Monthly Archives: January 2015

For every class, students should compose a notebook entry that is dated and titled. This entry should be a file within the appropriate topic. The file should have a name that includes reference to the date of the class and … Continue reading →

Day 1 Environmental Survey (Class Study Area CSA 1 = Rocks; CSA 2 = Organic Garden Execute Plan (follow group leader agreements) Record Results Additional documentation of procedures and results with photos and video The (eventual) product: An Environmental Assessment … Continue reading →

1. Determine tests, procedures, methods for recording data on table, map locations of tests. Representatives from each group standardize the tests, procedures, and methods for recording (so we can compare the two areas). What is the most efficient sequence of … Continue reading →

Note the diagram on the board showing how we will observe motion in the staged races. See photo: http://rfrazier.msblogs.aes.ac.in/files/2014/03/stagedrace.jpg Terms: Frame of reference, position, time, change in position, change in time, average or mean speed Note the chart or table for … Continue reading →

Today 1.Review, present, discuss 4 Cities and Watershed NGSS sample assessments for middle school earth cycles. See links to assessments: http://rfrazier.msblogs.aes.ac.in/2015/01/21/21-january-science-8-mapping-project-comparison-of-two-class-study-areas-ngss-assessments/ Note: You will need to look inside the document to find the actual assessment directions. There is explanatory material both … Continue reading →

Make sure your google folder (digital science notebook) is named according to the following pattern (first initial family name sci1415 as in rfraziersci1415 ) You are riding the train-smooth, straight, level track-steady speed. Your friend across the aisle tries to … Continue reading →

Today: 1. Write a reflection on lined paper (take a clear photo and upload) on mapmaking: Define the problem(s) / task(s) Describe and explain the major challenges Propose the best sequence of steps and explain why Estimate the accuracy of … Continue reading →

In Table Groups students should share and discuss (in order) their responses to the following 4 situations. (These are tasks that should have been completed but have not yet been discussed.) Each student should keep reflective notes of the discussions … Continue reading →

Short class today. View of study areas from roof. Finish as much as possible on maps. Homework 1. List possible things to measure in study areas related to earth cycles (carbon cycle and water cycle), microclimate, local environmental conditions / … Continue reading →

Analyze the swinging data. The swing we used was 2.1 m as measured from pivot point on chain to bottom of middle of seat. What are some possible explanations? How could these explanations be tested: Period 6: Name Condition #Swings … Continue reading →