- Mindful moment.
- Preview today’s blogpost.
- Prepare DSN entry for today. (Anticipatory statements).
- DSN folders you need to have = Motion; Energy; Biodiversity or GDR; Natural Selection or Evolution; Partner Tree; PIP.
- DSN documents you need to have besides class entries: List of partners, projects, dates, reflections. List of new words and terms.
- Stories from the break.
- Bring in any seeds you can find and we will plant them.
- From uncooked/unprocessed ripe fruits and vegetables.
- From plants growing in gardens, parks, wild. These could be from trees, weeds, any that you find.
- Be sure to identify, photograph, describe the source.
Step out onto the balcony and observe the cherry tomato plants. Describe, sketch, photograph the flowers and fruits. This plant is from seeds from plants grown last year which were grown from plants the year before and so on.
An interesting article about: The Tomato (Solanum lycopersicum L., Solanaceae) and Its Botanical Relatives
Read/browse/look at the heading and figures/check the introduction and the conclusion–what do you already know about tomatoes? what do you learn from looking at the article? what questions do you have? Discuss in the next class. (Quiz?)
Another article: The Inca Road: Why Is This Wild, Pea-Sized Tomato So Important?
Personal Inquiry Project (PIP)
See below for details:
Today, write a proposal for your personal inquiry project (pip) is made that identifies–need a digital copy of the proposal and a paper copy. Must be finished by the end of class:
- Something you are interested in that is related to scientific concepts, ideas, practices from our Science 7 curriculum
- Challenging Problem or Question
- Key Knowledge, Understanding, and Skills needed for success
- Sources of personal interest and motivation
- The methods, techniques, procedures, etc. that you imagine you will use during your inquiry
- The kind of product you are considering
- A timeframe
- Indications/criteria for success
Personal Inquiry Project (PIP)
During the coming semester, you will need to conduct a Personal Inquiry Project.
There are only a few requirements:
- The project should be something that interests you and motivates you very much.
- The project should be related to some idea(s) and/or some practice(s) that are part of Science 7
- (Motion; Energy; Growth-Development-Reproduction / Biodiversity; Natural Selection-Adaptation / Evolution).
- You should be able to provide rationale for the connection of your PIP to the Science 7 curriculum.
- The PIP should involve significant firsthand experience and original thought/work.
- The PIP will be presented to the school community (including parents) at the end of the year. Thus, it will need certain components. The details of the presentation / publication of projects will be determined through collaborative discussion with each student. The expectation is that the quality of the presentation / publication will be high.
- A written description/explanation of the project will be required.
- A written reflection including specified points will be required.
- Students need to keep a record/log of relevant activity (time spent—sequence and course of research/investigation)
- Students need to conduct analysis of both the data AND the research/creative experience.
- Students need to create an annotated reference list.
- The presentation/publication can take various forms: Report, Poster/Presentation (paper and/or digital), Portfolio-Exhibit.
- For the showcase student need to create a display (model/artifacts/collection, etc.)
- There is the possibility that the PIP will be included in Power School (especially regarding scientific practices as well as cross-cutting concepts and disciplinary core ideas).
- Although some time will be provided during class, most of the time for the research and composition will come outside of class. There will be checkpoints along the way.
There are a multitude of possibilities (each would need to be documented in a thorough and appropriate way):
- An original experimental research project.
- An original naturalistic field study research project.
- Original creative non-fiction based on firsthand observations and experiences.
- Original creative fiction based on firsthand observations and experiences.
- Original poetic writing based on firsthand observations and experiences.
- Original art based on firsthand observations and experiences.
- Original photography/videography based on firsthand observations and experiences (also micro-,time-lapse, slow-motion).
- An original collection / display / exhibit like something curated for a museum.
- A service project (there are many possibilities here from working with children to enhancing the environment to advocacy for some action). There are opportunities with “Science Corps.”
- An original invention, construction, or engineering investigation.
- An original project that investigates cultural aspects of a science related topic (ethnobotany / ethnobiology possibilities are rich in India; traditional motion toys collected, built, performance investigated).
- An original project that investigates practices that people might not immediately associate with science (food and cooking, for example).
- An idea that you propose and for which you provide a convincing rationale.
Some examples–there are so many possibilities:
- Year-long creative writing in science by two 7th graders
- Art-Science projects in Science 7 at AES
- Service project for the environment and the visually impaired by Singapore American School students
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.
The Personal Inquiry Project: 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.
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
ArtScience (see this link: artscience1415)
You should be able to explain clearly what your creation has to do with our study of motion (position, time, speed, velocity, acceleration, force, Newton’s Laws of Motion, inertia, etc.). (A POOR connection would be to say something like, “We made a painting and it has to do with motion because we had to move the paintbrush.”)
Consider this question as a way to relate originality/creativity in art and discovering/inventing in science: How does your work show both you AND the viewer something that is not already known?
See this article: scienceart
Video, pictures, and reflection on one project from the past:
Check out this science-art picture from the AES website: https://www.facebook.com/AmericanEmbassySchoolNewDelhi/photos/a.384454041722974.1073741828.337997143035331/397055197129525/?type=1