Objective: Begin ECA 1.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment
The students will begin using the scientific method in order to develop their own experiment.
Go through the homework from last night (4-10).
We are starting our first ECA today. Pass out the rubrics and explain to them what they are going to do. They are scientists that are trying to develop labs for high school biology classrooms. They need to develop, create and execute an experiment. Experiments begin on Monday.
The first step is to get into groups of 2 to 4 students. They can choose them this time. If there are issues choosing them then I will appoint the groups.
The next step is to come up with a question or problem using their prior knowledge/interests in the world around them. They must get it checked with me before they move on to the research and hypothesis stage.
After they have gotten into group and gotten their questions approved they may head to the math/sci computer lab for multiple things:
Ask any questions about the technology I am using in class (twitter, webpage, discussion board, glog, google docs). The glog is due on Friday. They will be using google docs during the project.
They can start researching their problem or question to develop a quality hypothesis. When they think they are done researching they need to get their research and hypothesis checked with me before they can move on.
We won't go past that stage today. If the students get throught that stage they can work on the discussion post or glog. We will continue in the computer lab tomorrow.
Thursday, December 9, 2010
Thursday, December 2, 2010
12/1 - Biology - Scientific Inquiry
Objective: Power standard 1
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Starter, bingo sheet, Mythbusters (tongue piercing)
Starter: 1. Name the steps of the scientific method in order. 2. Name the 2 groups that you must have when doing an experiment. 3. Name the 3 variables when doing an experiment.
Go through the starter.
Pass out the "get to know you bingo" sheets. Give the class time to get signatures. Go through some of them as a class.
Have the students get a new piece of paper or work on the paper they put their starter on. Explain that we will be watching Mythbusters and they are to record the experiment in the proper steps. They are to identify the observations. Then the question. Then the hypothesis, etc... When the methods are done within the episode stop the DVD and have a class discussion to make sure everyone is on the same page. Answer any questions. Restart the episode until it is finished. When it is over, have a discussion about the results. Quantitative and qualitative data.
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Starter, bingo sheet, Mythbusters (tongue piercing)
Starter: 1. Name the steps of the scientific method in order. 2. Name the 2 groups that you must have when doing an experiment. 3. Name the 3 variables when doing an experiment.
Go through the starter.
Pass out the "get to know you bingo" sheets. Give the class time to get signatures. Go through some of them as a class.
Have the students get a new piece of paper or work on the paper they put their starter on. Explain that we will be watching Mythbusters and they are to record the experiment in the proper steps. They are to identify the observations. Then the question. Then the hypothesis, etc... When the methods are done within the episode stop the DVD and have a class discussion to make sure everyone is on the same page. Answer any questions. Restart the episode until it is finished. When it is over, have a discussion about the results. Quantitative and qualitative data.
12/2 - Biology Scientific Inquiry
Objective - Power standard 1 - Scientific Inquiry
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, wiffiti screen, cell phone, Variable Ws.
Reminders: Discussion post due tomorrow at 11:59 pm, Syllabus signed and in the front of a 3 ringed binder with 7 dividers due on Monday,
Lesson:
Starter: Pass out the experiment and have the students identify the steps and put them in order.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will use the wiffiti screen and cell phones to poll the class as a way to check understanding.
I will pass out the variable ws and give them students instructions. I will only ask for one variable at a time. The group will read the scientific question on the variable ws and I will ask for each variable. A student in each group will text their group's answer to the wiffiti screen. We will move on to the next variable after all have answered correctly. We will do the first 3 questions as a class and then the rest will be done as individuals for homework.
The students will learn the scientific method in order.
The students will be able to identify and explain the different steps.
The students will be able to define and identify the independent, dependent, standardized and control variables of an experiment.
Materials: Scientific method ppt, wiffiti screen, cell phone, Variable Ws.
Reminders: Discussion post due tomorrow at 11:59 pm, Syllabus signed and in the front of a 3 ringed binder with 7 dividers due on Monday,
Lesson:
Starter: Pass out the experiment and have the students identify the steps and put them in order.
Lecture: I will use the scientific method ppt to lecture to the students. Within the ppt, we will use the bubble gum lab as examples of the specific scientific method steps. When we get to the identifying variables slide, I will use the wiffiti screen and cell phones to poll the class as a way to check understanding.
I will pass out the variable ws and give them students instructions. I will only ask for one variable at a time. The group will read the scientific question on the variable ws and I will ask for each variable. A student in each group will text their group's answer to the wiffiti screen. We will move on to the next variable after all have answered correctly. We will do the first 3 questions as a class and then the rest will be done as individuals for homework.
Wednesday, December 1, 2010
11/30 - Global Issues
Pass out the "get to know you Bingo" sheets. Give the class time to go around and fill out the sheet (get signatures).
Answer any technology questions. Go through my website, glog example, and twitter.
Pass out the Project sheet. Go through the expectations with the class. Have the students get into their groups and start discussing what issue they would like to work with.
Answer any technology questions. Go through my website, glog example, and twitter.
Pass out the Project sheet. Go through the expectations with the class. Have the students get into their groups and start discussing what issue they would like to work with.
11/30 - TLC
Took attendence
Students grabbed a workbook and syllabus from the table as they walked in
Answered any tech questions they had from yesterday.
Welcomed the students and gave them a general idea about what to expect in this class.
Went over the syllabus
Introduced myself with my Glog.
They introduced themselves in their groups and told each other what their favorite thing was over Thanksgiving break. The youngest person introduced their group to the class and explained what they did.
Didn't have time for the name game.
Finished with a journal: Their expectations for the class.
Students grabbed a workbook and syllabus from the table as they walked in
Answered any tech questions they had from yesterday.
Welcomed the students and gave them a general idea about what to expect in this class.
Went over the syllabus
Introduced myself with my Glog.
They introduced themselves in their groups and told each other what their favorite thing was over Thanksgiving break. The youngest person introduced their group to the class and explained what they did.
Didn't have time for the name game.
Finished with a journal: Their expectations for the class.
11/30 - Biology
Had students pick up syllabus, tech sheet, and glog account sheet when they walked in.
Welcomed them and took attendance
Starter: Finish the bubble gum lab
Went over the bubble gum lab. Discussed what is needed for a quality graph (labeled axis, quality title, difference between line and bar graph, equal scales). Discussed what makes a good conclusion (support or not support hypothesis and explanation of why you think).
Went over the syllabus with them.
Took them to the computer lab and worked on the tech sheet.
Welcomed them and took attendance
Starter: Finish the bubble gum lab
Went over the bubble gum lab. Discussed what is needed for a quality graph (labeled axis, quality title, difference between line and bar graph, equal scales). Discussed what makes a good conclusion (support or not support hypothesis and explanation of why you think).
Went over the syllabus with them.
Took them to the computer lab and worked on the tech sheet.
11/29 - TLC
I was gone.
Took the students to the computer lab to work through the "tech sheet."
When they were done with the tech sheet they were to type a letter to me on Google docs about who they are. If they finished the letter then they were to work on their Glog which is due on Monday.
Took the students to the computer lab to work through the "tech sheet."
When they were done with the tech sheet they were to type a letter to me on Google docs about who they are. If they finished the letter then they were to work on their Glog which is due on Monday.
11/29 - Global Issues
Welcomed everyone to class.
Passed out and went over the syllabus.
Passed out the "tech sheet" and took them to the computer lab to get everything set up so we can hit the ground running.
Passed out and went over the syllabus.
Passed out the "tech sheet" and took them to the computer lab to get everything set up so we can hit the ground running.
11/29 - Biology
Took attendance
Welcomed the students and let them know what to expect for the week.
Introduced myself using the welcome ppt.
Had the students work in pairs and used the "get to know you in 60 seconds" handout. Each person asked random questions for 1 minute. Then switched. Had each person introduce the other person to the class.
Started the bubble gum lab.
Did the bubble gum lab.
1. Handed out the lab sheet.
2. Had one student read the first problem out loud.
3. Within their small groups, the students discussed and wrote down their hypothesis.
4. Had one student read the 2nd problem out loud.
5. Within their small groups, the students discussed and wrote down their hypothesis.
6. I asked to disclaimers: Can any student not chew gum? Does any student get sick from the site of chewed gum?
7. Told the students to not do anything with the gum but take a piece and pass the rest around the room.
8. Go through the procedure with the class and show them the data table.
9. Talk about the initial weight and what that represents (control) and why that is important.
10. Explain that I will keep the watch and we will all do it together. When they are done weighing they are to turn and face me so I know when we can move on.
11. Tell them that they are to weigh their gum on their wrapper so they keep the gum clean.
12. Show them how to use the scale (zero it everytime and don't put anymore weight then neccessary).
13. Follow the table with timing and get to work.
14. Can't finish the last question if the averages are not given in class.
15. Finished with taking data.
Welcomed the students and let them know what to expect for the week.
Introduced myself using the welcome ppt.
Had the students work in pairs and used the "get to know you in 60 seconds" handout. Each person asked random questions for 1 minute. Then switched. Had each person introduce the other person to the class.
Started the bubble gum lab.
Did the bubble gum lab.
1. Handed out the lab sheet.
2. Had one student read the first problem out loud.
3. Within their small groups, the students discussed and wrote down their hypothesis.
4. Had one student read the 2nd problem out loud.
5. Within their small groups, the students discussed and wrote down their hypothesis.
6. I asked to disclaimers: Can any student not chew gum? Does any student get sick from the site of chewed gum?
7. Told the students to not do anything with the gum but take a piece and pass the rest around the room.
8. Go through the procedure with the class and show them the data table.
9. Talk about the initial weight and what that represents (control) and why that is important.
10. Explain that I will keep the watch and we will all do it together. When they are done weighing they are to turn and face me so I know when we can move on.
11. Tell them that they are to weigh their gum on their wrapper so they keep the gum clean.
12. Show them how to use the scale (zero it everytime and don't put anymore weight then neccessary).
13. Follow the table with timing and get to work.
14. Can't finish the last question if the averages are not given in class.
15. Finished with taking data.
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