle can’t be printed in class, but you can do the vocabulary cards if you choose). If you use your time wisely you will have more than enough time to complete your activities.

  • Due Dates – 11/17 (B Day) 11/18 (A Day)
  • Articles (Around the world/Eclipse trivia) will be available in class during the work period.
  • Brainpop: Eclipses will be shown full-group in class.  Activities/Quiz handouts will be passed out after the video.
  • These assignments will be graded as they are completed.  The grade book will reflect 4 55-point assignments (Moon Phases, Eclipses, Tides and Sun/Earth/Moon system effects)
  • We will have an assessment over all the material when the menu is due.

 

Vocabulary: Moon Phases, Eclipses, and Tides

Wordles can be hand-written but they should really be computer generated and include the following vocabulary.

Moon Phases Eclipses Tides Words common to all 3 sections
Revolution
Gravity
Reflection
New Moon
Crescent
First Quarter
Gibbous
Full Moon
Third Quarter
Waxing
Waning
Lunar eclipse
Solar eclipse
Umbra
Penumbra
Gravity
High Tide
Low Tide
Spring Tide
Neap Tide
Earth

Sun

Moon

Nov. 4/5 (8th Grade) Sun-Earth-Moon System Menu

Objective(s):

  • Investigate the Sun-Earth-Moon system. Recognize the cause of Moon Phases. Create models of the S/E/M system.

We are getting more in depth with the Sun-Earth-Moon system!

In class all students receive a menu for the Sun-Earth-Moon Activities.We will be working on these activities for the next several days in class.   Each of you will need to make some wise choices and manage your time well. Remember, it’s not how fast you complete your work, it’s how well you learn from doing it!

Know that there will be an Assessment that follows this menu.

Screen Shot 2014-11-06 at 3.58.03 PM Menu for Sun Earth Moon System

Please make sure you’ve completed your Seasons in 3D gizmo and turn it in ASAP.  This grade will be added to the gradebook shortly.

Home Learning: 

Science Projects – BEGIN EXPERIMENTATION!  All work belongs in your Science Project Journal.  SPJs will be checked NEXT WEEK for progress (25 point assignment!) 

grade update (8th grade)

I’m in the process of updating grades for a number of assignments, so you may see some activity in the grade portal over the next few days.  Let me quickly explain the following assignments:

  • Take Home test- this is a take-home, open-book test that students had multiple days to complete.  Additionally, they were to support their answers with explanations from the book so there is very little reason that scores should be low. This assignment is a test grade and out of 100.  Due to the nature of the assignment, there are no make-ups available.
  • CUBEs Activity- This is the test-taking strategy that went with the Take-Home test.  The CUBE strategy is worth 30 points (1 per question).
  • Physical/Chemical Change foldable – Students had to make foldnotes on the different aspects of physical and chemical changes and attach in their ISN.  I have been meeting with students and checking this in their notebooks. (30 points)
  • pH Analysis Gizmo SEG+AQ- This assignment was done in class, but some students had to complete it at home. Students are reminded to complete the Assessment Questions each time they are assigned a gizmo – they are missing out on possible points for not completing this 5 question gizmo quiz.  (25 points – 20 SEG + 5 AQ)

Again, don’t hesitate to get in touch with me if you have questions about these (or any) assignments.

Oct. 3/4- (8th Grade) Earth-Sun-Moon system

8th Grade

Essential Question:  How are the seasons related to the tilt in Earth’s axis? 

8th graders continued our lesson on the Earth-Sun-Moon system.  Students had a second class period to work on the following activity stations:

  • Seasons in 3D Gizmo (SEG + AQ)
  • Modeling Days, Years, and Seasons (record info on models in ISN)
  • Moon Phase Calendar (for November 2014)

Please make sure that you have the Seasons in 3d gizmo completed before next class.

Home Learning:

  • Complete Seasons in 3D gizmo (SEG & AQ)  Due 10/5-10/6

  • Science Projects – continue experimentation.  I will be checking SPJ for progress NEXT WEEK

Oct 2/3 (7th Grade) Infant Possibilities Article

Students worked in small groups to read the following article and filled out the ACE Chart graphic organizer:

Students also worked on breeding some imaginary dragons.  They put together some alleles, determined genotypes/phenotype and assembled their dragons.  Hopefully I’ll be able to post some pictures of completed dragons this week!

Home Learning

  • Science Projects – continue experimentation.  I will be checking SPJ for progress NEXT WEEK