31 October Science 7 Consolidating-Catching up-Pulse experiments, WOW, and beyond

1. Some articles, pictures, and song (related to things we have discussed)

(Can you look at new things with a growth mindset?)

Africa Stop Ebola

Friends of Sierra Leone http://fosalone.org

Teacher workshop 2010 <http://fosalone.org/photos/main.php?g2_itemId=108>

Teacher workshop 2009

Schools for Salone <http://schoolsforsalone.org> <http://schoolsforsalone.org/team/advisory-board>



Science vs. politics of fear


Biodiversity in news from the Sub-continent


Learning in birds and humans


Monsters from the Biodiversity Heritage Library < http://www.biodiversitylibrary.org/>


Scientists grow tiny stomachs



2. We began looking at the study of biodiversity the past two classes. We did this in preparation for WOW, which will give us wonderful opportunities to observe many examples of biodiversity in the very biologically, geologically, and culturally diverse country of India.

We discussed the basic questions of biodiversity:

How many kinds of living thing are there? What do scientists look for when considering kinds of living thing? How do scientists put living things into groups? How can the diversity of life be explained?

We introduced some (possibly new) words: Taxonomy, Classification, DNA-deoxyribonucleic acid, RNA-ribonucleic acid, Genetics, Reproduction, Animals, Plants, Fungi, Bacteria, Protists, Viruses (should they be considered living things?), Aquatic, Marine, Macro-, Invertebrates, Vertebrates, Insects, Spiders, Dragonflies, Mayflies.

We practiced observations of biodiversity in our school yard (trees, birds, invertebrates, insects, spiders, etc.).

We learned how to focus and use and care for binoculars properly. We learned how to use and care for the field microscopes properly. Some of us learned to take pictures with the Ipad camera of specimens under the microscope.

We talked about things to observe: For birds, the 7 s’s can help–Size, shade, silhouette, sweep, sound, sign, surroundings. For insects, spiders a similar set of things to observe can be created. Think of what can be counted, measured, sketched (shape and shade).

For every specimen we need as complete a description as possible. Observe (including counts and measures), describe (in words), sketch, photograph when possible. The value of a sketch over a photograph is that the observer must actually look at the details.

Prepare to observe and remember as much as you can about the various kinds of living thing you see on your trip. Raise questions, reflect, express your ideas.










3. What questions are you considering for your investigation of pulse rate? Begin a draft expressing your ideas. Conference with Dr. F. See the following:

Standards being assessed–

Scientific Knowledge: The Integrated Organism

  • Identifies and describes the general structures and functions of major organ systems of the human body

Designing Investigations

  • Generates questions that arise from careful observations
  • Designs valid investigations to test questions

Generating Scientific Data

  • Uses proper tools and makes accurate measurements
  • Organizes and displays data appropriately (e.g. data tables, graphing)
  • Analyzes data using basic statistics

Reflecting on Scientific Knowledge

  • Makes logical inferences from data to construct valid explanations
  • Evaluates the significance of findings
  • Proposes modifications and new questions for future investigations

Communicating Results

  • Uses scientific language to articulate findings from investigations, text and other sources
  • Communicates scientific ideas in multiple formats (i.e. written, oral, visual)

The task:

You will select a (some) question(s) to investigate related to the various experiments with pulse rate and the circulatory system. Your investigation should yield both quantitative and qualitative data. The questions could focus on distribution of data among 7th graders and correlations between measurements reported by 7th graders. You will write a report independently in a specified format about your investigation. You will have 2 full days to conduct the analysis of the data investigation. The report will be due at the beginning of the following class. Be sure to have both a print copy AND a digital copy of your report.

The form for the investigation is typical of scientific reports. Such reports use different sections to present different kinds of information. The entire report relates to the standard Communicating Results.

Describe the observations, experiences, and information that preceded the investigation. Explain the origin of your question(s). (Designing Investigations and Reflecting on Scientific Knowledge) (Scientific Knowledge)
Question (s) / Problem (s) / Purpose:
Express the question(s) in a form that guides the investigation—naming variables where appropriate. “Why” questions may not be so useful on their own. They may need to be accompanied with more specific questions that point to a line of inquiry. (Designing Investigations)
What do you think you will find with respect to your question(s)? Why do you think so? A hypothesis is a suspected explanation. A scientific hypothesis should yield a prediction that can be tested. A prediction is what would happen if the hypothesis were true. Scientists express hypotheses and linked predictions in a variety of ways. (Designing Investigations and Reflection on Scientific Knowledge.)(Scientific Knowledge)


4. Review your notes about the human body, fill in any missing information, bring them up to date. Go back through the blog to consult references.

5. E.O. Wilson’s Life on Earth (both for review and for looking ahead–try the self-tests at the end of each chapter). Keep notes on what you look at. Be sure to write down the questions that you have.

Unit 4 on Animal Physiology–Chapter on Circulation–browse headings and figures–read short passages you select

For biodiversity

Units 1 and 6 on Biodiversity–browse heading and figures–read short passages you select

For reproduction (coming up)

Unit on Animal Physiology–Chapters 19 Endocrine and 21 Reproduction and Development–browse headings and figures–read short passages you select

Unit on Genetics–browse headings and figures (images, inter-actives, etc.)–read short passages you select

Unit on Cells (2)–Chapter 9 Cell Division–browse headings and figures–read short passages you select

About rfrazier

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