8/26/14 A DAY

Nature of Science: Safety and Experimental Design SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Objective -Explain that not all scientific knowledge is derived from experimentation. -Identify Tested (Independent) Variables, Outcome (Dependent) variables in investigations. -Design and carry out a scientific investigation including repeated trials in order to solve a problem or answer a question.  -Collect, organize and interpret data, make predictions and defend conclusions (e.g. "results support" or "fail to support"). 8/25/14 (B-Day) Warm-Up: TSW complete  Interactive Science Notebook    -Title Page    -Data Template *Most students should be finished after this warm-up. *TTW help students that were absent to set up INB *TSW enter their Multiple Intelligence Test into Interactive Notebook     Table of Contents:  P.1-2 Left Side: Multiple Intelligence Test Right Side: Multiple Intelligence Data (Group) Chart Paper Responses TSW observe the effects of a teacher determined variable on plant height, plant mass, and/or leaf size. TSW (Groups) will identify -Test (Independent) Variable Compost -Outcome (Dependent)Variable Plant Growth -Controlled Variables Group B & C -Constant Factors   Water, Time, Ruler, Light *Cooperative Learning: THINK/PAIR/SHARE THINK CENTRAL Science Fusion (WEB): Digital Lesson www.thinkcentral.com   Scientific Investigations  -TSW discuss the topics of Scientific Investigations lesson and report to the whole group (TTW will randomly select groups to report out to whole group) EXIT TICKET #2: (Notecard) *TTW show students a Science Virtual Gizmo: Plant Experiment and provide students with a hypothesis  DCPS Gizmo Growing Plants TSW observe the effects of a teacher determined variable on plant height, plant mass, and leaf size. TSW (Individual) will identify -Test (Independent) Variable -Outcome (Dependent)Variable -Controlled Variable -Constant Factors Home Learning: Advanced Class (2nd Period): *Topic Selection, Hypothesis Due September Date Tentative (Due Sept 26th) EXTRA CREDIT *What purpose is there for a scientist to publish the experimental design and procedures in a Science Journal, when reportingthe results of experimental research? Cornell Notes: Writing Assignment (Synthesis) (Place in Science Binder)

8/27/14 B Day 8/28/14 A Day

DCPS 8th Grade Science Baseline Assessment  

8/25/14 B DAY

Nature of Science: Safety and Experimental Design SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.

Objective -Explain that not all scientific knowledge is derived from experimentation. -Identify Tested (Independent) Variables, Outcome (Dependent) variables in investigations. -Design and carry out a scientific investigation including repeated trials in order to solve a problem or answer a question.  -Collect, organize and interpret data, make predictions and defend conclusions (e.g. "results support" or "fail to support"). 8/25/14 (B-Day) Warm-Up: TSW complete  Interactive Science Notebook    -Title Page    -Data Template *Most students should be finished after this warm-up. *TTW help students that were absent to set up INB *TSW enter their Multiple Intelligence Test into Interactive Notebook     Table of Contents:  P.1-2 Left Side: Multiple Intelligence Test Right Side: Multiple Intelligence Data (Group) Chart Paper Responses TSW observe the effects of a teacher determined variable on plant height, plant mass, and/or leaf size. TSW (Groups) will identify -Test (Independent) Variable Compost -Outcome (Dependent)Variable Plant Growth -Controlled Variables Group B & C -Constant Factors   Water, Time, Ruler, Light *Cooperative Learning: THINK/PAIR/SHARE THINK CENTRAL Science Fusion (WEB): Digital Lesson www.thinkcentral.com   Scientific Investigations  -TSW discuss the topics of Scientific Investigations lesson and report to the whole group (TTW will randomly select groups to report out to whole group) EXIT TICKET #2: (Notecard) *TTW show students a Science Virtual Gizmo: Plant Experiment and provide students with a hypothesis  DCPS Gizmo Growing Plants TSW observe the effects of a teacher determined variable on plant height, plant mass, and leaf size. TSW (Individual) will identify -Test (Independent) Variable -Outcome (Dependent)Variable -Controlled Variable -Constant Factors Home Learning: Advanced Class (2nd Period): *Topic Selection, Hypothesis Due September Date Tentative (Due Sept 26th) EXTRA CREDIT *What purpose is there for a scientist to publish the experimental design and procedures in a Science Journal, when reportingthe results of experimental research? Cornell Notes: Writing Assignment (Synthesis) (Place in Science Binder)

8/22 B Day

Warm-Up:  Multiple Intelligence Test.  TTW administer a short test to determine individual student learning styles.

 Opening: Redi's Meat Experiment

http://phschool.com/atschool/phsciexp/active_art/redi_pasteur_experiment/index.html

Click on link above to design Redi's Meat Experiment. (Virtual Lab)

Students will construct Cornell Notes on Redi's Meat Experiment

Title:  Redi's Meat Experiment

Problem Statement:   Observation  - Careful watching of a natural event
                                                           Using the five senses
                                           EX: Every time flies land on meat maggots appear

Research:  Redi must research maggots, flies, meat rotting



Hypothesis   An educated guess based on prior observations or research
                     Must be a " If..................Then...................." Statement
                  EX:   IF Flies land on meat THEN maggots appear

Experiment   Must test hypothesis

Procedure     Step by step instructions on how to conduct an experiment

Independent (Testing Variable)  What is changed in the experiment/ What is different?
                                                     What you manipulate/change
                                                   EX:   " LID on JAR"

Dependent (Outcome Variable)  Results from Testing variable
                                                    EX':  NO Maggots Appear

Controlled Variables  Comparison group,
                                   The original observation group,
                                   Does not contain the testing variable
                                    EX:   Groups B and C

Constants    Factors that remain the same throughout the experiment
                     EX: " Jar, Beans, Light, Time, Seed (Bean)



HOME LEARNING:    SYLLABUS AGREEMENT
                                       LAB SAFETY AGREEMENT
                                       SPIRAL NOTEBOOK
                                      

8/21 B DAY

Warm-Up:  Multiple Intelligence Test.  TTW administer a short test to determine individual student learning styles.

 Opening: Redi's Meat Experiment

http://phschool.com/atschool/phsciexp/active_art/redi_pasteur_experiment/index.html

Click on link above to design Redi's Meat Experiment. (Virtual Lab)

Students will construct Cornell Notes on Redi's Meat Experiment

Title:  Redi's Meat Experiment

Problem Statement:   Observation  - Careful watching of a natural event
                                                           Using the five senses
                                           EX: Every time flies land on meat maggots appear

Research:  Redi must research maggots, flies, meat rotting



Hypothesis   An educated guess based on prior observations or research
                     Must be a " If..................Then...................." Statement
                  EX:   IF Flies land on meat THEN maggots appear

Experiment   Must test hypothesis

Procedure     Step by step instructions on how to conduct an experiment

Independent (Testing Variable)  What is changed in the experiment/ What is different?
                                                     What you manipulate/change
                                                   EX:   " LID on JAR"

Dependent (Outcome Variable)  Results from Testing variable
                                                    EX':  NO Maggots Appear

Controlled Variables  Comparison group,
                                   The original observation group,
                                   Does not contain the testing variable
                                    EX:   Groups B and C

Constants    Factors that remain the same throughout the experiment
                     EX: " Jar, Beans, Light, Time, Seed (Bean)



HOME LEARNING:    SYLLABUS AGREEMENT
                                     LAB SAFETY AGREEMENT
                                      SPIRAL NOTEBOOK

8/20 A Day Sub Teacher- Ms. Johnson

Home Learning: RAP Cornell Notes due 8/22

8/18/14 A Day 8/19/14 B Day

Warm-Up:
Informational Notecards

The Teacher discussed: *Rituals & Routines, Syllabus, DCPS Safety Agreement * SpongeBob Safety Lab (Group Work): Students will identify the safety equipment and demonstrate knowledge of their proper use.

             -Safety Lab (Powerpoint)
   * Student binder and interactive notebook requirements.

 

Home Learning: 1. Students have a college ruled spiral notebook next class
                            2. DCPS Lab Safety Agreement- Signed by parent
                            3.  Syllabus Agreement- Signed by parent 
                            4. Loose Leaf College Ruled Paper 
                            (4th period Only) Sponge bob Safety Lab due - Wednesday 8/20/14  A- Day


                          

Syllabus

Instructor:

Mr. Robbie C. Keuchler, Jr.,

Contact Information:

Email:  keuchlerr1@duvalschools.org

Phone:  (904)924-3100

 Class Website: yellowjacketscience@blogspot.com

Textbook:

Holt Science & Technology: Physical Science, Holt, Rinehart & Winston, 2007

This book is a consumable and will not be taken home, with students. However, the book has sections that will be required to be torn out/ 3 holed punched, in class and placed in the student binder.  The teacher will assign sections for home learning and study material.  The student work will only be graded when assignments have been organized in student binders.  The teacher will conduct regular binder checks for grading and all assigned work is expected to be completed in student binder to be accepted for grade.   Student binders (provided by school) should have a section solely for Science with the following sectioned items for grading. 

1. Cornell Notes
2. Book Work
3. Warm-Ups 

Materials:

3 Ring Binder (Provided by school)   (Must Have Daily for Grades) 

 *Lecture Notes (Cornell Notes)
 *Book Work:  3 hole punched from textbook - (Whatever section class is currently covering)

 *Home Learning: (Homework) (Binder)

Portfolio ( will remain with teacher) 

*Warm-Ups (Portfolio)  

*Graded Papers (Portfolio)

*Unpacked benchmarks (portfolio)

Interactive Notebook

*(INB) - 1 Spiral Notebook (Interactive Notebook)    (Classwork- Teacher directed , Student Made )

Pencil

Colored Pencils/Markers
Glue Sticks
College Ruled Paper (no exceptions)

Course Description:

The 8th grade science class is a study of matter, energy, and their relationship.  This class covers basic chemistry and physics but also includes a review of some Earth Space

Science concepts.  Students will spend time working on laboratory activities to apply principles studied, improve laboratory techniques, and learn more about the world around them.  Being able to apply what is learned to everyday life is prime objective of this class. 
The major areas of study will include: learning to use different types of measurements, force, work, moving objects, classification of matter, the Periodic Table, patterns within the different elements, chemical reactions, simple and compound machines, waves, light, sound, heat energy, electricity and review Earth science concepts.
We will cover the majority of information in the text, but I will use other supplemental materials. There is an emphasis on scientific problem solving and higher level thinking skills. 

Classroom activities are:  laboratory exercises, YouTube videos, demonstrations, PowerPoint lectures, lab reports, Science Exploration, individual projects, & group projects.

** All activities and their plan times are subject to change due to yearly science budget, time constraints, progression of student achievement, & students being absent & etc.

Classroom Rules:

#1 Follow Directions Quickly

#2 Be Organized

#3 Make Smart Choices

#4 Participation is Needed

#5 Be on Time

#6 S.L.A.N.T: Sit up, Listen, Ask Questions, Nod Head, Track Teacher

#7 Take Good Notes

Consequences

1. Verbal Warning
2. Student Conference
3. Change Seat
4. Phone Conference
5. After School Detention
6. Referral 

           

Method of Evaluation:  Students will be assessed on worksheets, vocabulary foldables, tests, labs, lab reports, individual presentations, group presentations, quizzes, journal entries, classroom participation, Interactive Notebooks, Cornell note taking, & homework.

Grade Distribution:
Home Learning-20%
Quizzes/Tests-30%
Classwork-25%
Lab/Cooperative Learning-25%

Grading Scale:

100 – 90          A

 89 – 80          B

 79 – 70          C

 69 – 60          D

59 & Below    F

Academic Dishonesty:

Cheating will not be tolerated.   Anyone caught cheating (taking or supplying answers) will be given zeros.  Cheating is considered to be copying from any source or reproducing any ideas that did not originate from your own mind, including, but not limited to, classmates, friends, websites, books, dictionaries, encyclopedias, and magazines.  Any type of plagiarism is to be considered cheating.  Plagiarism will be an automatic 0 with no opportunity to make-up. 

           

                                   

Make Up Work:  For every day a student is absent, two days are allowed to complete any missed assignments.  It is the student’s responsibility to complete the make-up work.  If a student knows in advance that he or she will miss class, they need to make arrangements to have the assignment(s) completed before leaving.    If absent near the end of a grading period, discuss with me for appropriate deadlines.

Extra Credit:  

If extra credit opportunities are given, they will be available for all students.  And there will be no penalty if they are not completed.  Never depend on extra credit to raise your grade.