10 August Science 8 Beginning our study of matter

Read this document. Keep it for continual reference during our study of matter.


Questions from previous class.

Name cards

Paper Notebooks

Digital science notebooks

  • Create a new folder in google drive
  • Name it
  • First initial family name DSN8 1718 (rfrazier DSN8 1718)
  • Share with Dr. Frazier (editing)
  • Share with Parents viewing
  • Inside DSN8 create a folder
  • Name it
  • First initial family name Matter (rfrazier matter)
  • Inside DSN8 create a folder
  • First initial family name Astronomy (rfrazier astronomy)
  • Create a new document in the matter folder
  • Name it
  • For 10 August create an entry/doc named (rfrazier 10 Aug Food and matter)
  • This is the first entry in your digital science notebook. Follow the guidelines. Create a new entry (doc) for every class. This is standing classwork (and if you do not finish, homework)

3 ways to create entry.

  1. Use an app of your choice and upload entry into your google folder / DSN
  2. Handwrite in your paper notebook. Clearly, neatly, darkly. Take a well-focused, well-oriented, properly exposed pictures with your ipad. And upload (following the naming guidelines for files)
  3. Handwrite in your paper notebook. Review what you have written and create a digital entry using the app of your choice and uploading to your DSN/google folder as described.

Guidelines for the digital science notebook.

Digital Science Notebook Science 8

Favorite meal

  1. Return writing on favorite meal to students (collected at end of previous class).
  2. Put students in pairs.
  3. Have students interview each other about what they have written.
  4. Encourage students to ask questions of each other about what they have written.
  5. Have each student then introduce their partner, giving some background information in addition to comments about food and the favorite meal.
  6. Today’s work needs to be documented in your digital science notebook.
  7. Notes should include each person’s name in the class and a comment about them with respect to their favorite meal.
  8. After all the introductions, ask the class to write a response in their notebooks to this question:
  9. What do you think about using food to begin our study of matter?

Part III.

  1. Pass out paper towels to each student.
  2. Display watermelon.
  3. Ask students to examine the fruit. Ask, “How do think it was made? What do you think it is made of?”
  4. Cut the watermelon. Allow students to observe, sketch, photograph.
  5. Have students write responses in their notebooks and then discuss briefly during the rest of part III.
  6. Distribute pieces of watermelon and have them taste.
  7. Ask, “What makes the melon sweet? What makes it wet? Where do you think the sweetness comes from? Where do you think the water comes from? How do you think the sweetness and the water get into the watermelon? What do you think is the smallest piece that would still give the taste? What do you think is the smallest piece that could still be considered water?”
  8. Tell the students to slowly and mindfully eat the rest and to savor the tastes. Ask, “What do you think you are tasting? How do you think taste works? Think of the long interwoven story of how all the parts of the watermelon came together to result in what you are eating.”
  9. Say to the students, “Imagine the watermelon breaking into smaller and smaller pieces. What is the smallest piece you can imagine? What do you think happens to those pieces once they are in your body? What is the difference do you think between food used for fuel and food used for building material? What about the water—what happens to the water once it is in your body?”
  10. Next, pour every student a small cup of water.
  • Have students close their eyes and then take a sip of water and hold it in their mouths for a moment before swallowing.
  1. Ask, “What do you think happens to the water that goes into your body? How does the drinking water compare to that from the melon? Where do you think the water has come from? Where do you think it will go? What do you think water is made of? How do you think you could take water apart?” (Students should be writing. Brief discussion can address these questions.).
  2. Next have students close their eyes again. Dim the lights. Ask students to get comfortable and to begin breathing slowly and easily. They can count silently 1, 2, 3, 4 for an in breath 5, 6, 7, 8 for an out breath.
  3. After a few moments of breathing, ask students what they think is in the breath they take? What is in the out breath? What do they think happens to the air that enters their bodies? What do they think makes up the atmosphere? How do they think the atmosphere got to be like it is?
  • Allow the students some time to write and reflect on Matter—what I know, understand, and wonder about food, water, and air.

About rfrazier

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