Science FINAL Information:
Frequently Asked Questions:How long does my presentation need to be?
There is no presentation. You will be turning in a written document, either printed from your computer or written by hand, before the end of your Exam Period. **Note: I will NOT be lending out my printing card. It will be your responsibility to ensure you have money on your own card. Can I use the internet or save screen shots? You will not be allowed to use the internet the day of the exam - also, please note, your research skills will not earn you any additional points on this exam. I am looking to see that you can share the information you learned throughout the year on the topic you pick - your best resources will be a well organized binder. How much time will we have to work on this in class? Each class period will have, at minimum:
How much is this "final exam" worth? Exams are worth 10% of your overall grade. |
May 28, 2014
Classwork:
Today, students came up to observe their terrariums for the last time. Next class, they will be disassembling the model ecosystems. Afterwards, we went over the answers to the Ecosystems Quiz and spent a majority of the time working on 4.3 (requirements and guidelines to the right -->) and finished off class with a fun little game of water-food-shelter! I will not be in class on Friday, but your 4.3 answers will be due within the first 30 minutes of class. If you do not have at least 75% of the questions finished, I recommend working on it for homework so that you can be sure your final science assignment for the 2013-2014 school year is turned in as a piece of work that demonstrates excellence! |
May 26, 2014
Classwork:
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. After, we returned to class to take the Chapter 4 Test. Upon completion, students opened up their laptops and started answering questions from Page 11 in their binder (4.3 - perform an activity) which was the Analyze & Evaluate section and the Apply & Extend section. Formatting guidelines will be given to you in class on Wednesday as well as the class period to complete it.
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. After, we returned to class to take the Chapter 4 Test. Upon completion, students opened up their laptops and started answering questions from Page 11 in their binder (4.3 - perform an activity) which was the Analyze & Evaluate section and the Apply & Extend section. Formatting guidelines will be given to you in class on Wednesday as well as the class period to complete it.
May 22, 2014
Classwork:
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. After, we spent class time on completing worksheet 4.5 as well as a vocabulary page that will prepare students for the Test on the 26th. |
Homework:
This test will be on ALL of chapter 4 - so I want to recommend you re-read chapter 4 from the textbook you dragged onto your computer desktop! |
May 19, 2014
Classwork:
Students went up to the lab for the first 15 minutes of class and then made their way down to our classroom to watch the movie "Planet Earth - Deep Oceans" and fill out an associated worksheet on ecosystems. This was turned into the substitute teacher before leaving... Sorry I could not be with you all today - but I hope you enjoyed the movie and the face that... ...you do NOT have homework! |
May 15, 2014
Classwork:
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. Afterwards, we went down to class and learned the Cornell Note Taking Strategy while working through a slide show that introduced us to the different types of Biomes around the world. Students then looked up what Biome their plants in their ecosystems are a part of - many realized that the research they did before putting together their model ecosystems was probably not as well thought out or performed as it could have been! |
May 13, 2014
Classwork:
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. We then took a quiz on 4.3/4.4 after reviewing the 4.4 worksheet. We finished class by watching a few of the meteorologist reports generated a month back.
Homework: None!
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. We then took a quiz on 4.3/4.4 after reviewing the 4.4 worksheet. We finished class by watching a few of the meteorologist reports generated a month back.
Homework: None!
May 9, 2014
Classwork:
First 20 minutes of every class period will be spend up in the 4th floor Lab to observe and record data about your model ecosystem. Students also took additional time to research additional info that might have been overlooked before designing terrarium setup. |
Homework:
Complete 4.4 if you have not already, and prepare for 4.3/4.4 quiz by reading through these chapters in the textbook you dragged onto your computer desktop. |
May 5, 2014
April 22-28, 2014
- 4.1 completed as HW and turned in to be graded on accuracy.
- 4.2 completed as HW and turned in to be graded on completion.
- Quiz on ecosystems.
- Split into groups for terrarium building...
Next class (Wednesday), students will have 50 minutes to complete a diagram that includes detailed labels and reasons for assembling their model ecosystem. Ms Sokola must approve of this before building can begin.
On Monday, we will build our ecosystems to begin a 3-week observation period of the interaction between biotic and abiotic elements.
April 18, 2014
- Students completed Vocabulary and we played Bingo! (Candy awarded next class).
- After our game, the remaining time in class was used to complete the 4.1 worksheet. All information can be found on the Textbook that students dragged from S-share onto their Computer Desktop... This is due first thing in class and will be checked for accuracy.
April 16, 2014
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Classwork:
Objective: I will be able to demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.
Students turned in their meteorologist videos during the first 10 minutes of class. We then delved into our next unit - Ecosystems - starting with a concept map. Relationships were found between biotic (living) and abiotic (non-living) things... next, we worked on filling in a vocabulary bingo sheet with 15 words from the unit. We will have 20 minutes at the beginning of next class to complete this.
Objective: I will be able to demonstrate an understanding of interactions between and among biotic and abiotic elements in the environment.
Students turned in their meteorologist videos during the first 10 minutes of class. We then delved into our next unit - Ecosystems - starting with a concept map. Relationships were found between biotic (living) and abiotic (non-living) things... next, we worked on filling in a vocabulary bingo sheet with 15 words from the unit. We will have 20 minutes at the beginning of next class to complete this.
April 8, 10, and 14, 2014
Classwork:
Period 2 and 3 had 15 minutes to come up with guidelines and requirements for their meteorologist report on a natural disaster. Afterwards, they were given the remaining time in class to work… it is DUE at the end of class on Monday. Homework (optional): Anything needed for meteorologist report |
Period 2:
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Period 3:
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SPRING BREAK
March 22/24, 2014
Classwork:
Students have these entire 2 periods (at 80 minutes each - that is almost 3 hours!) to finalize and complete Weather Logs (Category #1, #3, #4) and accompanying writing assignments (Category #5). Please make sure that you are using your class time wisely and are asking me, or your peers, questions about things you do not understand.
As a reminder, the above mentioned Categories are due BEFORE spring break. If you are leaving early, you must hand in your information before you leave for holiday (or ask a friend you trust to print it out and turn it in for you!)
Students have these entire 2 periods (at 80 minutes each - that is almost 3 hours!) to finalize and complete Weather Logs (Category #1, #3, #4) and accompanying writing assignments (Category #5). Please make sure that you are using your class time wisely and are asking me, or your peers, questions about things you do not understand.
As a reminder, the above mentioned Categories are due BEFORE spring break. If you are leaving early, you must hand in your information before you leave for holiday (or ask a friend you trust to print it out and turn it in for you!)
March 18/20, 2014
Classwork:
Students worked on filling in the rest of the days for their weather logs... all information can be found on the blog at ssokola.weebly.com/weather-log.html. After all information was recorded, students were responsible for finding the averages, and creating a line graph, for: Temperature H (F/C) Temperature L (F/C) We also created pictographs for Cloud Cover for Wind Direction. |
Homework:
Any averages, graphs, or pictographs that were not completed over the lats 2 class periods will need to be finished over the weekend because of the following Due Date: Category #1 - 25pts (weather log) Category #3 - 20 pts (averages) Category #4 - 20 pts (graphs) Will be checked in class on Monday - you will also be using your weather log during the period to work on writing assignment. Category #5 - 35 pts (1 1/2 page written report) Due BEFORE Spring Break (this means if you are not going to be in class the Wednesday before we leave, you MUST turn it into me before) |
March 14 - JUMP
March 12, 2014
Classwork:
Students took the first 30 minutes of class to search on the internet for all data necessary to fill in information for Category #1 in their Weather Log Booklet. After reviewing fronts and low/high pressure, we took a quiz on reading weather maps. |
Homework:
None |
March 10, 2014
Classwork:
Students took the first 30 minutes of class to search on the internet for all data necessary to fill in information for Category #1 in their Weather Log Booklet. After, we added to our notes on air masses. Be ready for a quiz next class! |
Homework:
None |
March 6, 2014
Classwork:
Students took the first 30 minutes of class to search on the internet for all data necessary to fill in information for Category #1 in their Weather Log Booklet. After, we took notes on different types of fronts - using the internet to help with diagrams.illustrations of warm fronts, cold fronts, stationary fronts, and the rare occluded front. |
Homework:
None |
March 4, 2014
Classwork:
Objective: I will be able to collect data to provide evidence for how motions and complex interactions of air masses result in changing weather conditions. Students took the first 20 minutes of class to search on the internet for all data necessary to fill in information for Category #1 in their Weather Log Booklet. Following this, there was a 6 page activity passed out that will be a HUGE help for Category #5. It is important to understand the terms and concepts on these sheets - they will guide you in understanding how to read weather maps, as well as how meteorologist try to predict the weather! |
Homework:
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February 28, 2014
Classwork:
Objective: I will be able to collect data to provide evidence for how motions and complex interactions of air masses result in changing weather conditions. Today, students were introduced to the next few weeks of learning materials for our weather unit. There are 5 parts that will be assessed before spring break - so we have a lot of work ahead of us! We took weather logs and went through the pages to label them accordingly. Each day when students come to class, they will have the first 20-30 minutes to fill out the current days weather from an internet source, fill out the prior days weather from our class blog, and put these recorded datas on corresponding pages in the weather log. Homework: Get Weather Log Signed |
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February 26, 2014
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February 24, 2014Classwork:
After finished the Personal Water Use Activity, we watched a short World Vision film that stressed the importance of available water sources. Students then discussed the social justice aspects of this existing issue. Homework: None! |
February 20, 2014
Classwork:
Bill Nye Water Cycle Quiz (2 parts) followed by starting a Personal Water Use Activity! |
Homework:
None! |
February 18, 2014
Classwork:
Today, students spent time with their noses in books searching for interesting facts about water. Following this silent sustained reading period, we split into groups and listed as many uses of water we possibly could for at home, at school, and out in the community. We came together as a class and divided the list into essential and optional uses based on student opinions of the importance and necessity of the different uses of water. |
Homework:
You will have a QUIZ on Thursday based on the Bill Nye Water Cycle Video and accompanying worksheet. |
February 14, 2014
Classwork:
Objective: IWBAT create a K-W-L chart to use for the Earth Science Unit. Happy Valentine's Day, Scholars! Today, students were given a handout that included the standards that we will be focusing on for the current Unit - Earth and Space Science. After working in groups to brainstorm ideas for the K-W-L chart, we watched a Bill Nye video titled "The Water Cycle" that introduced us to a lot of really neat facts that we will learn about later in more detail - like the movement of water molecules in the cycle, precipitation (rain, snow, heat, or hail), and condensation! |
Homework:
Review your K-W-L char with your parent or guardian. In a different writing utensil, brainstorm and add to the K or W sections. |
February 12, 2014
Classwork:
Students had the class period to complete the creation of their minions. The ONLY directions they were given were:
Following group work, students were challenged to write a reflection about the process of completing this project. The following questions can be used as a guide in writing the reflection:
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Homework:
If you did not finish the reflection in class - please complete it for homework. It needs to be hand written and will be collected next class period. |
February 10, 2014
Classwork:
Objective: IWBAT distinguish between types of scientific drawings. We worked on looking up definitions and created our own "student-friendly" definitions (where would you see it and when would you use it?) for Scientific Drawing Vocabulary, which included: blueprints, scientific illustrations, pictures in a textbook, photographs of specimen, and detailed sketches. |
Homework:
None! |
Happy Chinese New Year!
January 22, 2014
Classwork:
Student Presentations! |
January 20, 2014
Classwork:
Again, students had the entire class period to work on their research, brochure, and presentation while in class. Individuals were also called out into the hallway to discuss their Final Project from semester 1 - we walked through the rubric, viewed videos of their presentations, and discussed what went well and areas for improvement. |
Homework:
Pull up rubric, show brochure and practice your presentation (at least once) to your parents/guardian. |
January 16, 2014
Classwork:
Students had the entire class period to work on their research, brochure, and presentation while in class. Individuals were also called out into the hallway to discuss their Final Project from semester 1 - we walked through the rubric, viewed videos of their presentations, and discussed what went well and areas for improvement. |
Homework:
If need-be, work on research, brochure, and presentation |
January 14, 2014
MERRY CHRISTMAS and HAPPY NEW YEAR!
December 10, 2013
Classwork:
Students were given the entire class period to work on their Final Project for Semester 1 - designing a brand new Candy for Dragon's Breath Candy Company. Please see the directions and rubric, with due dates included, below: |
Homework:
Work on your typed report that will be due by the end of class on Thursday (only 40 minutes in class) and feel free to start on your Keynote slide and presentation information to accompany it. |
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December 6, 2013
Classwork:
Binder Check #2 and grouping up to review the difference between solutions and mechanical mixtures (hint: Solutions are composed of dissolved particles - when two or more become one. Mechanical mixtures are composed of two or more particles that stay in their original form) |
Homework:
All Smiles :) Get ready to receive your FINAL project on Tuesday - Want a hint? It has to do with "Drangon's Breath Candy Company"! |
December 4, 2013
Classwork:
In place of a quiz, students were given worksheets 2.1, 2.2, and 2.3 and allowed to use the textbook and worksheets associated with the questions and given the relaxing assignment of completing while in class. |
Homework:
Enjoy your evening :) Please note that your Final Project will be given to you next week and due during your assigned time. (Period 2: Friday the 13th, Period 3: Tuesday the 17th) |
November 27 and December 2, 2013
Classwork:
Objective: Students will be able to identify substances based on solubility tests and explain why different substances dissolve to different extents in water. Mass and Solubility were tested in Class using graduated cylinders, beakers, stirring sticks, teaspoons, water, and mystery substances :) |
Homework:
Bedtime stories?! Sometimes, it helps to have a voice to read along with... if you are still in the process of understanding solutes, solvents, and solubility, open up Chapters 2 (2.1-2.3) and read along. There will be worksheets to go along with these readings coming soon!
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November 25, 2013
Homework:
(Originally created by Kelly O'Brien, Fay. Modified by Sara Sokola, Shanghai Community International School) We will be conducting a lab in class on Wednesday and in order for you to participate, you MUST come to class prepared (you will need to print some things out before you are welcome to come in from break time). Click here to access the Pre-Lab information! |
November 21, 2013
Classwork:
Scientific Method Video Peer Reviews. If you did not get onto UClass yet, this MUST be accomplished by next class period (you can use Ms. Sokola's computer). |
Homework:
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November 19, 2013
Classwork:
Objective: Identify properties of the 3 states of matter based on the particle theory. Students reviewed states of matter and watched a short film by the Columbus Museum of Art (link below soon) followed by a QUIZ. Look forward to results on Powerschool within a week, along with your Scientific Method Video Grades. |
Homework:
Oh grade 7s... how you shall love me... Please ensure that:
There is NO VIDEO #4 for homework this evening as we will be viewing some of each others videos, sharing feedback, and watching a few selections in class! |
November 15, 2013
November 13, 2013
Classwork:
Objective: I will be able to describe properties of pure substances and mixtures using the 5 key concepts of the particle theory. Today, students went through a simple observations lab comparing and contrasting water in three forms: solid, liquid, and gas. Venn diagrams were filled in and groups worked together to share all knowledge they had prior to this observation activity. |
Homework:
Supplement your video viewing with chapter 1.1 reading from textbook on your computer desktop/science folder. Page 4 handout is due on Friday - no excuses! Click on the following button to take you to FIZZ video #2. |
November 11, 2013
Classwork:
Objective: I will be able to reflect on the strengths and weaknesses of the process of my scientific method experiment and video. Today, students went onto the S-Share and pulled the Unit 1 Textbook onto their desktop/science folder... you will be using this to help you prepare for next class. Students also tried to log onto Uclass.org to upload their website information onto the Mad Science assignment page. Please make sure that you have done the following:
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Homework:
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Students then watch the content at home, before class. This gives them freedom over how, when and where they learn – and it lets them engage with the video content in the way that suits them best. They can watch alone, with friends, or with parents – and on any device they choose, from their iPhone to their home computer. They can pause, rewind and re-watch and read around the topic. Students then come to class prepared with knowledge, questions, observations and ideas that will underpin the learning in the next stage. (Flippedinstitue.com)
November 5, 2013
November 1, 2013
Classwork:
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Homework:
Based on your data, create an appropriate graph and post in onto your "Analyze Data" tab of website. Also write out a conclusion for your experiment using the Science Cheeseburger Conclusion format and post in onto your "Draw a Conclusion" tab of your website.
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October 30, 2013
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Brief Rubric for Step 4 in your scientific method video!
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Classwork:
Today was the last in-class day for performing your experiment. Ms. Sokola also updated Powerschool for your website information. If you are in disagreement with your grade, or if you have below an 85% for any of the portions and would like an opportunity to bring your grade up, please update your website and come during office hours on Tuesday to show her your updates. |
Homework:
Collect all data from your experiment (that means QUANTITATIVE and Qualitative observations) and have in one easily accessible place (such as handwritten on a sheet of paper, uploaded on your website, or on a numbers/pages document) |
October 28, 2013
Classwork:
Objective - test your hypothesis! Students who brought materials had the entire period to do their mini-experiment. Focus was making sure that procedures were detailed and accurate... also, recording your experiment both with video and the results either on paper or on computer was important! We will be analyzing data on Friday/Monday. If you did not bring materials, you may visit me during office hours on Tuesday to make up your experiment. See quite a few of you there :( Homework:
Finalize writing your procedures (list of steps to perform in experiment) so that anyone reading through your directions would be able to do the same experiment, and hopefully, get the same results. Hint: EVERYONE should start their procedures with:
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October 24, 2013
Classwork:
Students worked on RECORDING the first portion (Ask a Question, Do your Research, and Form a Hypothesis) of their Video... Remember, your goal is to teach someone about the scientific method - what is it? what are the steps? what makes a strong question/hypothesis? etc. We will have time in class and on other HW days to edit your video - so for today, just focus on getting your beautiful face recorded (or at least your voice if you are choosing to use a different medium such as online animation, etc.) |
Homework:
Please make sure that you have a list of steps that you are going to follow for your experiment this week. This is called your procedure - and following the detailed instructions is VERY important. Remember how important our detailed observations were? (Think about the green plant activity - you want to make sure the people reading/watching your experiment know EXACTLY what you are doing).
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October 22, 2013
Classwork:
Objective: IWBAT demonstrate organizational skills in binder check. Students completed an 8-question binder check that all came from the Scientific Method section behind the red tab. Results will be posted on powerschool in the near future. |
Homework:
Post materials needed for your experiment HERE. Please follow the directions so that I do not miss anything that you are expecting me to provide for class next Monday (when we start our experiments)! If your script is not finalized and sounding jazzy - work on it! You will be using this in class on Thursday. |
October 18, 2013
Classwork:
Objective: Create a detailed materials and procedures list.
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Homework:
Create a detailed materials and procedures list for your mini-experiment. You will use this to show Ms. Sokola what materials she needs to have prepared for you when we begin testing your question! Please note:
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October 16, 2013
Classwork:
Objective: IWBAT define and identify controls and variables in an experiment.
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Homework:
Complete your script for steps 1-3 of the scientific method for your mini-experiment video! (see a simple Tim and Moby example on Brainpop by clicking here... login is chinascis and password is shanghai) |
October 14, 2013
Classwork:
Students shared their scientific method questions that will be used for their mini-experiment over the next few weeks. Eventually, this will be used in a video recording to show the steps of the Scientific Method. |
Password: Sokola
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Homework:
Upload finalized question, sourced research, and hypothesis onto your student webpage. Follow these details to make sure you have everything!
Ask a question:
Do your research:
Form a hypothesis:
Upload finalized question, sourced research, and hypothesis onto your student webpage. Follow these details to make sure you have everything!
Ask a question:
- Write out the 3 requirements for a STRONG scientific question
- Include your scientific question that you will use in your mini-experiment
Do your research:
- Find 5+ academic resources related to your proposed question
Form a hypothesis:
- Write out the 2 requirements for a STRONG hypothesis
- Include your scientific question that you will test in your mini-experiment
September 26, 2013
Classwork:
We reviewed homework for the quiz and got points on Class DoJo - remember, for every 10 points you earn on DoJo, you will get a sticker for your sticker chart! :) Happy vacation! |
Homework:
Prepare a scientific question that you will test/do experiment on in class after China trips... Make it on something that is interesting to you. Make it something that we can do in class or in the lab upstairs, and most importantly - make it with AWESOME structure (measurable, specific, and comparing 2 things with the word "or") |
September 24, 2013
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Homework:
Strong Scientific Method Questions and Hypotheses HW Part 1 and 2... We will review this at the beginning of class next time I see you and it will REALLY help you know what you need to focus on for the quiz... Otherwise, just look over pages 1 and 3 behind the red tab as review for your Quiz on Thursday! |
September 17, 2013
Classwork:
Objective: I will be able to write good scientific questions... ...And what are the characteristics of a good scientific question?
Homework: Add a few things onto your website... specifically a Biography section on the home page that includes a picture of you, and a science-fitting photo on the scientific tab page. Watch the short video to the right to help you with any misunderstandings or questions you might have! |
September 11/13, 2013
Classwork:
Groups did presentations on their portion of the 6 steps of the scientific method today. Great job! |
Homework:
Please reflect and answer the following questions:
Email to Ms. Sokola at [email protected] with the subject line G7Reflection_(Your first name). PS: if you have any photos that you want posted on our website, please send them my way! |
September 9, 2013
Classwork:
Objective: Use self-lead research to create and present my portion of the scientific method to our class. Quizzes were passed back and we quickly went over how the expectations were met for grading purposes. The rest of class was devoted to groups working on finalizing their presentation for Wednesday! |
Homework:
Coordinate with your partner to have presentation complete and ready to present to class on Wednesday! You have been assigned one of the following steps of the scientific method:
Please remember that your presentation needs to be 15-20 minutes. Your objective is to teach the other students in class about your topic! |
September 5, 2013
Classwork:
Objective: use self-lead research to create and present my portion of the scientific method to our class... We finished up our foldables, which should help you on your mini-lesson that you are creating for the class on one of the 6 steps of the scientific method. Remember, you will have 15-20 minutes to present and teach the class on Wednesday! |
Homework:
Coordinate with your partner to have the presentation complete and ready to present to class on Wednesday. |
September 3, 2013
Classwork:
Objective: Demonstrate my understanding of scientific observations. Binders were passed back. If you got an 80/80... go add that sticker onto the sticker chart! If you got less than 50% due to lack of organization or missing assignments, please have your parent sign the slip and plan an appointment with me for you to come in and get things back in order. Organization is important in science class and we need to make sure we are starting on the right foot! We had our first full-length quiz of the year! How did it go? Do you feel that you are able to demonstrate your understanding of scientific observations? Lastly, we worked on inputing information onto your scientific foldable. |
Homework:
Watch videos that YOU browse on the web (please write the link down for any good ones that are worth sharing with/in class) about the scientific method and take notes on p14 in your interactive binder... This side of the binder is the creative side! Feel free to use colors, make flip-up panels for studying, draw pictures to help you remember things, create your own mnemonic device, etc. Use your foldable from class today to help you note the 6 steps that we will be following, as well as the key words we will use frequently in class! We will be filling in p15 during class over the next few times we meet. I will be grading your Observation and Inference Quiz so keep an eye out for updates on Powerschool! |
August 28, 2013
Classwork:
Objective: I will be able to differentiate between observations and inferences.
We did the Black Magic experiment with pre-hypothesis: "What do you think will happen if you draw a black line on filter paper and sit it in water?" |
Homework:
Create a hypothesis for the question "Why do some black inks separate into many colors on a wet coffee filter?" Remember: a hypothesis is an EDUCATED guess - do the research and bring back the answer! |