2010-11+Blog

Read on to review what happened and what was discussed in science class __LAST YEAR__...

Monday, November 8, 2010:

__Goal/Objective__: Students will be introduced to some of the ideas and terms that we will be focusing on in class over the next few weeks.

Students began class by summarizing what they'd learned about indirect evidence and how/why scientists use it in their work with atoms.

The remainder of class was spent discussing concepts that address the standard: "Relates atoms and elements to molecules and compounds". Students shared their prior knowledge about concepts such as atoms, elements, compounds, molecules, and pure substances. We then formally defined them. Today's class frames the learning for the rest of the week as we begin to explore these things in more detail.

Thursday, November 4, 2010:

__Goal/Objective:__ Students will begin to understand how and why scientists use indirect evidence in their work with atoms.

Students finished up their Properties of Matter test to start class today and then we jumped into the exciting world of atoms!

Despite the existence of extremely powerful microscopes, such as the scanning tunneling electron microscope, scientists are still unable to see inside an atom. So, how do they know what's in there? How do they know the arrangement of the items that are in there? By using indirect evidence.

Students investigated "mystery boxes" as an analogy for the atom. They were charged with determining the internal structure of the mystery boxes without actually opening the box itself. Students found this very frustrating... how could they do it without looking inside the box? This is what particle physicists do every day!

Tomorrow, students will test the ideas that were shared at the end of each class and hopefully, the structure of the mystery box will be determined. Also, we'll see brief video clips of the work that scientists did in the past which led up to the modern atomic theory.

Tuesday, November 2, 2010:

Student-Led Conferences!

Monday, November 1, 2010:

__Goal/Objective:__ Students will review and prepare for the Properties of Matter test (Wed., Nov. 3rd).

Students did their final review today for the big Properties of Matter test on Wednesday. Students should make use of the Review Packet that they received last week. It includes practice questions, a list of important vocabulary, a list of handouts to review, and a link to a quizlet site where they can review their vocabulary.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">[]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Big ideas that students should focus on include:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - difference between physical and chemical properties <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - what are characteristic properties and why are they important/useful for identifying matter <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - density: things that are more dense than water will sink, while those that are less dense will float. This includes solids and liquids (remember, the layers lab?) <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - how are the mass and volume of a substance/object related to its density? <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - how is density calculated?

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">If you have any questions, just email me!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">See you tomorrow at Student-Led Conferences...

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Thursday, October 28, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Students will present their Properties of Matter projects to their peers.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The first day of student presentations was outstanding! I was so impressed with the 8 White students today. For tomorrow, I look forward to seeing the rest of the students show off their work.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Please check out the "Student Projects" page (link at the left) to see some of the digital work that the students created.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, October 26, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Goal/Objective: Students will continue to work on their Properties of Matter project, thinking about which materials are used when designing specific products and why.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today, students continued to work hard on their POM projects and many were able to finish! The 8 White students continue to surprise me with their willingness to work hard, reflect on their work, and their seemingly unlimited creativity.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">One student even took the initiative today and added a "Student Projects" page to this wiki and began uploading finished student projects. Please check it out to get a preview of what's to come. Hopefully, by the end of the school day tomorrow, all digital student projects will be displayed on the site. I will work to also add photos of the paper posters that some students chose to create.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students will be presenting their work on Thursday of this week.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__ASSESSMENT INFO__: <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Next Wednesday, Nov. 3rd students will be assessed on the Properties of Matter unit. I will upload a Study Guide to this site tomorrow. Students will be expected to work on it for the remainder of the week.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Monday, October 25, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Students will continue to work on their Properties of Matter project, thinking about which materials are used when designing specific products and why.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">At this point in the project, most students have completed their research and have started their presentation product. Most students are using online, digital posters using a free website called Glogster. Feel free to explore the website to get an idea of what I mean, or better yet, ask your child to see what they're working on. (www.glogster.com)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Other students are showcasing what they've learned using traditional posters, professional looking powerpoint presentations, and commercials, using the school's Flip cameras.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Up to this point, I have been very pleased about what I am seeing the students produce and their work ethic. Most are focused and making excellent connections between what we've been studying in class and what they're seeing in their research.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The presentations will be held on Thursday, Oct. 28th.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Wednesday, October 20, 2010:

__<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Goal/Objective: __<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> Students will be introduced to the Properties of Matter project and begin thinking about __why__ materials are chosen for a particular product.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students were introduced to a week-long project today called "Choosing the Right Material". This project is based around the work that we've been doing on Properties of Matter. Scientists, known as Materials Scientists, study the properties of materials and decide which materials would be best used in specific products. Examples of raincoats, bullet-proof vests, and graphene ( [] ) were used.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students will spend the next week investigating a simple, manufactured object, what materials its made and why, and the history of the object. I have attached the project description along with the rubric and project calendar here: [|choosing_the_right_materials.doc]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students will spend every day in class (through Wed. Oct. 27th) working on the project. They are expected to spend approximately 30 minutes each night, for the duration of the project, working at home.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">If you have any questions, please email me.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, October 19, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Students will have a better understanding of some of the other properties of matter, both physical and chemical, that can be used to identify a substance.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We continued to explore properties of matter, focusing on chemical properties (flammability and reactivity).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students saw that rubbing alcohol and paper are flammable, while water is not. Rubbing alcohol can catch fire and burn at relatively low temps (below 50 degrees Celsius). I soaked a $20 bill in rubbing alcohol and then light it, the rubbing alcohol caught fire and burned itself out without actually igniting the money.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">For reactivity, students saw that baking soda reacts with vinegar to create carbon dioxide gas (bubbles formed and a plastic bag filled with the CO2). When we tried to combine baking soda and water, we found that they do NOT react, but the baking soda will dissolve in the water (a physical property).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tomorrow, students will begin a project that investigates the physical and chemical properties of materials.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Monday, October 18, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Students will have a better understanding of some of the other properties of matter, both physical and chemical, that can be used to identify a substance.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">To start class, students reviewed the work they did in class on Friday while I was out at a conference. In each class there was much discussion about what makes a property physical, chemical or characteristic. Basically:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- a physical property can be observed //without// changing the chemical identity of the substance (ex: mass, volume, color) <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- a chemical property can //only be observed// by changing the chemical identity of the substance (ex: flammability & reactivity)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">a characteristic property is a physical or chemical property that does not depend on the amount of the substance that you have (ex: density, conductivity, solubility, flammability, & reactivity)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Following discussion, students participated in various demonstrations that showed different properties of matter.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We used the conductivity apparatus to see which liquids would conduct electricity (water is __ok__, salt water is __better__, and laundry detergent was the __best__).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We tried to dissolve rubbing alcohol, vegetable oil, and then salt in water. The alcohol and salt dissolve, but not the veg. oil.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tomorrow, we'll tackle two chemical properties: flammability and reactivity.

Tuesday, October 12, 2010:

Goal/Objective: Understand that liquids can float or sink in other liquids based on density.

Students began class by predicting the order of densities for three liquids: vegetable oil, dish detergent, and corn syrup.

Students were also asked to predict what would happen when all three liquids were poured into a graduated cylinder.

Predictions varied, but most students agreed that corn syrup would be the densest and would also sink to the bottom of the graduated cylinder while veg. oil would be the least dense and float at the top.

When we tested their ideas, we found that indeed the students were correct! THe corn syrup sank to the bottom, followed by the dish detergent, then the vegetable oil. A very interesting conversation followed in each of the classes regarding everything from salad dressing to the Gulf Oil Spill.

Students were then charged with finding out who committed a crime, using only their knowledge of density and personal experiences. Tomorrow, they will continue their investigation to determine who the thief was.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Friday, October 8, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Understand that density is a relationship between the mass of an object and its volume.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students completed a brief density check-in today as a way for me to see where they are at in their understanding of density before we head into the long weekend.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The remainder of class was spent discussing our latest lab and its results. Many students are struggling to see how the mass of an object is related to its volume, and thereby understanding what it means to talk about the density of a substance/object. We worked together to try and tease out some of the finer points of our work with the wood pieces.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Important points to remember:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - the relationship between a substance's mass and its volume is described by density. This relationship is linear. This means that for every 1 cubic centimeter of volume a substance has, there will be a corresponding mass. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - the line on a mass vs. volume graph represents this slope. The steeper the slope of the line, the greater the density of the substance. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - Objects with a density that is greater than 1.0 g/cm3 will sink in water, while objects with a density that is less than 1.0 g/cm3 will float in water. This is why oil floats on water (as with the Gulf Oil Spill).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students were asked to re-visit their Analysis questions this weekend after our class discussion today and modify or revise their responses. They must also make a claim to answer the Focus Question: "Does density depend on the amount of matter present?" and support it with evidence from the lab.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Have a great weekend!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Thursday, October 7, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">TEAMWORKS!!!!!!!!!!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Wednesday, October 6, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Begin to understand that density is a relationship between the mass of an object and its volume.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students finished measuring the mass and volume of the wood pieces today and calculated the density of each piece. Then, they created a class graph of all the data collected over the past two days, which showed the relationship between the mass and volume of the wood.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Over the next two nights, students will work on analyzing this data by making observations of their class graph and thinking about what they've learned about density so far. The idea that density is the ratio of the mass of an object to its volume is a very challenging concept that we will continue to work through over the next week.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, October 5, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Begin to understand that density is a relationship between the mass of an object and its volume

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students reviewed how to calculate density and then began preparing for our next lab investigation, "Exploring the Measurable Properties of Wood." In this investigation, students will find the mass, volume, and mass:volume ratio (or density) of various pieces of pine. Once they've collected this data, they'll graph it on a mass vs. volume graph in order to analyze the relationship between the mass and the volume of wood.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today, students also received a copy of their Science Notebook Assessment Rubric, which is how they will be assessed on the Scientific Inquiry standard (see Trimester Standards link to the left) this trimester. The lab they began today will be their first grade toward this trimester standard. [|Science Notebook Assessment Rubric Name.doc]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students are working hard and having very meaningful conversations around the ideas of density and the properties of matter. Tomorrow, they will complete the lab and begin to analyze their class data in order to come to a deeper understanding of what density really means.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Monday, October 4, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective__: Begin to understand that density is a relationship between the mass of an object and its volume.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today, we reviewed the density simulation that students visited while I was out on Friday. Students had some very interesting insights based on their work with different aspects of the simulation. In each class, students had success with creating a "flinker", an object that doesn't sink or float in water, but instead "flnks" (or suspends). Most students figured out that a flinker must have the same density as water (1.0 kg/L) in order to flink. In that case, if the mass and volume are of equal value, you have your flinker!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Additionally, students came to the realization that density is more about the relationship (or comparison) between mass AND volume rather than one or the other. This information will lead us further into the understanding of density tomorrow as students investigate the density of pine and oak.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Thursday, September 30, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Goal/Objective:__ Students will review the formula for calculating density and learn the principles of density.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today, we reviewed all claims and evidence from the entire team (see Wednesday's notes). Following that we had a discussion to go over the homework, regarding what density is in our own words, how do you find it, why really large things still float, and why density is such an important property when identifying matter.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Did you know that all substances have a unique density? This makes it a very useful property when trying to figure out the identity of a substance. For example, water has a density of 1.0 g/mL and aluminum has a density of 2.7 g/mL.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students also learned/reviewed how to calculate density. It's much easier if you <3 (love) density... ask your student about why! Also, the three principles of density are:

__<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">1. __ __<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">If a substance has more mass in the same amount of volume, it is more dense. __ <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Examples: <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The 3 cubes from the lab had the same volume, but the clear cube had the most mass so it was the most dense (it sank!). The wood cube had the least mass so it was the least dense (it floated!)

__<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">2. If a substance has the same mass, but a smaller amount of volume, it is more dense. __ <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Examples: <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">In the lab, the wood cube and the aluminum cube had the same mass, but the aluminum cube was smaller (less volume), so it was more dense (it sank!!).

__<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">3. Just because something has more mass, doesn’t mean it is more dense. __ <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Examples: <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We (humans) are pretty heavy, yet we float in water. Comparatively, a small pebble will sink in water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tomorrow, I will not be in school, but students will be using the following website to continue to explore the principles of density.

__[]__

Wednesday, September 29, 2010:

__Goal/Objective:__ Students will analyze claims and evidence for accuracy in order to identify which property of matter determines whether or not an object will sink or float in water.

We finally figured it out! Students did a very good job today analyzing and critiquing the claims and supporting evidence presented by their peers. Ultimately, students agreed upon 2-3 claims per class which they felt were most supported by solid evidence.

In total, there were 5 claims agreed upon:

wood cube, m/v = 0.82 (floated) aluminum cube, m/v = 2.8 (sank) aluminum cylinder, m/v = 2.7 (sank) || - the white and wood cubes had the same volume, but the white one had more mass, so it floated lower in the water || - we made boats out of aluminum foil and they floated - boats, in general, are hollow (filled with air) and still float despite being made of metal ||
 * Claims: || Evidence: ||
 * Different materials do different things when they are put into water. || The wood cube & cylinder floated, the white cube & cylinder also floated. Both the aluminum cube & cylinder sank. ||
 * When the mass/volume (density) is less than 1, the object will float. When it is greater than 1, it will sink. || 55 ml of water = 55 grams; m/v = 1
 * Some objects sink or float because of what is packed inside of the object and how close or spread out they are. || - the wood cube and aluminum cube has the same mass, but the wood cube had a bigger volume
 * THe material determines whether or not an object will sink or float as long as the object is solid (with the same material throughout) || - see claim and evidence #1
 * If the mass of an object is greater than the mass of an equal volume of water, the object sinks. || volume of cylinders = 12 cm3

- mass of aluminum cyl = 34.5g (sank) - mass of white cyl. = 12.2g (barely floated) - mass of wood cyli.= 9.9g (floated) - mass of 12 ml of water = 12.0g || Great work today! Tomorrow we'll do some notes and practice calculations. ALso, we'll see what else sinks and floats!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, September 28, 2010 <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will present evidence for their claims about what makes objects sink or float in water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students finalized claims and defended them with evidence that they'd collected through investigations with cubes and cylinders of various materials.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Some of the claims included:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- The density of an object determines whether or not it will float in water. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- The material an object is made of determines whether or not it will float in water. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- The mass of an object determines whether or not it will float in water. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- If the mass of an object is greater than the mass of an equal volume of water, then the object will sink in water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tomorrow we'll get to the discussion and see which claims stand up under the scrutiny of the class and are supported by solid evidence.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Monday, September 27, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective__: Students will explore what causes objects to sink or float in water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students used their science notebooks for the first time in class this year. They will be using the notebooks to record their ideas about science concepts being studied, to ask questions, record data, make claims using evidence collected, and reflect on the work they've done.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Our first "investigation" is titled: __Sink or Float: Polar Opposites__. Basically, students were trying to figure out what it is about an object that makes it sink or float in water.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">They first predicted whether or not 3 cubes of similar volume would sink or float. Then, the predictions were tested. Students discovered that the wood cube floated pretty high in the water, the white cube (lucite) just barely floated at the surface, and the clear (plastic) cube sank to the bottom of the glass.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students were given triple beam balances, graduated cylinders, and a variety of sizes of cubes and cylinders to explore with. Some ideas that students came up with to explain their observations:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - objects with more mass are more likely to sink than objects with less mass <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - the material that the object is made of will determine whether or not an object will sink or float <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - objects with more "Stuff" packed into them are more likely to sink than others of the same size with less "stuff" packed in (objects with the same volume, but different masses)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Other students tried to find the mass of a volume of water equivalent to the volume of the original cubes and then compared that mass to the mass of the cubes. They hypothesized that if the object had more mass than the water (of equal volume), it would sink in water and the opposite for objects with less mass.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">It was very exciting to watch the students as they worked through this problem! Tomorrow, they'll post their claims and evidence and we will discuss what their data really shows us about sinking and floating.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Wednesday, September 22, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will review metric tools to prepare for tomorrow's Measurement Quiz.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today in class, students reviewed the "8 White Metric Benchmarks" that they'd established over the past week for various values in the metric system (such as 1 gram, 10 grams, and 1000 grams).

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students reviewed how to use measurement tools and then students volunteered to sit on the "Hot Seat" to demonstrate how to use the tools for their classmates.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Following tomorrow's quiz, students will begin investigating other properties or characteristics, which can be used to describe matter.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, September 21, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will use yesterday's classwork to get a better idea of volume units in the metric system.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Yesterday, students estimated and measured the volume of relatively small objects. So, to start class today, they tried estimating and then measuring the volume of a science textbook in order to get an idea of things that are a larger volume.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Much to the surprise of the students, the volume of a science textbook turns out to be around 900 cubic centimeters! One student even said, "Imagine what our volume would be!"

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students then used this new knowledge, and what they'd learned previously to investigate volume further. They estimated, measured, and searched for objects to use as a benchmark for different values of metric volumes.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students will will be finishing up volume and reviewing all of the measurement tools tomorrow to prepare for Thursday's measurement quiz.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Monday, September 20, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will practice and understand the different methods for finding the volume of regularly and irregularly shaped objects.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students found the volume of 3 regularly shaped objects using a metric ruler. For these objects, students measured specific dimensions, then used formulas for volume to calculate the object's individual volume.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students then used the very same three objects, but instead, used the water displacement method to find volume. Found values were then compared in order to identify where possible mistakes could have been made.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The importance of double-checking each other's work, collaborating as a lab group, and careful measurement were emphasized.

<span style="color: #00ff00; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Also, there will be a quiz on measurement tools and how to use them is coming up at the end of this week!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Friday, September 17, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Class Goal/Objective: Students will work toward having a better understanding of metric masses and establish benchmarks for different masses.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Examples of benchmarks that students established today include:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - a one dollar bill = ~ 1 gram <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - a pen cap = ~1 gram <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - 2 nickels = ~10 grams <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - a skinny highlighter = ~10 grams <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - a partly filled binder = ~ 1kg (1000 grams)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We also discussed the fact that scientists are very concerned that the international standard for the kilogram is "losing weight". The implications of this problem were considered and discussed and also how scientists are working to permanently solve the problem by using a "constant" value rather than a physical object.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Next week, we'll tackle volume! Have a great weekend!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Thursday, September 16, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will work toward having a better understanding of metric masses and establish benchmarks for different masses.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students began class by discussing possible reasons for the differences in their measurements for the distance between school offices and for the thickness of a piece of paper. There were many possible reasons including:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - the methods students chose to use for measuring were not the same <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - errors or differences in the measurements themselves (ex: some students thought a floor tile was 30.0 cm while others thought the tiles were 30.1cm across) <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - not all floor tiles are the same size <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - the route traveled between offices <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - for the piece of paper, students thought that using different amounts of paper may account for differences <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - also, limitations as a result of our measuring tools could have been to blame (our rulers simply cannot measure the thickness of one single sheet of paper)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students then began work on metric masses. As with length, students started by gathering random objects, ordering them by felt weight, and estimating their masses using the actual mass of one object. Students were surprised to find that often their estimates were well off the actual mass of the objects being measured. Many were shocked at how small a gram actually is. One student said that she had trouble determining how many "little grams" were in larger objects because a gram was so much smaller than she had anticipated!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tonight, students are going on a "Scavenger Hunt" at home to look for objects that they believe to be 1 gram, 10 grams, 200 grams, and 1000 grams. Tomorrow, we'll see how well they estimated and work on more "Challenge" problems.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Wednesday, September 15, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will have a better understanding of metric lengths and will establish benchmarks for themselves for lengths of 1 cm, 10 cm, and 1 meter.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students began the class by discussing things that worked and did not work in their lab groups yesterday and how they could do better today. Many great strategies were suggested such as:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- rotating the person who is measuring and double-checking so that everyone has an even amount of "turns" <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- helping cue each other when someone is getting off track <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">- listening to everyone's ideas before deciding how to proceed with a particular task or challenge

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students then continued their work from yesterday, finding items that they estimated to be certain lengths and then actually measuring them. Finally, students were challenged to find the best way to measure the thickness of a piece of paper, the circumference of their head (without a measuring tape), and the distance between the Main Office and 8th grade office.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">In each case, there were several ways to solve the problem. Through collaborative effort, communication, and teamwork every group on team successfully measured the challenge items.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">To start class tomorrow, we will discuss why lab groups may have found different values for the distance between offices and for the thickness of a piece of paper.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Then, students will take on Mass!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, September 14, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective__: Students will continue thinking about measurement and how to be both accurate and precise in their measurements. Additionally, students will begin work to first estimate and then measure various objects in order to better understand the value of measurements such as a centimeter and a meter.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The remainder of the week in science class will be spent exploring metric units of measurement. Too often students just practice using measurement tools without actually thinking of the values of length, mass, or volume for the objects they measure. By first estimating, then measuring and comparing objects, it is my hope that students will leave class with a better understanding of what it means to say that something is 1.5 m long or has a mass of 250 grams.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Eventually, we will establish "benchmarks" for each type of measurement (mass, length, and volume) that can be used throughout the year.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today, students worked only with lengths. Six random objects were selected by each group. Students estimated and measured the length of one object, then used this as a benchmark by which to estimate and measure the other 5 objects. Students reflected on their estimates when compared to their actual value. Some groups were able to begin a "scavenger hunt", using their now sharpened estimation skills to find things that were 1cm, 10cm, and 1m.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Monday, September 13, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will review and finalize their working definition of "Matter" based on their in-class experiences with air on Friday. Students will also review how to use various measuring tools and the property each is designed to measure.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students reviewed evidence from Friday's class, which proved that air (and other gases) are considered "Matter". <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - when you place your finger over the tip of a syringe, you trap air inside. When the plunger is pushed down, it can only be pushed so far. Eventually the air will "push back" and not allow you to push any further! This proves that something must be inside the syringe. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - students worked collaboratively to raise a desk using only air! Eight students blew air into plastic bags which were partially underneath the desk until it raised a few centimeters off the table! This proves that air was taking up the space that was previously occupied by the desk. <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - students shared examples such as car/bike tires, yoga balls, and "moonwalks" (at birthday parties) where air supports large amounts of weight <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - on the triple beam balance, it was proved that air also has mass. A balloon that is inflated has more mass than an un-inflated balloon (about 0.3 grams)

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">It was decided that **Matter is any solid, liquid, gas, or plasma that takes up space (volume), has mass, and is made of atoms/molecules.**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">In one class, there was a VERY enthusiastic and stimulating discussion about whether or not light is "Matter". Tomorrow, we will explore some of the suggestions made by students to prove/disprove this idea.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We also began reviewing how to use measuring tools for mass, volume, and weight. We will spend the rest of the week using these tools and trying to get a better idea of what metric measurements really mean. For example, "how much is a gram?"

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Thursday, September 8, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective__: Students will review the relationship between observations and inferences then work collaboratively to come up with a working definition for "Matter".

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students shared observations and inferences made last night. In every class, there were only a few people that used both //qualitative and quantitative observations//. It is important that everyone tries to make both types of observations as we go through the year to be certain that we are being as thorough as possible.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">To kick off our "Properties of Matter" unit, students first worked independently and then in pairs and foursomes to separate a list of things into groups representing Matter and Not Matter. Based on the groupings, students created a "rule" for how we describe matter.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Groups compared "rules" and found that there were many similarities and some differences among them. Ideas that you had included:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - Solids, liquids, and maybe gases- **are matter**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - Things made up of atoms & molecules <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - Things that have mass <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - Things that can be measured <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - Things that take up space (have volume)
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> Might be Matter: **

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tomorrow, you will discuss this and explore with some materials to see if a consensus can be reached. Today, you had some excellent discussions... I look forward to hearing more from you tomorrow!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Wednesday, September 7, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ Students will finalize Science Rules! and learn about different types of observations that they can make when describing an object.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Student groups finalized and voted on Science Rules to live by this year. Tomorrow they will sign off and these rules will become the "constitution" of each class.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Student volunteers sat in the "Hot Seat" to brainstorm how many ways they could possibly describe an object. This lead to a discussion of __qualitative and quantitative observations__. Which types are best when working in a lab setting? Why is it important to use both when making observations?

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Although examples were discussed today, students will continue to see as the year goes on why scientists must make both types of observations and how it will be important when trying to understand science concepts and draw conclusions regarding experiences they have while conducting investigations.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Tuesday, September 6, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Class Goal/Objective: To practice making observations and help to create a set of science rules.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Today we took the "How Observant Are You?" survey and went on an "Unnatural Walk" to practice making observations and appreciating different points of view.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Students also took a Lab Safety Pre-test, which we reviewed and discussed.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We began creating our "Science Rules" and will vote on them to start class tomorrow.

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Friday, September 3, 2010:

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ To use scientific reasoning and careful observations in order to solve a problem.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">After discussing the use of scientific reasoning and careful observation based on our experience with the Amazing Randi, students investigated the mysterious "Hooey Sticks". <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Each class brainstormed innumerable ways to make the Magic Hooey stick "work", but none were able to provide enough evidence to convince me that it is __not__ controlled by psychic powers.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">As we move in to next week, we will continue to practice making observations and use them to make "claims" supported by evidence.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Great work this week! Have a wonderful, restful weekend!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Thursday, September 2, 2010:

__<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Class Goal/Objective: __<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> To leave class with a better understanding of where things are in the science classroom, how to use the team website, and why skepticism and careful observation are important science skills.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The team website will be a useful tool for you to use throughout the year. You can use it to: <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - figure out what the night's HW is <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - find a teacher's email address to send them an email <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - visit various math and science links <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;"> - find the link to my science blog!

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We also discussed how "perception is not always reality" by looking at the "Old Lady Young Lady" picture and realizing that not everyone will interpret the same information in the same way. This can also be true in science when making conclusions based on observations and data collected during an investigation. As long as you can back up your claims with solid __evidence__, you are on your way to becoming a serious scientist!

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">We also watched NOVA's [|"Secrets to the Psychics"] <span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">to watch the Amazing Randi debunk the famous psychic, Uri Geller, using careful observations and a healthy dose of skepticism. Throughout the school year, you will continue to see how important (and useful) these skills are to your understanding of various science concepts.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Great job today! See you tomorrow!

<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Wednesday, September 1, 2010:

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">__Class Goal/Objective:__ To leave with a better understanding of how scientists do their work, what a scientist looks like, and the expectations for science class this year.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">In our first science class of the year, we talked about how scientists are stereotyped as old men with crazy hair, glasses, and chemicals. This is not the case! Anyone with passion and curiosity can become a scientist if he/she chooses!

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">Scientists do their work in many ways, but they all employ some type of method or plan to carry out their work. While some may use beakers and test tubes, others may use shovels, or telescopes. All scientists ask questions, and their methods will change depending on their question.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 17.6px;">The following is a picture, known as a Wordle, that displays all of the words that you and your teammates listed today, which describes "what science means to me". The larger a word is displayed, the more often it was used. Which words do you think people recorded the most often?



<span style="color: #a800ff; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Tuesday, August 31, 2010:

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">We had a great opening day here on 8 White! We are all so excited to start another amazing year at Oak and you all came in with alot of positive energy and enthusiasm. Over the next few days, we'll be reviewing some of things that Mr. Star and Ms. Gasper talked to you about in the auditorium including the new bullying laws, behavior in the hallways, cafeteria, and recess, working hard, and putting in your very best effort. Additionally, we'll be doing more team-building activities to help us all get to know one another and begin to function as a strong, connected team.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Remember to get two forms signed tonight:

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">1. Nurse Consent Form <span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">2. Food Permission Form

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Please bring back these forms as soon as possible.

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Stay cool!

<span style="color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 19.2px;">Ms. Pollard