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Today was the first day back after a long, unexpected break, and we jumped right back to it! No time to waste!
We began transitioning from our previous unit, Geology, to our new unit, Biology, the study of life. We started off with some key vocabulary and basic definitions:
Block D got a chance to read about the Asteroid Impact Theory and discuss the evidence for why the dinosaurs went extinct and mammals afterwards prospered. They also got to begin a lab simulation activity modeling the fossil record and examining how an organism may have changed, or evolved, over time. We continued today in our exploration of Biogeochemical Cycles by first reviewing the Hydrologic, or Water Cycle by means of a series of Data Tables and Charts. Students practiced their chart analysis skills, which we afterwards checked. Then, we looked at another cycling process that most students were familiar with that happens to overlap the Water Cycle with the next Biogeochemical Cycle we'll be studying, the Carbon Cycle.
Students watched a short instructional video on Photosynthesis, recording key vocabulary terms in a Vocabulary Template. Then, they supplemented these terms with additional notes provided by the teacher on the front whiteboard. Afterwards, they Checked their Understanding by responding to seven brief quiz-style multiple choice questions. Finally, the teacher showed an additional video as a means to segue into the Carbon Cycle. Today students reviewed the 12 new vocabulary terms they were introduced to yesterday.
Most classes got to view the StudyJams! video on Mixtures and conducted the practice self-test. Finally, students applied their terms to create a Flowchart illustrating the common divisions of matter. Resources:Today students started off by gluing these notes into their Interactive Notebooks...
Next, we reviewed some older, foundational information on matter and then went through the new terms, one-by-one, highlighting key words and big ideas in each definition. Some classes watched the Scholastic StudyJam! on Elements & Compounds and/or conduct the BBC Bitesize Activity on Compounds & Mixtures. Each class then examined diagrams of Pure Elements, Compounds, Mixtures, etc. and created some of their own in the Table above. Afterwards, students worked cooperatively to identify each of the following diagrams accordingly. Finally, most classes were able to view the BrainPOP! Summary and complete a short 10-question Check-for-Understanding Formative Assessment.
We started the week off with a demonstration of the "oxidation" of iron, a.k.a, rusting. In this chemical reaction, iron combined with oxygen to form iron oxide (rust). We were particularly interested to see whether the mass would change as the two chemicals combined into one, and whether any thermal (heat) energy would be absorbed or given off. First we washed steel wool cleaning pads in water to remove the soap, then soaked the steel wool in an acid solution (vinegar) to remove the outer protective coating. Then, we took an initial temperature reading using our thermometers and an initial mass with the triple-beam balance, recording both numbers in the data table below. Next, we wrapped the steel wool around the thermometer, inserted into a sealed flask, and recorded the temperature every 60 seconds for the next 10 minutes. Finally, we massed everything again to see whether mass was lost, gained, or remained the same, and graphed our temperature data to determine if the reaction was endothermic or exothermic. Afterwards, we removed the steel wool, now covered in rust, to make some qualitative observations. We noted color change, a distinct odor, and that heat had been produced -- all signs of a chemical change. Tomorrow we will compare to see whether the rusted pads have the same physical properties (like the ability to conduct electricity). Next, students performed their own exothermic reaction by combining hydrogen peroxide with live yeast. They measured the initial mass of the system, as well as the initial temperature, and compared them to the temperature and mass once the reaction had occurred. We concluded, as with the rusting demonstration, that the mass was the same (proving the Law of Conservation of Mass), and that in these instances the temperature had gone up, indicating exothermic reactions. Finally, students called the teacher over to conduct a flaming splint test, and observed that the smoldering wooden splint burst into flames when exposed to the gas inside the flask. From this observation, students inferred that the gas was likely oxygen, given our knowledge of the Fire Triangle, seen below. Today students began with a Warm-up Exercise that asked them to consider several examples of changes to matter, and asked whether the material or substance present at the end of each change was the same material or substance that was present at the beginning.
We utilized several interactives to help illustrate these changes: We afterwards watched a brief Scholastic Studyjams video on "Physical & Chemical Changes to Matter," and took the seven-question Practice Quiz. We constructed a T-chart in our Science Journals to summarize the major differences between physical and chemical changes, based upon what he had learned so far in from class discussion, interactives, and video. We then cut-out and glued in a chart that assisted us in classifying a number of changes to matter as either Physical or Chemical. Today we continued our Unit on Science Process Skills by discussing those nasty, tricky variables.
Variables are the parts of an experiment that could change. However, scientists only want to change one thing at a time (so they can observe what happens as a result). The one thing they change is called the Independent Variable, or IV for short. The thing they observe or measure to see how (and if) it changes is called the Dependent Variable, or DV. Other things could possible change or be different each time an experiment is run, but scientists want to keep as many things as possible the same, so it will be a fair test! These things that are kept the same are called the Controlled Variables. For a more complete explanation, check out the Resources Page on Variables. We also today reviewed the difference between Observation & Inference. Today rounded off our first, fantastic week at school. TEAM 7-UP is doing amazing, and your teachers couldn't be prouder. As a reward, we went outside for some fun and games in the sun! Students who earned HEART's by following school expectations were entered in a drawing for some sweet prizes. Lots of t-shirts, shoelaces, water bottles, and other cool Hebron "swag" were given out, not to mention coupons for free pizza -- awesome! In class, we continued to review Mr. Franklin's rules & expectations, and then we came together as Table Teams to practice teamwork and cooperation skills in an effort to plan and construct the biggest, tallest, most impressive Balloon Tower possible. Good work, Table Teams! Remember that next week we're officially taking names for our Class Dojo Teams. So far, the suggestions on the table include...
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September 2015
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