Happy New Year!!! I hope you all had the very best break ever. Let’s begin a most exciting semester of science 7.
- Resolution to keep digital science notebook complete and up-to-date.
- Science souvenirs (pictures, poems, tales, etc.) from your break that have connections to science from your point of view.
- One of Dr. F’s science souvenirs:
See the holiday device. Explain how it works.
The following passage is the last paragraph from Charles Darwin’s Origin of Species. The words represent a magnificent accomplishment in science and contain the basic ideas we will explore during 2nd semester of Science 7.
In groups of 4 analyze the passage. Note your questions. Select examples. Share your group’s thinking with the full class. Summarize your ideas, your group’s ideas, and the ideas of the class in a blog post–categorized as Science 7.
- It is interesting to contemplate a tangled bank, clothed with many plants of many kinds, with birds singing on the bushes, with various insects flitting about, and with worms crawling through the damp earth, and to reflect that these elaborately constructed forms, so different from each other, and dependent upon each other in so complex a manner, have all been produced by laws acting around us.
- These laws, taken in the largest sense, being Growth with reproduction; Inheritance which is almost implied by reproduction; Variability from the indirect and direct action of the conditions of life, and from use and disuse; a Ratio of Increase so high as to lead to a Struggle for Life, and as a consequence to Natural Selection, entailing Divergence of Character and the Extinction of less improved forms.
- Thus, from the war of nature, from famine and death, the most exalted object which we are capable of conceiving, namely, the production of the higher animals, directly follows.
- There is grandeur in this view of life, with its several powers, having been originally breathed by the Creator into a few forms or into one; and that, whilst this planet has gone circling on according to the fixed law of gravity, from so simple a beginning endless forms most beautiful and most wonderful have been, and are being evolved.
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Visit your partner tree. Organize your observations from the first to today’s. See the diagrams below showing what to look for when observing trees. Use these guidelines to enhance your observations.
Add important information about your tree species to your records through research from books and reliable websites.
See the two spreadsheets on campus trees completed by science 7 classes in 2015-2016.
- Period 8 treelistperiod8
- Period 6 tree survey period 6
- Tree list from FMO 2014-2015 school year (includes campus housing) Trees at AES 20142015 FMO
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Inquire, build, create, invent, do, serve. (Independent projects)
Some examples–there are so many possibilities:
Sustained creative writing in science by two middle schoolers
- Motion is when an object is moving. It doesn’t necessarily have to be going somewhere. When an object in motion hits another object it results in impact. The size of impact depends on the size of the objects colliding. Without motion, the universe wouldn’t be here. Nothing could ever happen without motion.
- To measure the motion of an object, I think you need the distance of travel, time of travel, velocity, force/momentum, and a relative point. You need a relative point because if an object is just moving through space, there is no point for it to move closer or farther from. If an object is just moving through nothing (open space), where it ends up later will be exactly where it ends up later will be exactly like where it started. So basically it hasn’t moved at all.
- Einstein’s theory of relativity has much to do with motion. Can time stand still if you move away from a clock/time at the speed of light? The way this works is the time travels from the clock to your eyes at the speed of light. So if you move away from the light which carries the time to you…wouldn’t time stand still? If this true, would it be possible to go back in time if you travel faster than the speed of light? The only way to find out is to try it and experiment. I doubt these experiments with time travel will occur very soon. Humans are far from travel even close to the speed of light.
- A centerfielder judging a fly ball is my specialty. My favorite sport is baseball and I know pretty well how players judge the ball. Seventy-five percent of judging is seeing the acceleration of the ball off the bat and determining if it is low or high ball. A hard, low ball would reach it’s highest point in about one second. It is quite amazing how fast the ball can accelerate into the air. I think in races, acceleration is a key part to winning. It’s a key part in motion!
A Tennis Ball in Space vs. A Tennis Ball on Earth
I wrote this for our unit on motion and how gravity affects our everyday life. (Note: The first line is a tennis ball in space, the second line is a tennis ball on Earth, the third line is a tennis ball in space, the fourth line is a tennis ball on Earth, etc.)
- Gliding to be free to drift wherever you please,
- Gliding in a designated path.
- Tracing your thoughts,
- Tracing the thoughts of the arm that directed you.
- Knowing you will always drift and will never end,
- Knowing you will eventually hit the ground with a thud ending all movement.
- With the whole universe to explore,
- With the whole planet to explore but not by your choices.
- Sensing the danger of a black hole,
- Sensing the danger of a playful puppy.
- Loneliness of being the only tennis ball in space,
- Loneliness of being the only thing flying.
- Being able to not feel anything for there is nothing near you,
- Being able to feel people’s hands and anything that touches you.
- Many other items that feels as strange as you,
- Many other tennis balls.
- Random and spontaneous.
- Precise and assured.
Inquire, Build, Create, Invent, Do, Serve
Project Based Learning is a teaching method in which students gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. Essential Project Design Elements include:
- Key Knowledge, Understanding, and Success Skills – The project is focused on student learning goals, including standards-based content and skills such as critical thinking/problem solving, collaboration, and self-management.
- Challenging Problem or Question– The project is framed by a meaningful problem to solve or a question to answer, at the appropriate level of challenge.
- Sustained Inquiry– Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
- Authenticity– The project features real-world context, tasks and tools, quality standards, or impact – or speaks to students’ personal concerns, interests, and issues in their lives.
- Student Voice & Choice– Students make some decisions about the project, including how they work and what they create.
- Reflection– Students and teachers reflect on learning, the effectiveness of their inquiry and project activities, the quality of student work, obstacles and how to overcome them.
- Critique & Revision– Students give, receive, and use feedback to improve their process and products.
- Public Product– Students make their project work public by explaining, displaying and/or presenting it to people beyond the classroom.
Criteria / Parameters for Independent Project in Science 7
Inquire, Build, Create, Invent, Do, Serve
A proposal is made, project is executed, and product is “published.”
The proposal identifies:
- Key Knowledge, Understanding, and Success Skills
- Challenging Problem or Question
- Sources of personal interest and motivation
- Clear connections to scientific concepts, ideas, practices
The project involves:
- Significant, original, first-hand experience. (original/first-hand research, construction, creative efforts, action, service) (The firsthand experiential aspect is essential. Primarily conducting second-hand research does not address the criteria for this project.)
- Sustained Inquiry (timeline proposed and followed)
- A Level of commitment that is enacted
- Communication with parents on the student’s level of commitment and level of engagement and effort
- Support of parents
The project is:
- Based on Student’s Voice & Choice
The project includes:
- Genuine, Deep, Insightful, Coherent Reflection
Students engage in:
- Critique & Revision
- On-going communication with teacher, peers, parents on the progress of the project
The project results in
- A Public Product to be determined through the proposal and project processes
7 classes (Day 6) will be devoted to this project (23 January through 13 April). Publication / Presentation will take place after 13 April. Details will be established by students and class. Class time will be devoted to work on the project. This time will include consulation and feedback. A student may opt to use 100% of the alotted time for his/her independent work. He/she may also opt to use 50% of the time. Students may also opt out of completing an independent project. Students will select the amount of the alotted in class time they want to devote to their projects in their initial proposals. These choices will remain in effect for the entire project.
All students are expected to keep up with the work from the specified curriculum. This includes maintaining a complete and up-to-date digital science notebook. Students who opt for 50% or 0% of allotted class time for independent work may use the time to keep their regular assignments complete and up-to-date. It is possible that changes may be made to this plan depending on circumstances. The independent project is included as part of the evaluation of learning habits.