13 May Science 8 Human Impact Projects

Mindful moment: Talk to family and friends; inform your leaders; learn as much as you can; support actions that will improve our environment— https://www.independent.co.uk/environment/climate-change-nature-extinction-un-biodiversity-report-2019-a8901061.html

From Singapore

https://www.todayonline.com/singapore/explainer-why-rapid-extinction-plant-animal-species-matters-humans

From Canadian news–watch the extended broadcast:

https://www.ctvnews.ca/sci-tech/what-will-it-take-to-stop-humans-from-destroying-nature-canadian-prof-has-an-answer-1.4410130

It’s Finally Sinking In

Our Planet is unwatchable. The latest U.N. climate change report is unreadable. We’re slowly getting it anyway.

https://slate.com/technology/2019/05/climate-change-our-planet-un-report-species-humanity-doom.html

Read this all the way through:

Stop Saying We Have 12 Years Left to Address Climate Change

https://slate.com/technology/2019/04/climate-change-ipcc-report-12-years-stop-it.html

  • * * * * *

Please make sure all your work from class entries to projects, reflections, etc. are well-organized AND well-labeled in your Digital Science Notebook. Make sure everything is uploaded to the folder and not merely linked to a document/file outside the DSN.

After each discussion/activity, please send the leader an email with these items completed in full sentences. Do this asap. Definitely complete this before the next class:

Please, no idle praise or negative criticism. Focus on the topic, not the person.

  1. Your activity made me think of ________________.
  2. Your discussion made me think of ______________.
  3. The most interesting comments in your discussion were __________________.
  4. These questions about your topic came to my mind during your session: ________________.
  5. Your topic concerns me because ______________________________.
  6. I had never thought of _______________________________ until your discussion/activity.

Session leaders:

After you have finished your presentation, discussion, and activity:

*Send the link to your human impacts folder with all your documents (Annotated bibliography, presentation, activity plan, discussion plan) to Dr. F. Make sure the sharing is set so that anyone with the link can view. All links will be posted so that everyone has access to everyone’s research and plans.

After you receive feedback from your classmates (let me know who sends you comments):

*Write a reflection taking account of the comments and questions as well as your own hopes, fears, successes, etc. If you were to start the process again from picking a topic to researching, to preparing and implementing your plans, what might you do differently? Why? Describe what you feel you learned that is most important. Rate yourself along these 4 dimensions of concern for the environment especially in the context of your topic: Affection or Affiliation, Awareness, Advocacy, Action. Explain. Post this reflection in your human impacts folder. This should be completed by two classes from the day of your session.

Period 5

  • 23/2 Yu Min        Ada
  • 25/4 Reem           HyunJin
  • 29/6 Sophie         Myra 
  • 1/8 Santino          Anagha
  • 3/2 Reyha             SeungHyeon 
  • 7/4 Lewis              Rotem
  • 9/6 SeungMin     Eva 
  • 13/8 Sulaimaan  Eliade
  • 15/2 Shaked         Dowoo

Period 7

  • 29/6 Caden                    Joshua
  • 1/8 Iris                           Marin
  • 3/2 Min-ha                   Faris
  • 7/4 Jeh                          Afreen
  • 9/6 Felix .                       Chihaya
  • 13/8 Willem
  • 15/2 Alanound               HanGyeol

Period 8

  • 1/8 Sumair            Rahul
  • 3/2 Aadi                 Mira
  • 7/4 Varun             Michal
  • 9/6 Isabella          Jigme
  • 13/8 Armaan       Yash
  • 15/2 Liam              Shiv
Posted in Science 8 | Leave a comment

10 May Science 7 Personal Inquiry Project

Mindful Moment:

Plan your work today.

Plan your project work for the week. Use the following:

PIP Information:

Display and exhibit 4:10-5:30 on 17 May in the gym.

Two exhibits per table. You can pick.

Meet M313 immediately after school. We will gather any materials and all move together to the gym to set up. At 5:30 we will bring any materials back to M313.

You are expected to have an exhibit and to remain at your position for the entire viewing.

  • The following class days are available to prepare.
  • 8 May
  • 10 May
  • 14 May
  • 16 May

Budget your time to get everything complete and to PRACTICE!

You need a written/printed account of your project. This account should be organized with logical headings. A lab report format may be appropriate. You may or may not have a project that involves an hypothesis. Please ask. You need to include a reference list with correct bibliographic form. Please check.

You need a written reflection. This can be added as a comment at the end of the report (above).

You need some kind of visual display. You may use your ipad for a slideshow and/or video. Do not try to use video to present what you will say in person. The video is to show the data from your project, etc. You may want a poster set-up. You may want to display photos or sketches, drawings, paintings, etc. You may want to have apparatus on hand or a collection you have mad.

You are expected to discuss your project orally. You should at least have an outline of what you want to say. You should be prepared for questions. If you want to prepare a script, you may. You will probably want to have notes/notecards.

Some kind of relevant interaction is alway popular with exhibits.

You want your exhibit to be informative, thought-provoking, attractive. You want the visitors to “feel” your curiosity and passion for learning.

 

Posted in Science 7 | Leave a comment

9 May Science 8 Human Impact

Mindful moment:

Children Change Their Parents’ Minds about Climate Change

https://www.scientificamerican.com/article/children-change-their-parents-minds-about-climate-change/

India pollution is killing millions, yet it’s not a poll agenda

https://www.aljazeera.com/news/2019/05/india-pollution-killing-millions-poll-agenda-190507141853621.html

After each discussion/activity, please send the leader an email with these items completed in full sentences. Do this asap. Definitely complete this before the next class:

Please, no idle praise or negative criticism. Focus on the topic, not the person.

  1. Your activity made me think of ________________.
  2. Your discussion made me think of ______________.
  3. The most interesting comments in your discussion were __________________.
  4. These questions about your topic came to my mind during your session: ________________.
  5. Your topic concerns me because ______________________________.
  6. I had never thought of _______________________________ until your discussion/activity.

Session leaders:

After you have finished your presentation, discussion, and activity:

*Send the link to your human impacts folder with all your documents (Annotated bibliography, presentation, activity plan, discussion plan) to Dr. F. Make sure the sharing is set so that anyone with the link can view. All links will be posted so that everyone has access to everyone’s research and plans.

After you receive feedback from your classmates (let me know who sends you comments):

*Write a reflection taking account of the comments and questions as well as your own hopes, fears, successes, etc. If you were to start the process again from picking a topic to researching, to preparing and implementing your plans, what might you do differently? Why? Describe what you feel you learned that is most important. Rate yourself along these 4 dimensions of concern for the environment especially in the context of your topic: Affection or Affiliation, Awareness, Advocacy, Action. Explain. Post this reflection in your human impacts folder. This should be completed by two classes from the day of your session.

Period 5

  • 23/2 Yu Min        Ada
  • 25/4 Reem           HyunJin
  • 29/6 Sophie         Myra 
  • 1/8 Santino          Anagha
  • 3/2 Reyha             SeungHyeon 
  • 7/4 Lewis              Rotem
  • 9/6 SeungMin     Eva 
  • 13/8 Sulaimaan  Eliade
  • 15/2 Shaked         Dowoo

Period 7

  • 29/6 Caden                    Joshua
  • 1/8 Iris                           Marin
  • 3/2 Min-ha                   Faris
  • 7/4 Jeh                          Afreen
  • 9/6 Felix .                       Chihaya
  • 13/8 Willem
  • 15/2 Alanound               HanGyeol

Period 8

  • 1/8 Sumair            Rahul
  • 3/2 Aadi                 Mira
  • 7/4 Varun             Michal
  • 9/6 Isabella          Jigme
  • 13/8 Armaan       Yash
  • 15/2 Liam              Shiv

*****

I always like to see your ideas in your own words to make comments. Please prepare a reflection by Friday 3 May. Submit in your DSN with the file name “your name end of year comments.” Also send an email with your reflection to me with “your name end of year comments” in the subject field.

Do this before you write your reflection. Go back through your DSN from our very first class. See what you remember. See if there are any surprises or mysteries–smile. Also look through all your pictures from the course. Use this exercise in looking back to comment on your learning. What do you know now that you did not know at the beginning of the year? What was the most profound change in your thinking? What are the most vivid memories of things you saw and did that you had never seen or done before? Comment on challenging ideas and challenging practices. What were your approaches to the challenges? Did you discover any useful or successful strategies? What were they? Keeping records of activity, observations, results, and thoughts is an essential part of science. We promoted keeping the DSN complete and up-to-date. Guiding prompts were provided. To what extent did you keep your DSN complete and up-to-date. What do you think of the record you have established now? What are you willing to do in the future on your own to remember details (of procedures, results, discussions, experiences, etc) and to remember the development of your own thinking? What are you willing to do to remain engaged in a subject even when the subject is challenging, frustrating, and even “boring” but exceedingly important for your future? Comment on what else should be included in an end-of-the-year and end-of-an-important-phase of your life reflection? (I wish you all the best!!!)

Posted in Science 8 | Leave a comment

8 May Science 7–Turn in Summative; Work on PIP

Today:

Turn in Summative when called. If you are not finished, send email immediately to parents, Mr. Webster, me acknowledging that you have not turned in an important summative project and that your final grade may be affected.

Work on PIP.

PIP Information:

Display and exhibit 4:30-5:30 on 17 May in the gym.

Two exhibits per table. You can pick.

Meet M313 immediately after school. We will gather any materials and all move together to the gym to set up. At 5:30 we will bring any materials back to M313.

You are expected to have an exhibit and to remain at your position for the entire viewing.

  • The following class days are available to prepare.
  • 8 May
  • 10 May
  • 14 May
  • 16 May

Budget your time to get everything complete and to PRACTICE!

You need a written/printed account of your project. This account should be organized with logical headings. A lab report format may be appropriate. You may or may not have a project that involves an hypothesis. Please ask. You need to include a reference list with correct bibliographic form. Please check.

You need a written reflection. This can be added as a comment at the end of the report (above).

You need some kind of visual display. You may use your ipad for a slideshow and/or video. Do not try to use video to present what you will say in person. The video is to show the data from your project, etc. You may want a poster set-up. You may want to display photos or sketches, drawings, paintings, etc. You may want to have apparatus on hand or a collection you have mad.

You are expected to discuss your project orally. You should at least have an outline of what you want to say. You should be prepared for questions. If you want to prepare a script, you may. You will probably want to have notes/notecards.

Some kind of relevant interaction is alway popular with exhibits.

You want your exhibit to be informative, thought-provoking, attraction. You want the visitors to “feel” your curiosity and passion for learning.

 

***************

From our last class.

Mindful moment. Close your eyes and listen to this soundscape of what Darwin’s voyage to the Galapagos on the Beagle might have sounded like:

https://www.amnh.org/exhibitions/darwin/a-trip-around-the-world

Begin and complete Part II Battle of the Beaks in the link. finches

Work in the following pairs:

Period 3:

  • Gisele and Seojin
  • Hyun Joon and Caelan
  • Natasha and Minjun
  • Yeji and Jake
  • Jaein and Aditya
  • SeungYi and Kyra

Period 4:

  • Arjan and Samika and Yunji (3 trials)
  • Soraia and Alexander
  • Amina and Kunal
  • Helena and Chanmin
  • Max and Elena
  • Rina and Adyant
  • Theresa and Taiki

See the photos on how to construct the beaks. Ask if you do not understand the procedure for the simulation:

Photo 1–small “beak”; tip of stick to rubber bands = 3 cm

Photo 2–side view showing rubber band, placement of 3 coins, 3 cm small “beak”

Phot0 3–whole view of entire simulated small “beak?

Photo 4–whole view of entire simulated large “beak” (beak is 6 cm; 6 coins are used)

photo 1 (6)photo 2 (6)photo 3 (2)photo 4

  • Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink.
  • Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled.
  • Connect the data to your ideas/scientists’ ideas about evolution and natural selection.
  • Describe which parts of the simulation correspond to reality and which parts do not.
  • Make a statement referring specifically to the standards (see below).

The visual display and written portion are due at the beginning of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the beginning of class on Wednesday 8 May.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations
Posted in Science 7 | Leave a comment

7 May Science 8 Human Impact Project (don’t forget to send feedback; don’t forget 2 reflections–project AND end of year)

Mindful moment: The importance of communication in solving environmental problems:

https://www.theguardian.com/books/2019/may/02/greta-thunberg-speeches-published-no-one-is-too-small-to-make-a-difference

1 Million Species at Risk of Extinction, Intergovernmental Report Finds

https://e360.yale.edu/digest/1-million-species-at-risk-of-extinction-intergovernmental-report-finds

Bengal Tigers May Not Survive Climate Change

https://www.nytimes.com/2019/05/06/science/tigers-climate-change-sundarbans.html

After each discussion/activity, please send the leader an email with these items completed in full sentences. Do this asap. Definitely complete this before the next class:

Please, no idle praise or negative criticism. Focus on the topic, not the person.

  1. Your activity made me think of ________________.
  2. Your discussion made me think of ______________.
  3. The most interesting comments in your discussion were __________________.
  4. These questions about your topic came to my mind during your session: ________________.
  5. Your topic concerns me because ______________________________.
  6. I had never thought of _______________________________ until your discussion/activity.

Session leaders:

After you have finished your presentation, discussion, and activity:

*Send the link to your human impacts folder with all your documents (Annotated bibliography, presentation, activity plan, discussion plan) to Dr. F. Make sure the sharing is set so that anyone with the link can view. All links will be posted so that everyone has access to everyone’s research and plans.

After you receive feedback from your classmates (let me know who sends you comments):

*Write a reflection taking account of the comments and questions as well as your own hopes, fears, successes, etc. If you were to start the process again from picking a topic to researching, to preparing and implementing your plans, what might you do differently? Why? Describe what you feel you learned that is most important. Rate yourself along these 4 dimensions of concern for the environment especially in the context of your topic: Affection or Affiliation, Awareness, Advocacy, Action. Explain. Post this reflection in your human impacts folder. This should be completed by two classes from the day of your session.

Period 5

  • 23/2 Yu Min        Ada
  • 25/4 Reem           HyunJin
  • 29/6 Sophie         Myra 
  • 1/8 Santino          Anagha
  • 3/2 Reyha             SeungHyeon 
  • 7/4 Lewis              Rotem
  • 9/6 SeungMin     Eva 
  • 13/8 Sulaimaan  Eliade
  • 15/2 Shaked         Dowoo

Period 7

  • 29/6 Caden                    Joshua
  • 1/8 Iris                           Marin
  • 3/2 Min-ha                   Faris
  • 7/4 Jeh                          Afreen
  • 9/6 Felix .                       Chihaya
  • 13/8 Willem
  • 15/2 Alanound               HanGyeol

Period 8

  • 1/8 Sumair            Rahul
  • 3/2 Aadi                 Mira
  • 7/4 Varun             Michal
  • 9/6 Isabella          Jigme
  • 13/8 Armaan       Yash
  • 15/2 Liam              Shiv

*****

I always like to see your ideas in your own words to make comments. Please prepare a reflection by Friday 3 May. Submit in your DSN with the file name “your name end of year comments.” Also send an email with your reflection to me with “your name end of year comments” in the subject field.

Do this before you write your reflection. Go back through your DSN from our very first class. See what you remember. See if there are any surprises or mysteries–smile. Also look through all your pictures from the course. Use this exercise in looking back to comment on your learning. What do you know now that you did not know at the beginning of the year? What was the most profound change in your thinking? What are the most vivid memories of things you saw and did that you had never seen or done before? Comment on challenging ideas and challenging practices. What were your approaches to the challenges? Did you discover any useful or successful strategies? What were they? Keeping records of activity, observations, results, and thoughts is an essential part of science. We promoted keeping the DSN complete and up-to-date. Guiding prompts were provided. To what extent did you keep your DSN complete and up-to-date. What do you think of the record you have established now? What are you willing to do in the future on your own to remember details (of procedures, results, discussions, experiences, etc) and to remember the development of your own thinking? What are you willing to do to remain engaged in a subject even when the subject is challenging, frustrating, and even “boring” but exceedingly important for your future? Comment on what else should be included in an end-of-the-year and end-of-an-important-phase of your life reflection? (I wish you all the best!!!)

Posted in Science 8 | Leave a comment

6 May Science 7 Battle of the Beaks

Mindful moment. Close your eyes and listen to this soundscape of what Darwin’s voyage to the Galapagos on the Beagle might have sounded like:

https://www.amnh.org/exhibitions/darwin/a-trip-around-the-world

Begin and complete Part II Battle of the Beaks in the link. finches

Work in the following pairs:

Period 3:

  • Gisele and Seojin
  • Hyun Joon and Caelan
  • Natasha and Minjun
  • Yeji and Jake
  • Jaein and Aditya
  • SeungYi and Kyra

Period 4:

  • Arjan and Samika and Yunji (3 trials)
  • Soraia and Alexander
  • Amina and Kunal
  • Helena and Chanmin
  • Max and Elena
  • Rina and Adyant
  • Theresa and Taiki

See the photos on how to construct the beaks. Ask if you do not understand the procedure for the simulation:

Photo 1–small “beak”; tip of stick to rubber bands = 3 cm

Photo 2–side view showing rubber band, placement of 3 coins, 3 cm small “beak”

Phot0 3–whole view of entire simulated small “beak?

Photo 4–whole view of entire simulated large “beak” (beak is 6 cm; 6 coins are used)

photo 1 (6)photo 2 (6)photo 3 (2)photo 4

  • Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink.
  • Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled.
  • Connect the data to your ideas/scientists’ ideas about evolution and natural selection.
  • Describe which parts of the simulation correspond to reality and which parts do not.
  • Make a statement referring specifically to the standards (see below).

The visual display and written portion are due at the beginning of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the beginning of class on Wednesday 8 May.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations
Posted in Science 7 | Leave a comment

3 May Science 8 Human Impact sessions; End of year reflection

After each discussion/activity, please send the leader an email with these items completed in full sentences. Do this asap. Definitely complete this before the next class:

Please, no idle praise or negative criticism. Focus on the topic, not the person.

  1. Your activity made me think of ________________.
  2. Your discussion made me think of ______________.
  3. The most interesting comments in your discussion were __________________.
  4. These questions about your topic came to my mind during your session: ________________.
  5. Your topic concerns me because ______________________________.
  6. I had never thought of _______________________________ until your discussion/activity.

Session leaders:

After you have finished your presentation, discussion, and activity:

*Send the link to your human impacts folder with all your documents (Annotated bibliography, presentation, activity plan, discussion plan) to Dr. F. Make sure the sharing is set so that anyone with the link can view. All links will be posted so that everyone has access to everyone’s research and plans.

After you receive feedback from your classmates (let me know who sends you comments):

*Write a reflection taking account of the comments and questions as well as your own hopes, fears, successes, etc. If you were to start the process again from picking a topic to researching, to preparing and implementing your plans, what might you do differently? Why? Describe what you feel you learned that is most important. Rate yourself along these 4 dimensions of concern for the environment especially in the context of your topic: Affection, Awareness, Advocacy, Action. Explain. Post this reflection in your human impacts folder. This should be completed by two classes from the day of your session.

Period 5

  • 23/2 Yu Min        Ada
  • 25/4 Reem           HyunJin
  • 29/6 Sophie         Myra 
  • 1/8 Santino          Anagha
  • 3/2 Reyha             SeungHyeon 
  • 7/4 Lewis              Rotem
  • 9/6 SeungMin     Eva 
  • 13/8 Sulaimaan  Eliade
  • 15/2 Shaked         Dowoo

Period 7

  • 29/6 Caden                    Joshua
  • 1/8 Iris                           Marin
  • 3/2 Min-ha                   Faris
  • 7/4 Jeh                          Afreen
  • 9/6 Felix .                       Chihaya
  • 13/8 Willem
  • 15/2 Alanound               HanGyeol

Period 8

  • 1/8 Sumair            Rahul
  • 3/2 Aadi                 Mira
  • 7/4 Varun             Michal
  • 9/6 Isabella          Jigme
  • 13/8 Armaan       Yash
  • 15/2 Liam              Shiv

*****

I always like to see your ideas in your own words to make comments. Please prepare a reflection by Friday 3 May. Submit in your DSN with the file name “your name end of year comments.” Also send an email with your reflection to me with “your name end of year comments” in the subject field.

Do this before you write your reflection. Go back through your DSN from our very first class. See what you remember. See if there are any surprises or mysteries–smile. Also look through all your pictures from the course. Use this exercise in looking back to comment on your learning. What do you know now that you did not know at the beginning of the year? What was the most profound change in your thinking? What are the most vivid memories of things you saw and did that you had never seen or done before? Comment on challenging ideas and challenging practices. What were your approaches to the challenges? Did you discover any useful or successful strategies? What were they? Keeping records of activity, observations, results, and thoughts is an essential part of science. We promoted keeping the DSN complete and up-to-date. Guiding prompts were provided. To what extent did you keep your DSN complete and up-to-date. What do you think of the record you have established now? What are you willing to do in the future on your own to remember details (of procedures, results, discussions, experiences, etc) and to remember the development of your own thinking? What are you willing to do to remain engaged in a subject even when the subject is challenging, frustrating, and even “boring” but exceedingly important for your future? Comment on what else should be included in an end-of-the-year and end-of-an-important-phase of your life reflection? (I wish you all the best!!!)

Posted in Science 8 | Leave a comment

2 May Science 7 Galapagos Finches; Summative Preparation; End of year reflection; Personal Inquiry Project preparation

Mindful moment. What do you see in this photo? Look closely. How does the subject(s) in the photo relate to our Science 7 course this semester?

*****

Questions from your reading and viewing? Words and ideas you would like to discuss?

Let’s watch an HHMI video about Peter and Rosemary Grant’s famous research on the Galapago Finches.

http://media.hhmi.org/biointeractive/interactivevideo/finchquiz/

Read and view again:

finches

http://www.hhmi.org/biointeractive/origin-species-beak-finch

On Monday you will carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas/scientists’ ideas about evolution and natural selection. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards (see below). The visual display and written portion are due at the beginning of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the beginning of class on Wednesday 8 May.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations

*****

I always like to see your ideas in your own words to make comments. Please prepare a reflection by Friday 3 May. Submit in your DSN with the file name “your name end of year comments.” Also send an email with your reflection to me with “your name end of year comments” in the subject field.

Do this before you write your reflection. Go back through your DSN from our very first class. See what you remember. See if there are any surprises or mysteries–smile. Also look through all your pictures from the course. Use this exercise in looking back to comment on your learning.

PROVIDE SPECIFIC EXAMPLES FOR ALL OF YOUR RESPONSES. YOU CAN USE YOUR DSN TO FIND EXAMPLES. (ADDRESS AS MANY OF THE FOLLOWING AS YOU CAN–MINIMUM 10)

  • What do you know now that you did not know at the beginning of the year?
  • What was the most profound change in your thinking?
  • What are the most vivid memories of things you saw and did that you had never seen or done before?
  • Comment on challenging ideas and challenging practices.
  • What were your approaches to the challenges?
  • Did you discover any useful or successful strategies?
  • What were they?
  • Keeping records of activity, observations, results, and thoughts is an essential part of science. We promoted keeping the DSN complete and up-to-date. Guiding prompts were provided. To what extent did you keep your DSN complete and up-to-date.
  • What do you think of the record you have established now?
  • To what extent did you notice during our year the importance of Patterns; Cause and Effect; Scale-Proportion-Quantity; Systems and System Models; Energy and Matter; Structure and Function; Stability and Change?
  • What was your response to the introduction and use of new words?
  • How did you evaluate what you did understand and did not understand?
  • To what degree did you ask questions?
  • How well do you advocate for your own learning and understanding?
  • What is an example of a question you asked and received a satisfactory answer?
  • What is an example of a question you wished you would have asked, but did not?
  • To what extent did you make attempts to participate even when you were uncertain about something?
  • Describe a sequence of learning you experienced from not knowing much to more complete understanding.
  • Describe an example where a pre-exisitng idea you had competed with a new scientific idea.
  • If you speak a home language different from English, how did you use native language to build new science ideas?
  • If you speak a home language different from English, how did you check the meaning of ideas in your home language AND English?
  • If you speak a home language different from English, to what extent did you try to build knowledge through conversations in your home language–with parents? with friends? with others?
  • To what extent did you make use of visual tools, like photos, sketches, diagrams, graphs, graphics, etc.to build, explore, and communicate science ideas?
  • How would you describe your courage, strength, focus, and determination when trying to learn?
  • What are you willing to do in the future on your own to remember details (of procedures, results, discussions, experiences, etc) and to remember the development of your own thinking?
  • What are you willing to do to remain engaged in a subject even when the subject is challenging, frustrating, and even “boring” but exceedingly important for your future?
  • Comment on what else should be included in an end-of-the-year reflection? (I wish you all the best!!!)

PIP Information:

Display and exhibit 4:30-5:30 on 17 May in the gym.

Two exhibits per table. You can pick.

Meet M313 immediately after school. We will gather any materials and all move together to the gym to set up. At 5:30 we will bring any materials back to M313.

You are expected to have an exhibit and to remain at your position for the entire viewing.

  • The following class days are available to prepare.
  • 8 May
  • 10 May
  • 14 May
  • 16 May

Budget your time to get everything complete and to PRACTICE!

You need a written/printed account of your project. This account should be organized with logical headings. A lab report format may be appropriate. You may or may not have a project that involves an hypothesis. Please ask. You need to include a reference list with correct bibliographic form. Please check.

You need a written reflection. This can be added as a comment at the end of the report (above).

You need some kind of visual display. You may use your ipad for a slideshow and/or video. Do not try to use video to present what you will say in person. The video is to show the data from your project, etc. You may want a poster set-up. You may want to display photos or sketches, drawings, paintings, etc. You may want to have apparatus on hand or a collection you have mad.

You are expected to discuss your project orally. You should at least have an outline of what you want to say. You should be prepared for questions. If you want to prepare a script, you may. You will probably want to have notes/notecards.

Some kind of relevant interaction is alway popular with exhibits.

You want your exhibit to be informative, thought-provoking, attraction. You want the visitors to “feel” your curiosity and passion for learning.

 

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1 May Science 8 Human Impact Sessions led by students; year-end comments/reflections

After each discussion/activity, please send the leader an email with these items completed in full sentences. Do this asap. Definitely complete this before the next class:

Please, no idle praise or negative criticism. Focus on the topic, not the person.

  1. Your activity made me think of ________________.
  2. Your discussion made me think of ______________.
  3. The most interesting comments in your discussion were __________________.
  4. These questions about your topic came to my mind during your session: ________________.
  5. Your topic concerns me because ______________________________.
  6. I had never thought of _______________________________ until your discussion/activity.

Session leaders:

After you have finished your presentation, discussion, and activity:

*Send the link to your human impacts folder with all your documents (Annotated bibliography, presentation, activity plan, discussion plan) to Dr. F. Make sure the sharing is set so that anyone with the link can view. All links will be posted so that everyone has access to everyone’s research and plans.

After you receive feedback from your classmates (let me know who sends you comments):

*Write a reflection taking account of the comments and questions as well as your own hopes, fears, successes, etc. If you were to start the process again from picking a topic to researching, to preparing and implementing your plans, what might you do differently? Why? Describe what you feel you learned that is most important. Rate yourself along these 4 dimensions of concern for the environment especially in the context of your topic: Affection, Awareness, Advocacy, Action. Explain. Post this reflection in your human impacts folder. This should be completed by two classes from the day of your session.

Period 5

  • 23/2 Yu Min        Ada
  • 25/4 Reem           HyunJin
  • 29/6 Sophie         Myra 
  • 1/8 Santino          Anagha
  • 3/2 Reyha             SeungHyeon 
  • 7/4 Lewis              Rotem
  • 9/6 SeungMin     Eva 
  • 13/8 Sulaimaan  Eliade
  • 15/2 Shaked         Dowoo

Period 7

  • 29/6 Caden                    Joshua
  • 1/8 Iris                           Marin
  • 3/2 Min-ha                   Faris
  • 7/4 Jeh                          Afreen
  • 9/6 Felix .                       Chihaya
  • 13/8 Willem
  • 15/2 Alanound               HanGyeol

Period 8

  • 1/8 Sumair            Rahul
  • 3/2 Aadi                 Mira
  • 7/4 Varun             Michal
  • 9/6 Isabella          Jigme
  • 13/8 Armaan       Yash
  • 15/2 Liam              Shiv

*****

I always like to see your ideas in your own words to make comments. Please prepare a reflection by Friday 3 May. Submit in your DSN with the file name “your name end of year comments.” Also send an email with your reflection to me with “your name end of year comments” in the subject field.

Do this before you write your reflection. Go back through your DSN from our very first class. See what you remember. See if there are any surprises or mysteries–smile. Also look through all your pictures from the course. Use this exercise in looking back to comment on your learning. What do you know now that you did not know at the beginning of the year? What was the most profound change in your thinking? What are the most vivid memories of things you saw and did that you had never seen or done before? Comment on challenging ideas and challenging practices. What were your approaches to the challenges? Did you discover any useful or successful strategies? What were they? Keeping records of activity, observations, results, and thoughts is an essential part of science. We promoted keeping the DSN complete and up-to-date. Guiding prompts were provided. To what extent did you keep your DSN complete and up-to-date. What do you think of the record you have established now? What are you willing to do in the future on your own to remember details (of procedures, results, discussions, experiences, etc) and to remember the development of your own thinking? What are you willing to do to remain engaged in a subject even when the subject is challenging, frustrating, and even “boring” but exceedingly important for your future? Comment on what else should be included in an end-of-the-year and end-of-an-important-phase of your life reflection? (I wish you all the best!!!)

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30 April Science 7 Prisoner’s Dilemma–another simulation–of what? Galapagos Finches and final summative assessment.

Mindful moment.

 

 

 

How do games and simulations help scientists examine natural selection and evolution?

https://vimeo.com/79286907

The Game

 

“To accumulate as many points as possible without helping or hindering the other group.”

Group A and Group B

Prisoners-results

Science 7 1819

https://docs.google.com/spreadsheets/d/1x_Te4tTKGotCBTSZ5LPYLfbpTZSV_5k3cqe0oXuW1Ec/edit?usp=sharing

Science 7 1617

https://docs.google.com/a/aes.ac.in/spreadsheets/d/1atFDfhzwMTuXKARRokwJMSq3xlFhsW5lorqeGoh_IzY/edit?usp=sharing

Reflect on in your DSN:

Your and your group’s strategies.

Your and your group’s perceptions of “winning.”

How you and your group see the play and outcome of the game as related to natural selection and evolution?

How you and your group see the play and outcome of the game as related to the 1819 Seventh Grade class?

Review the following to prepare for the next assessment.

Reading and Video–context for Assessment

finches  (Read pp. 121-124. Read about activity pp. 125-134–do not conduct this activity–just prepare your mind. Read about activity pp. 135-140–do not conduct this activity–just prepare your mind. Read about activity pp. 142-144–do not conduct this activity–just prepare your mind. )

Watch this video individually. Identify your questions. http://www.hhmi.org/biointeractive/origin-species-beak-finch

There is a second version which includes a quiz. You should use this to help you prepare:

Upcoming Summative project:

finches

http://www.hhmi.org/biointeractive/origin-species-beak-finch

Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards (see below). The visual display and written portion are due at the end of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work. This will be due at the end of class on _____.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations

 

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