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 27/28, 2014
Classwork:
Science in the news was shared by students who wanted to earn a sticker. We then updated our table of contents (through page 33) and worked with partners to complete the Functions of Skin as well as Skin After Questions.
Science in the news was shared by students who wanted to earn a sticker. We then updated our table of contents (through page 33) and worked with partners to complete the Functions of Skin as well as Skin After Questions.
May 23-26, 2014
Classwork:
We started off in the lab and did a short introduction to "skin" by viewing our own hands with a hand-help lens before and after a latex glove was worn. What were some of the difference you observed, both qualitative and quantitative? Next, we headed outside to read aloud as a whole group the "Structure of Skin" and work through questions and a worksheet together. |
Homework:
Though not required, you are encouraged to look up science in the news! Search science magazines and well-known newspapers to find out what sort of "life science" is happening in the world (within the last week). A short 20 second sharing of your findings will earn you a sticker. |
May 20/22, 2014
May 16/19, 2014
ORGAN POSTER: (Skin, heart, lungs, stomach, kidney, or liver)
This will be the ONLY extra credit opportunity for this semester... up to 10 points can be earned that will be added directly into your quiz/test category. Creativity and Quality count big time! Sources should be cited for possibility of full points! The following should also be included to ensure maximum points are earned:
This is due at the beginning of next class - late submissions will NOT be accepted as this is EXTRA credit. |
May 14-15, 2014
Classwork:
We reviewed Quiz #1 for any students wanting to retake the quiz, followed by taking the next quiz on Organelles. This quiz contained 10 riddles and 10 labels on both the plant and animal cell. Next, we learned how to use the Cornell Note Taking Strategy and worked our way through a powerpoint that took us from cells, through the 4 tissues, to organs, and finally the 11 organ systems that our body is categorized into. Finally, students summarized their learning for the day into 2-3 sentences and shared with the rest of the class. |
May 12-13, 2014
Classwork:
Students had the first 30 minutes to finalize and post their Cell Projects. The following was required:
Following completion of project, students were given "Organelle Riddles" created by another period to complete. We reviewed these, as well as looked at (and sketched) the exact pictures that would be on the quiz...
Homework:
Study for Quiz (using organelle riddles, diagrams of plant and animal cell, and organelle vocabulary... p3-4 in binder)
Students had the first 30 minutes to finalize and post their Cell Projects. The following was required:
- Cell and Facility cut out and pasted onto black butcher paper
- Description of relationship between Organelles and Facilities printed in color
- Titles for type of cell and type of facility
- 3 pictures of group (provided by Ms. Sokola)
Following completion of project, students were given "Organelle Riddles" created by another period to complete. We reviewed these, as well as looked at (and sketched) the exact pictures that would be on the quiz...
Homework:
Study for Quiz (using organelle riddles, diagrams of plant and animal cell, and organelle vocabulary... p3-4 in binder)
May 5-9, 2014
April 22 - May 2, 2014
Classwork:
Students spent the past 3 class periods examining things under the microscope. We started off with threads just to learn how to use zoom in and focus on the slides, and advanced onto plant slides that included pollen, root tips, chloroplasts, and leaves. Moving onto animal cells, there were a variety of samples to choose from. During the past week, we also had our science expo, where our Grade 6 scientist had the hour to go and ask questions to students in grades 7-10. It is exciting that they will be able to take a more active role in the science expo next year! Upcoming? 2 quizzes: First one will be on notes taken from pages 5-10 as well as our organelle vocabulary. The second one will be labeling organelles of plant and animal cells. |
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April 18-23, 2014
April 14-17, 2014
We finished up our notes in class and made out way out to the cafeteria to gather information from a gallery walk on the 13 different Organelles. Included are:
April 10-11, 2014
Bill Nye the Science Guy walked us through an introduction to Cells and Organelles. We also started notes on our Cell Unit that included information on Structure (what something is made up of) vs. Function (what processes something can perform), microscopes, some pretty important scientist, cell theory, and organelles.
April 8/9, 2014
Classwork:
Objective: IWBAT identify and practice different methods for reflection. Students worked on visually creating a reflective learner and took time to share why they selected to give their blank body certain parts. After we finished developing their reflective learners, we signed onto popplet and created brainstorm for different ways of reflecting. |
Homework:
Students will share their printed out popplet with their parent/guardian and brainstorm additional ways of reflecting - these need to be handwritten and added onto page 2. For a sticker, there must be an accompanying signature to the work. |
SPRING BREAK
March 24/25, 2014
Classwork:
Objective: IWBAT explore the effects of force, gravity, revolution, and rotation. Students created a free poppet account that we will use to build class-created brainstorms on a manipulative platform. We read the additional FYI category on Brainpop's Mars section - this is the information students used to build up their class brainstorm. No Homework! |
March 20/21, 2014
Classwork:
Students created a mnemonic device for remembering the order of the planets in our solar system. We also watched a Brainpop video on Mars and completed an accompanying worksheet, followed by playing an online simulation game launching a rocket from Earth to Mars. |
Homework:
None…
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March 12/13, 2014
Classwork:
Students had about 15 minutes to gather props and put on costumes before presenting their dances to anyone present in the blackbox theater! Following the dances, we returned to class and each group watched their recording of the dance before reflecting and posting HERE. Also, any student wanting to make up the Seasons Quiz could do so for the last 15 minutes of class. Homework: None |
Reflection Questions:
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March 10/11, 2014
Classwork:
Objective: IWBAT express my understanding of seasons, day/night, or moon phases through body movement. |
Homework:
Gather props and/or costumes you plan to use for your performance. |
March 6/7, 2014
Classwork:
Objective: IWBAT express my understanding of seasons, day/night, or moon phases through body movement. Homework: Gather props and/or costumes you plan to use for your performance. |
A few guidelines to follow: |
You will have AT LEAST the first half of next period to finalize preparation for your dance. You will need to be ready to present during the second half of class... some groups will be the following class due to conflicts during 5th grade transition day.
March 4/5, 2014
Classwork:
After prep time and a short review Brain Pop video, students had a quiz on the moon phases - which included 2 extra questions toward dojo points and/or stickers. We then watched a TED Talk (to the right). The objective for the next class and a half is for students to work in small groups and to show that they understand the recent topics we have covered through creation of a choreographed dance! Themes include seasons, day/night, and moon phases. Homework: None! |
TED Talk: "Dance vs. Powerpoint, A Modest Proposal"
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February 28/ March 3, 2014
February 26/27, 2014
Classwork:
Wrapped up and reviewed The 4 seasons based on the Earth's tilt and position around the sun. Afterwards, we started a survey on Moon Phases throughout the year 2014! |
Homework:
Who doesn't have any homework tonight?! That's right - YOU! |
February 24/25, 2014
February 20/21, 2014
Classwork:
Axis, Rotation, Revolution… Oh my! Students started an activity about seasons at: http://www.begeleidzelfstandigleren.com/aardrijkskunde/english/daynight_demo.html and http://esminfo.prenhall.com/science/geoanimations/animations/01_EarthSun_E2.html |
Homework:
None! |
February 18/19, 2014
Classwork:
Students worked together to combine their 3-circle Venn Diagram into one large visual representation... they were also required to include 3 additional facts about either the sun, Earth, or moon. Following completion of the large group Venn Diagrams, we worked on putting our interactive binder in order with foldables and note taking guides. Homework:
None! |
Period 5 took their hard-earned stickers and put them toward the completion of Margo's sticker chart! <3 Give Margo some love! |
February 14/17, 2014
Classwork:
Objective: IWBAT identify, compare, and contrast characteristics of the Earth, sun, and moon. We started into our Earth and Space science unit with some basic notes on the Earth, sun, and moon on our hexagon foldables. These notes can be used to help you fill in your Venn diagram for homework. We also watched a Bill Nye video titled "The Moon" that introduced us to a lot of really neat facts that we will learn about later in more detail - like lunar and solar eclipses, high and low tides, and the moon phases! |
Homework:
Create and fill in a 3-circle Venn Diagram using notes from class and the Bill Nye Video. Add visuals and color! |
February 12/13, 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 10/11, 2014
Classwork:
Objective: IWBAT review entrance/exit procedures and expectations as well as create a K-W-L chart to use throughout Earth/Space Unit. 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 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:
Review K-W-L chart with your parent/guardian. In a different writing utensil, brainstorm and add to the K(nowledge) and/or W(ant to Know) sections. Please note: You should have at least 3 per category. |
Happy Chinese New Year!
January 22/23, 2014
Classwork:
Student Presentations! |
January 20/21, 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 16/17, 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 14/15, 2014
MERRY CHRISTMAS and HAPPY NEW YEAR!
December 10/11, 2013
Classwork:
After class-awards for the Balloon Race were given, students had the remaining portion of the class period to work on their Final Project for Semester 1! You can find the directions and rubric under the Task FOUR tab, or simply by clicking here! |
Homework:
Work on your rough draft comic strip 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. |
December 6/9, 2013
Classwork:
BALLOON RACERS VIDEO COMING SOON! |
Homework:
Please complete the 5 questions on Task Three, which you can find here! Remember, even if your car was not successful in the race, you can still ace this assignment by demonstrating that you understand Newton's Three Laws and how they played a part in your Balloon Race! |
December 4/5, 2013
Homework:
If your team did not complete decorating or building your car, you might consider allowing a responsible, willing member to take it home and wrap it up. Make sure that it is brought back to class for the BIG RACE DAY! |
December 2/3, 2013
Classwork:
Read this fun little poem that summarizes today: After quizzes were returned and Homework was checked Students split into groups and put their brains to the test Assigned Task Three to Race far and fast Given helpful hints and Rules to pass A Materials List was composed and shared Students are expected to come to next class prepared With a diagram labeled and drawn in hand This 6th grade balloon race is sure to be grand! |
Homework:
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November 27/28, 2013
Classwork:
Today in class, students took a quiz on Newton's 3 laws of motion. Both Bill Nye's Motion video and task ONE, which was assigned as homework, helped students prepare for an assessment that will in turn prepare them for our BIG task THREE next week - team BALLOON CARS for racing! Enjoy your long weekend - Get ready for a POPPING good time upon your return! |
Homework:
Complete Task TWO if you did not finish it in class after the quiz. Click on the Bumper Car above to take you there! |
November 25/26, 2013
Classwork:
We watched "Bill Nye the Science Guy - Motion". If the video was a bit to quick for you to fully follow along, or if you liked it enough to watch it again, you can access this video on the Resource Drive! Resource > Science > Middle School > Videos > Bill Nye (second one) > Motion. We also had time after to review the video notes and do a brief internet search on Newton's 3 Laws of Motion. |
Homework:
Tonight, you will begin your webquest! This will be conducted while at home and will be necessary for you to succeed in class for the next few weeks. The tasks have been separated into four categories, and tonight, please start and complete Task #1. There will be a quiz in class on Wednesday/Thursday related to the material you will be browsing through/taking notes on. You can get to (and are responsible for completing) the introduction followed by task ONE by clicking here or going: Grade 6 > Additional Resources > Projects > Physical Science Webquest. |
November 21/22, 2013
November 19/20, 2013
Classwork:
Objective: IWBAT identify speed, velocity, and acceleration by analyzing displacement graphs. Students created creative visual displays of Speed, Velocity, and Acceleration for our word wall, followed by taking notes through discussion on different types of displacement graphs (no motion, constant speed, positive acceleration, and negative acceleration). |
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Homework:
Video #3 (below) and prepare for quiz on speed, velocity, and accelerations (graphs/calculations). |
November 15/18, 2013
Classwork:
Students dove into the definitions, characteristics, examples, and non-examples of our 3 big words: Speed, Velocity, Acceleration We then went through each graph from the Walking Dead lab and dissected the change of walkers and how they were represented on graphs. |
They Might Be Giants - Speed, Velocity, Acceleration
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November 13/14, 2013
Classwork:
Objective: I will be able to perform, collect/analyze data, and graph motion (particularly speed, velocity, and acceleration). Today, students participated in an introductory lab as they began to study force and motion - particularly the concepts of speed, velocity, and acceleration. Using a measuring tape, stopwatch, and distance markers, students were assigned different roles: as they worked in groups to complete the lab as accurately and precise as possible. Afterwards, data was transferred and graphs were created representing changes over time.
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Homework:
Finalize Walking Dead Lab Conclusion Questions and click on the button to view Video #2 before next class! |
November 11/12, 2013
Classwork:
Objective: I will be able to reflect on the strengths and weaknesses of the process of my scientific method experiment and video. Students tried to log onto Uclass.org to update their password. Ms. Sokola will be posting your videos onto her website, and we will be linking your videos to the assignment page on "Mad Science" Uclass. |
Homework:
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 5/6, 2013
Classwork:
Today, students completed their mini-paragraph on page 14 in cheeseburger format, and showed Ms. Sokola their graph and conclusion for their personal experiments. We also had binder check #2 and watched a short TED Talk Video about communicating in the science field (see below). To summarize some of the important keys she talked about:
We also worked through a few "Tricks" on iMovie (picture on picture and texts...) If you are having difficulty with these - either come y for office hours or look up tutorial videos on the apple website! |
Homework:
Work on Finalizing your scientific method video which will be due FIRST THING on Monday (for A-day students) or Tuesday (for B-day students). You need to have already exported your video from iMovie (this can take up to an hour for videos with a lot of effects) - if it is not air-dropped onto Ms. Sokola's computer by 10 minutes into class, it will be considered late... HINT: you may come in anytime BEFORE class to put it onto my computer :) Here are ALL of the rubrics that will lead you toward an understanding of highly recommended items to be included in your video for a successful project submission: |
November 1/4, 2013
Classwork:
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Homework:
Based on your data, create an appropriate graph either on paper or on your computer (this will go on your video). Also write out a conclusion for your experiment using the Science Cheeseburger Conclusion format. Be ready to use this for your video - it will be a sort of script!
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October 30/31, 2013
Brief Rubric for Step 4 of your Scientific Method Video
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Classwork:
Happy Halloween! Today was the last in-class day for performing your experiment. Ms. Sokola also passed back your pop-quizzes. If you have below an 85% for and would like an opportunity to bring your grade up, please come to office hours next Tuesday for another opportunity at showing your understanding of hypotheses and controls/variables. |
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 28/29, 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:
Be prepared to perform your experiment again in class - the more times you do experiment and get same results, the more valid your information... |
October 24/25, 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 22/23, 2013
Classwork:
Objective: Create a detailed materials and procedures list.
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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/Friday. |
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 18/21, 2013
October 16/17, 2013
Classwork:
Objective: IWBAT demonstrate mastery of of strong a scientific method question and hypothesis. Your quiz results will show up on Powerschool, hopefully, by next Monday. I will have results be the end of your class if you would like to know before they are posted. |
Homework:
Gather 3+ researched sources on your question and create a strong scientific method hypothesis... Remember, this research is to help you come up with a hypothesis that is correct - it is an educated guess and if the answer is already out there somewhere on the web, you should use that information to help you state your hypothesis clearly and accurately! |
October 14/15, 2013
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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 26/27, 2013
Classwork:
Objective: will be able to write strong scientific hypotheses. We took notes on what it takes to have a STRONG scientific Hypotheses... some of the requirements include:
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Homework:
Part 2 of "Strong Scientific Method Questions and Hypotheses HW". Most of you finished this in class... YAY! Enjoy your vacation! |
September 24/25, 2013
Classwork:
Objective: I will be able to write strong scientific questions. We learned about what it takes to have a STRONG scientific Question... some of the requirements include:
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Homework:
Part 1 of "Strong Scientific Method Questions and Hypotheses HW". |
September 17/18, 2013
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Classwork:
Today we did the Black Magic Experiment... predictions, observations, and inferences were made... the only thing left is a hypothesis about why the experiment happened the way that it happened! Happy researching! Binders were collected for a check... 80 points of wonderful work all held in your White Science Binder! :) Homework: Create a sourced Hypothesis for the Question "Why do some black inks separate into many colors on a wet coffee filter?" This should go onto the bottom of page 13: remember... we are going a little out of order because USUALLY a hypothesis - an educated guess - is made before you do an experiment. In order for this homework to be successful, you MUST source your information - in other words, do some research! |
September 13/16, 2013
Classwork:
Objectives: I will be able to differentiate between observations and inferences. Today, we talked about the difference between observations (data/information that you collect with your 5 senses and through measurements) and inferences (based on observations: what you you think is happening/why you think it is happening). Footprints in the Mud helped us recognize that observations should be consistent no matter who is making them, while inferences can vary greatly depending on peoples past experiences and wild imaginations! |
Homework:
Look around your surrounding. Open up a Pages document and save it as Observations/Inferences HW_(your first name). Create 1 sentence per sense (sight/hearing/scent/touch/taste) that includes BOTH qualitative and quantitative observations (underlining qual and circling quan). Then, make an inference about your observation... here is an example of an observation using sight and an inference to follow: You will have a total of 5 observation sentences and matching inference sentences... Please export your Pages document as a PDF (Go File --> Export --> PDF --> Image quality: Good) and upload PDF here.
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September 11/12, 2013
Classwork:
Objective: I will be able to differentiate between qualitative and quantitative observations. We took half of class to finalize our "Advertising Requirements" poster and homework on past contributions and future requirements. The rest of the time was used to work on our Frayer models for Qualitative observations and Quantitative observations. This tool is used to help you remember these important vocabulary terms through personal expression and creativity! :) |
Homework:
Complete Frayer models - remember... Left Side --> Be creative and have fun. |
September 9/10, 2013
Classwork:
Finalize your project as if you were doing your activity tomorrow! Homework was checked for completeness and following directions. Please refer back to page 1 in your interactive binder to see what is DUE officially on the 11/12. |
Homework:
Write about how you have contributed so far and list, step-by-step, what you are responsible for up through the end of your day. For example:
* Looked up recipe for cupcakes and got Ms. Sokola the ingredients list for nurse
* February 18: Practice run-through of play in the auditorium * February 19: I will stay afterschool to chalk the front walkway with information about our event the following day. * February 20: I will show up early and greet people at the front door, saying “Happy wildlife week” as I hand them a piece of candy with a fun fact on it about wildlife week. * “Help clean up after our activity is complete” |
September 3-6, 2013
Classwork:
We have been busy bees on our computers over the last few days... accessing and digging into research, composing advertisements, and building up exciting events within our groups! We reviewed the requirements for advertising (you can view below) and Mrs. Miles walked us through Encyclopedia Britannica.
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Good luck continuing to work with your groups! We have commercials, scavenger hunts, flash mobs, experiments, web-based games, and cafeteria booths! Looking forward to bringing the exciting world of science to the rest of the school!
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Homework:
Browse Encyclopedia Britannica and other sources... Bring at least 2 contributions for your group. (In other words: the information that you gather for your project should not repeat something already gathered... your information should add value to your project.) Complete 1 poster/flyer/other form of advertisement for group. (Don't limit yourself to creating these on the computer... think outside the box! Chalk on the sidewalk, cupping the fence, pins and stickers, business card facts, tags on a lollipop...!) Cupping picture from shutter fly, Pins picture from 3rs.blog.wordpress.com
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August 30/September 2, 2013
Classwork:
Today, we went back to Qualitative and Quantitative Observations:
We did the Green Plant activity and talked about the importance of recording accurate and detailed descriptions when making observations. |
Homework
You have 2 responsibilities... to post and to comment on the discussion board. Note: you can respond to ANYones post on here - they do not need to be in your class. Steps for Success:
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