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Week 20: Jan. 22 - 26
2007/01/22, Monday, Science-9
GLEs: 2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
Lesson: [All Periods] Do experiment: "Stretch Graph" in class. Take your data and make it into a graph. Note that in this experiment you will graph two sets of data on a single graph. The main goal of this exercise is a graphing lesson. When you are done your graph we will discuss the data patterns.
Assignment: Complete data collection and graph.
2007/01/23, Tuesday, Science-9
GLEs: 2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
Lesson: Students bring completed graphs and calculated slopes from "Stretch Graph" exercise; hand in. Show students example graphs of data that has no related pattern; graphs that show a linear relationship, and graphs that show a non-linear relationship. Teach students how to calculate slope as: Slope = rise/run = ∆y/∆x = (y2 - y1) / (x2 - x1). Students calculate slope using best fit lines on graphed data handout (kindness of Preston Tomes).
Assignment: Complete calculating slope on graph handout. Beneath each slope calculation write a simple declarative sentence that describes what slope "tells" you.
2007/01/24, Wednesday, Science-9
GLEs: 2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
Lesson: (1) Collect homework assignments. Have students put calculations on top, graph as second page and data table as bottom page. Staple and put in grading basket. (2) Do “Directly Proportional” lab with kids. Once data is graphed, students make a best fit line for each data set. Then they should calculate the slope of the line. When their calculations are done they should also write a clear, declarative sentence in English explaining what the answer to “slope” says or tells them.
Assignment: None (if there assignment is done in class).
2007/01/25, Thursday, Science-9
GLEs: 2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
Lesson: Students write list of experiment design objectives. Students complete worksheet on manipulated variables, responding variables, controlled variables and control group (later is new item.)
Assignment: None
2007/01/26, Friday, Science-9
GLEs: 2.1.1 Understand how to generate and evaluate questions that can be answered through scientific investigations. 2.1.2 Understand how to plan and conduct systematic and complex scientific investigations. 2.1.3 Synthesize a revised scientific explanation using evidence, data, and inferential logic.
Lesson: Do container shape, water height, and test tube lab (TOPS).
Assignment: Complete graph and answer questions about trends in the data on the graph. A level student determine slope (where line is straight).