2/3/2012 – Friday – Today the students began class with a review of how to use a compound microscope and how to prepare a wet-mount slide.  Students worked with a lab partner and observed numerous prepared slides.  Students then observed wet-mount slides made with sponge water (water from the inside of a sponge) and water from a nearby brook.  Students observed numerous living organisms in these wet-mount slides.  This lab activity was a recreation of Anton van Leeuwenhoek’s initial experiments and discoveries using a microscope.  The topic of the cell will be continued on Monday.

Homework - Have a safe and relaxing weekend.  Go Patriots!!!! 

2/2/2012 – Thursday – Today the students continued with the “Seeing Is Believing” lab activity. This activity had the students examine different objects with their eyes, with magnifying lens, and with a dissecting microscope and record their observations.  Student’s observations were then shared and discussed.  The topic of cells will be continued tomorrow in class. 

2/1/2012 – Wednesday – Today the students began class by forming groups (1-4 students) and sharing their part from last night’s jigsaw activity.  These parts focused on cells, cell discovery and cell theory.   Students then took notes from a PowerPoint presentation titled “Cells.”  This presentation focused on cells, cell structure and function, and cell theory.  Students also began an activity titled “Seeing Is Believing.”  This activity had the students examine different objects with their eyes, with magnifying lens, and with a dissecting microscope and record their observations.  This activity reinforced the importance of how this technology (magnifying lens/microscopes) impacted the discovery of cells.  This activity and topic will be continued in class tomorrow.

Homework - Complete “Discovering Cells Flowchart.”  Due tomorrow. 

1/31/2012 – Tuesday - Today the students began class with a sponge question focusing on thermos design, vacuum seals/flasks, and heat transfer.  Student’s responses were shared and discussed.  Students then began a science unit on the topic of life science.  The students turned in their “Chemical Building Blocks” textbook and received the new life science textbook titled “Cells and Heredity.”  Students had a short review and reinforcement session (turn + talk) on the topic of the cell (6^th grade topic).  Students then participated in a jigsaw activity and were assigned a short reading (1-3 pages) from our “Cells and Heredity” textbook.  These readings focused on an overview of cells, cell discovery and cell theory.   This topic of cells will be continued in class tomorrow.

Homework –   Read your assigned part (part 1-4) from the “Discovering Cells Jigsaw Activity.” Answer the questions associated with your assigned part in your science journal/Q+A format.  Due tomorrow.

Cover your ‘Cells and Heredity” textbook.  Due tomorrow.

1/30/2012 – Monday – Today the students continued working in their lab groups and completed their hot air balloons.  The students also were informed about how and when we will fly these balloons (please see notes below).

Reminder - Please make sure to have your “Chemical Building Blocks” textbook with you in class tomorrow.

*Hot air balloon groups that haven’t completed their hot air balloons were all informed today that they should complete their hot air balloons by the beginning of school on Tuesday 2/7/2012.  We will plan on flying these hot air balloons sometime in the very near future (weather permitting).  Students will be notified one day in advance on which day we will be flying these balloons based on the predicted weather forecast.  Students should come to school on the day we are flying hot air balloons dressed appropriately for outside activities (jackets, gloves, etc.)  Any student that that is not dressed appropriately for outside activities, or is under the weather/getting over a cold, etc. will remain indoors while we fly these balloons.  Students should inform Mr. Blasi if they are under the weather/getting over a cold, etc. and would like to remain inside. 

1/27/2012 – Friday – 1^st day of the 3rd Quarter. Today in science class the students continued working with their lab groups and continued building their hot air balloons.  This activity will be continued on Monday in class.

Homework - Have a safe and relaxing weekend. 

1/26/2012 – Thursday – Today the students began class with a short review of the Trans-Alaskan pipeline, asbestos, and externalities.  Students then worked with their lab groups and began to build their hot air balloons.  Students will continue to work on their hot air balloons tomorrow in class.

Reminder – Students/groups should bring in all hot air balloon materials with them to science class.   These materials consist of the following: tissue paper, empty cereal box, glue sticks, and scotch tape.

1/25/2012 – Wednesday - Today the students had a modified schedule due to the Language Arts Midterm Assessment of Learning. Today in science class the students worked on an activity that had the students learn about the Trans-Alaskan pipeline and the engineering challenges associated with this equipment (large temperature range/thermal expansion/permafrost).  The students also learned about and reinforced the topic of externalities (unintended consequences).  The students read about the pros of why asbestos was used and the negative side effects associated with asbestos use (that we now know about).  These topics will be reviewed tomorrow in class.

Reminder – Students/groups should bring in all hot air balloon materials with them to science class.   These materials consist of the following: tissue paper, empty cereal box, glue sticks, and scotch tape. 

1/24/2012 – Tuesday - Today the students had a modified schedule due to the Social Studies Midterm Assessment of Learning. Today in science class the students began class with a short discussion on wind chill.  Students then received instructions and a handout explaining the upcoming hot air balloon activity that will be done in our science class.  Students observed numerous examples of hot air balloons from past years.  Students formed groups (2-4 students) and began to design their hot air balloon.  Each group is responsible for creating a hot air balloon using only tissue paper, glue sticks, scotch tape, and a cardboard/ stiffener around the base.  This balloon will be built during our science classes on Thursday, January 26, 2012 and Friday January 27, 2012.  It is very important that every student bring in their required supplies (determined and agreed upon by their group) with their name on it on the appropriate days. 

Homework - Prepare for tomorrow’s Language Arts Midterm Assessment of Learning.

1/23/2012 – Monday - Today the students had a modified schedule due to the Science Midterm Assessment of Learning. Today in science class the students reinforced the topic of wind chill and how the wind affects what temperature it feels like outside (Ex. At 30^oF with 15 mph wind it will feel like 19^oF).  The students analyzed and discussed a Wind Chill Temperature Index provided by the National Weather Service.  This topic will be continued tomorrow in science class.

Homework - Prepare for tomorrow’s Social Studies Midterm Assessment of Learning. 

1/20/2012 – Friday – Today the students had a modified schedule due to the Math Midterm Assessment of Learning. Today in science class the students began with multiple sponge questions focusing on reviewing for the science midterm assessment of learning.  Student’s responses were shared and discussed.  Students then had a review and reinforcement session in preparation for the upcoming science midterm assessment of learning. 

Homework - Have a safe and relaxing weekend.

        - Prepare for Monday’s Science Midterm Assessment of Learning.

1/19/2012 – Thursday – Today the students began class with multiple sponge questions focusing on reviewing for the science midterm assessment of learning.  Student’s responses were shared and discussed.  Students then continued with the topic of heat transfer.  Students observed multiple demonstrations of heat transfer (conduction). These examples included: melting ice blocks, cooler design, metal cooking pot/plastic handle, wooden ladle, etc.  Students also were introduced (enrichment activity) to the concept (Mpemba Effect) that hot water freezes faster than cold water.  Students observed room temperature water (approximately 20 ^o C) and boiling water (approximately 99-100^oC) thrown into the cold air outside.  Students observed the hotter water turning into a solid instantly and the cooler water staying a liquid.  *Students were informed that they should not try this experiment at home or on their own due to safety hazards.  The topic of heat transfer and a review of topics and skills for the upcoming science midterm of assessment will be continued tomorrow in class.

Homework - Prepare for tomorrow’s Math Midterm Assessment of Learning. 

1/18/2012 – Wednesday – Today the students began science class with a review of last night’s homework and a sponge question focusing on solubility and mixtures.  The homework from last night focused on conduction, convection, and radiation.  Student’s responses were shared and discussed.  Students then had a reinforcement session on the topic of conduction, convection, and radiation.  Real life examples and applications of these different types of heat transfer were reviewed and discussed.  Students then worked on an activity titled “Solubility Practice.”  Students analyzed a solubility table and answered topic related questions.  Student’s responses were then shared and discussed.

Homework - Prepare for upcoming Science Midterm Assessment of Learning (Monday, January 23, 2012) 

1/17/2012 – Tuesday – Today the students began class by receiving a hardcopy* of a study guide with answers for the upcoming Science Assessment of Learning (Monday 1/23/2012).  The students then reinforced and reviewed the topic of mixtures and solubility.  Students continued taking notes from a PowerPoint presentation titled “Solution and Suspension Notes.”  These notes reinforced the following terms and topics: solution, homogeneous mixture, solute, solvent, heterogeneous mixture, concentration, saturated solution, and solubility.  Students then looked at a solubility chart for KNO_3. Students worked with their lab partner and analyzed this solubility chart and answered topic related questions.  Student’s responses were shared and discussed.  Students then discussed and reinforced the three types of heat transfer: conduction, convection, and radiation.  Students referred to a handout titled “How Does Heat Energy Move (Transfer)?” (Handed out 1/13/2011).  This topic of heat transfer will be continued tomorrow in class.

Homework –   Complete reading titled “How Does Heat Energy Move (Transfer)?”  

Create three vocabulary word maps on the terms: Conduction, Convection, and Radiation.”  Due tomorrow.  (If needed, there is a blank vocabulary word map located in our document library for reference)

Prepare for upcoming Science Midterm Assessment of Learning* (Monday, January 23, 2012) 

*An electronic copy of the 7^th Grade Science  Midterm Assessment Study Guide With Answers is located in our document library and is titled “Science Midterm Assessment Study Guide With Answers 2011_2012.”

*The students were again reminded that any student scoring below a 70% on any large assessment in science class (excluding science quarterly assessments, science midterm assessments, and science final assessment) has the opportunity to increase their grade on that assessment up to a grade of 70% by completing the following:

1. Come to a Ramp-Up session in science for review and reinforcement of the science material. (Mr. Blasi will make a weekly list for this)
2. Retake/complete a similar science assessment/task/open response question afterschool to showcase an understanding of the science material.

*The students were also reminded that all student work (Grading Codes = ABS, NG, NI NTI) must be completed/resubmitted by Monday, January 23, 2012 at the beginning of science class to count for their 2^nd quarter science grade.

1/16/2012 – Monday – Martin Luther King Jr. Day. No school today.

1/13/2012 – Friday – Today the students began class by receiving back and reviewing their graded Science Assessment 2.3*.   Students then reinforced the topic of mixtures and solubility.  Students took notes from a PowerPoint presentation titled “Solution and Suspension Notes.”  These notes reinforced the following terms and topics: solution, homogeneous mixture, solute, solvent, heterogeneous mixture, concentration, saturated solution, and solubility.  This topic will be continued on Tuesday.

Homework - Have a safe and relaxing  3-day weekend.

Prepare for upcoming Science Midterm Assessment of Learning* (Monday, January 23, 2012)

*An electronic copy of the 7^th Grade Science Blank Midterm Assessment Study Guide is located in our document library and is titled “Blank Science Midterm Assessment Study Guide 2011_2012.”

*The students were again reminded that any student scoring below a 70% on any large assessment in science class (excluding science quarterly assessments, science midterm assessments, and science final assessment) has the opportunity to increase their grade on that assessment up to a grade of 70% by completing the following:

1. Come to a Ramp-Up session in science for review and reinforcement of the science material. (Mr. Blasi will make a weekly list for this)
2. Retake/complete a similar science assessment/task/open response question afterschool to showcase an understanding of the science material.

*The students were also informed that all student work (Grading Codes = ABS, NG, NI NTI) must be completed/resubmitted by Monday, January 23, 2012 at the beginning of science class to count for their 2^nd quarter science grade. 

1/12/2012 – Thursday – Today the students had their Science Assessment 2.3. After the assessment the students received and began completing a 7^th Grade Science Blank Midterm Assessment Study Guide* (Questions: 1-15).

Homework – Answer questions 1-15 on your 7^th Grade Science Blank Midterm Assessment Study Guide.  Due tomorrow.

*An electronic copy of the 7^th Grade Science Blank Midterm Assessment Study Guide is located in our document library and is titled “Blank Science Midterm Assessment Study Guide 2011_2012.” 

1/11/2012 – Wednesday – Today the students had a modified schedule due to the ELA On- Demand Writing.  Today in science class the students continued taking notes from a PowerPoint presentation titled “Atoms and Elements.”  Students were introduced and reinforced the following topics: atoms, molecules, compounds, chemical equations, reactants, products, and law of conservation of mass.  Students then worked with their lab partner(s) on an activity titled “Atom, Element, Mixture and Compound Review.”  This activity had the students identify the number of elements and atoms in a variety of compounds, whether a change was a chemical or physical, and identifying a substance as a compound or mixture.  This topic of mixtures/solubility will be continued on Friday.

Homework - Prepare for tomorrow’s science assessment. 

1/10/2012 – Tuesday – Today the students began class with a sponge activity (electron shell diagramming).  Student’s responses were shared and discussed with each other (peer edit).  Students then took notes on and discussed the topic of atoms, elements, compounds, and mixtures (Ex. H₂O = chemical compound, 3 total atoms- 2 hydrogen atoms + 1 oxygen atom, 2 elements/ salt water is a mixture of NaCl and H₂O).  This topic of compounds and mixtures will be continued tomorrow in class.

Homework – Prepare for Thursday’s science assessment. 

1/9/2012 – Monday – Today the students began science class with a sponge question focusing on thermal expansion.  Students were asked to explain (using the following terms: thermal expansion, kinetic energy, thermal energy, increase, decrease, volume, mass, and density) how the wax-type material rises and falls in a lava lamp.  Student’s responses were shared and discussed.  Students then had a short review of the handout titled “Atoms and the Periodic Table”(completed Thursday 1/5/2012).  Students then had an introduction and took notes on the topic of electron diagramming.  Students learned about electron diagrams, energy levels, (Energy level 1-2 electrons, Energy level 2-8 electrons, etc.) and how to draw these structures.  Students worked on a handout titled “Electron Shell Diagramming Practice.”

Homework – Complete “Electron Shell Diagramming Practice” handout. Due tomorrow.

- Prepare for Thursday’s science assessment. 

1/6/2012 – Friday – Today the students began class by receiving and reviewing a hardcopy* of the study guide for the upcoming Science Assessment 2.3 (Thursday, January 12, 2012).  Students then read a short section in their Chemical Building Blocks textbook on the Law of Conservation of Mass (pg 25).  Students learned that the “Law of Conservation of Mass” states that “matter/mass cannot be created or destroyed.”  Students witnessed and discussed multiple examples of the “Law of Conservation of Mass.”  Students also observed an example of thermal expansion (warm/hot empty soda can crushing/imploding when placed in cold water).  The topic of thermal expansion was reviewed and reinforced.  The topic of atoms and the periodic table will be continued on Monday.

Homework - Have a safe and relaxing weekend.

        - Prepare for Thursday’s science assessment.

*An electronic copy of the study guide for the upcoming Science Assessment 2.3 is located in our document library and titled “Science Assessment 2.3 Study Guide 2011_2012.”  

1/5/2012 – Thursday – Today the students began class with a sponge question and a review of last night’s homework.  The sponge question focused on analyzing a heating curve for H₂O.  Student’s responses were then shared and discussed.  Students then took notes from a PowerPoint presentation titled “Atoms and Elements.”  This presentation focused on reinforcing the following topics and terms: atoms, parts of an atom, protons, neutrons, electrons, atomic number, atomic mass, and the periodic table of elements.  Students then received two handouts titled “Periodic Table Help” and “Introduction to Atoms-Section Summary.”  These handouts reinforced the parts of an atom and how to calculate an atom’s number of protons, neutrons, and electrons.  This topic will be continued tomorrow in class.

Homework - Complete “Atoms and The Periodic Table” handout. Due tomorrow. 

1/4/2012 – Wednesday – Today the students began class with sponge question and a review of last night’s homework.  This sponge question/activity had the students create a heating curve for the chemical compound Benzene.  Students identified Benzene’s melting point and vaporization point.  Students also identified the temperatures (^oC) when Benzene is a solid, liquid, and gas.  Students then observed and witnessed how a thermometer is made based on the thermal expansion.  Students also reviewed and discussed how a hot air balloons fly and how a lava lamps work based on thermal expansion(average density of the substance is affected when heated or cooled/As temperature increases-volume increases-mass remains the same/as temp decrease-volume decreases-mass remains the same).  Students then received a copy of the Periodic Table of Elements.  Students reviewed and reinforced the parts of an atom: nucleus, protons, electrons, and neutrons.  Students observed an interactive periodic table of elements on the LCD projector and white board.  This topic of the periodic table, elements, and atoms will be continued tomorrow in class. 

Homework - Read Pages 75-79 in our Chemical Building Blocks textbook.  Answer questions 1-3 on page 79(Q+A format).  Due tomorrow. 

1/3/2012 – Tuesday – Today the students began class with a review and reinforcement session (PowerPoint presentation/States of Matter + Phase Changes) on the following topics and terms: different states of matter, solids, liquids, gas, phase changes, melting, vaporization (boiling + evaporation), condensation, freezing, kinetic energy, thermal energy, temperature, viscosity, and surface tension.    Students then worked with a lab partner to complete 3 vocabulary word maps on the terms: solid liquid, and gas, and also completed a drawing of what the particles look like at each of these different states of matter.  Students also completed a Changes of State- Review and Reinforcement handout that focused on identifying particle speed and thermal energy.  Students then took notes on the topic of thermal expansion (Ex. as temperature increases-volume increases-mass remains the same/as temp decrease-volume decreases-mass remains the same.)  Students observed an example of thermal expansion (when the metal sphere was heated it wouldn’t fit though ring, when the metal sphere was cooled, it fit through ring with ease).  A discussion of how hot air balloons fly and how lava lamps work followed.  This topic of thermal expansion will be continued tomorrow in class.

Homework – Read Pages 10-15 in our Chemical Building Blocks textbook.  Answer questions 2-4 on page 15(Q+A format).  Due tomorrow. 

1/2/2012 – Monday – Winter Break - No School Today

12/30/2011 – Friday - Winter Break - No School Today

12/29/2011 – Thursday - Winter Break - No School Today

12/28/2011 – Wednesday - Winter Break - No School Today

12/27/2011 – Tuesday - Winter Break - No School Today

12/26/2011 – Monday - Winter Break - No School Today

12/23/2011 – Friday – Today the students had their field trip to the Newport Mansions.

Homework – Have a very happy, safe, and relaxing holiday season and winter break.  See you all in 2012.

*The Orange Cluster would like to take this opportunity to sincerely thank all the students and families for all their thoughtfulness during this holiday season.  Have a wonderful and safe holiday season and winter break. 

12/22/2011 – Thursday – Today the students began class by receiving back and reviewing their graded Kayak Lab-ACES Response. Students then discussed and took notes on a phase change diagram (heating curve) for H₂O.  Terms and topic that were reviewed and reinforced were: solids, liquids, gas, melting, vaporization (boiling + evaporation), condensation, freezing, kinetic energy, thermal energy, and temperature.  Students also reviewed a handout titled “What is the difference between Heat/Thermal Energy and Temperature?”  These topics will be continued after the winter break.

Reminder - Field trip tomorrow.

*Any student has the opportunity to edit and resubmit their Kayak Lab Aces to improve their grade.  This process (editing and resubmitting) is mandatory for any student scoring below a 70% on this ACES response. Students were shown exemplary examples of this ACES response in class.  Any student having any questions about this process should please see Mr. Blasi. 

12/21/2011 – Wednesday – Today the students began class by receiving back and reviewing their graded Science Assessment 2.2*.  Students also had a review of last night’s homework. This homework focused on the following topics: states of matter, solids, liquids, and gases. Students then worked with their lab partner and completed a summary packet focusing of reinforcing the characteristics of the different states of matter. 

Homework – Read pages 48-53 in our “Chemical Building Blocks” textbook.  Complete “Changes of State-Guided Reading and Study” packet.

*The students were again reminded that any student scoring below a 70% on any large assessment in science class (excluding science quarterly assessments, science midterm assessments, and science final assessment) has the opportunity to increase their grade on that assessment up to a grade of 70% by completing the following:

1. Come to a Ramp-Up session in science for review and reinforcement of the science material. (Mr. Blasi will make a weekly list for this)
2. Retake/complete a similar science assessment/task/open response question afterschool to showcase an understanding of the science material.  

12/20/2011 – Tuesday – Today the students had their Science Assessment 2.2.  After the assessment students read and took notes on pages 42-47 in our Chemical Building Blocks textbook.  This reading selection focused on the different states of matter (solid, liquid, gas).  This topic will be continued tomorrow in class.

Homework – Answer questions 1-3 (Q+A format) on page 47 in our Chemical Building Blocks textbook.  Due tomorrow. 

12/19/2011 – Monday – Today the students began with a sponge question focusing on identifying physical and chemical changes.  Student’s responses were then shared and discussed.  Students then received back and reviewed their graded “Density of Water Lab-Aces Response (please see note below*)” and graded “Density Cube Lab.”  Students then observed and discussed the following examples to help understand physical and chemical changes: water boiling (100^oC), salt water boiling (approximately 107^oC), vinegar and baking soda combined/CO₂ produced, Statue of Liberty/older penny (made of copper/turns bluish green due to patination (chemical reaction/change).  Students ended class by taking notes and discussing the difference between thermal energy/heat and temperature.  We will continue with this topic on Wednesday.

Homework - Prepare for tomorrow’s science assessment.

*Any student has the opportunity to edit and resubmit their Density of Water Aces to improve their grade.  This process (editing and resubmitting) is mandatory for any student scoring below a 70% on this ACES response. Students were shown exemplary examples of this ACES response in class.  Any student having any questions about this process should please see Mr. Blasi. 

12/16/2011 – Friday – Today the students began class by taking notes from a PowerPoint presentation titled “Physical and Chemical Changes.”  Students then were organized into groups and utilized a jig-saw reading strategy to read and summarize a five page reading selection on physical and chemical changes.  Groups presented their findings to the rest of the class.  Students took notes on these presentations and created 2 vocabulary word maps on the terms physical and chemical changes.  Students shared their vocabulary word maps with the class.  The topics of physical and chemical changes will be continued on Monday.

Homework - Have a safe and relaxing weekend.

                   - Prepare for Tuesday’s science assessment. 

12/15/2011 – Thursday – Today the students began class by calculating their percent error (density calculations) for the Density Cube Lab.  Students shared and discussed their results.  Students also had a review of last night’s homework/exit slip question.  Students were then introduced to the topic of physical and chemical changes.  Students learned and took notes on the following topics: physical and chemical changes, states of matter, phase changes/phase change diagrams.  These topics will be continued tomorrow in class.

Homework – Deadline for the final copy of data table and bar graph for Density Cube Lab is tomorrow at the beginning of science class (Small Assessment Grade). 

12/14/2011 – Wednesday – Today the students began class by receiving and reviewing a hardcopy* of the study guide for the upcoming Science Assessment 2.2 (Tuesday, December 20, 2011).   Students then worked with their lab groups on a lab titled “Density Cube Lab.”  Students created a neat and organized data table and identified 10 different substances based on their mass, volume, and density calculations.  Students compared their calculated densities to a table of known densities to help identify these substances.  Students also created a bar graph of their data.

Homework – Complete “Exit Slip” in Q+A format.- Due tomorrow.

Deadline for the final copy of data table and bar graph for Density Cube Lab is Friday, December 16, 2011 at the beginning of science class (Small Assessment Grade).

*An electronic copy of the study guide for the upcoming Science Assessment 2.2 is located in our document library and titled “Science Assessment 2.2 Study Guide 2011_2012.”  

12/13/2011 – Tuesday – Today the students began class with a sponge question focusing on temperature conversions, percent error, and density.  Student’s responses were shared and discussed.  Students then had a short review of the Kayak lab.  Students discussed and analyzed their graph and claims and evidence.  Students also had a short introduction/enrichment lesson on oils spills and how booms work (cleanup measures) based on the physical properties (average density) of oil.  Students then worked with their lab groups and started to design a data table for tomorrow’s “Density Cube Lab.”

Homework - Kayak Lab ACES Response/Small Assessment Grade - Deadline: Tomorrow at the beginning of science class. 

12/12/2011 – Monday – Today the students began science class with a review and reinforcement session on how to respond to a prompt in ACES format.  Students reviewed the ACES rubric and what is expected of them.  Students completed the graph of their Kayak Lab data and created a claims and evidence to answer the question “Which of the four new substances (least dense) should Kurt use in the new prototype “Whistler Kayak’s?  Students also began an ACES response (small assessment) to answer the question “Which of the four new substances (least dense) should Kurt use in the new prototype “Whistler Kayak’s?

Homework- Complete Kayak Lab Graph and Claims and Evidence- Due tomorrow.

Kayak Lab ACES Response/Small Assessment Grade - Deadline :Wednesday at the  beginning of science class. 

12/9/2011 – Friday – Today the students began class with a sponge question focusing on temperature conversions.  Student’s responses were shared and discussed.  Students then continued with the “Kayak Lab.” The students continued working with their lab groups and determine the identity of 4 unknown substances using each substance’s physical properties.  The students calculated the mass of each unknown substance using a triple beam balance and volume using a metric ruler or water displacement.  The students then calculated the density of each substance and compared this calculated density to a table of known densities to identify each substance. Students then are asked to graph their data and create a claims and evidence to answer the question “Which of the four new substances (least dense) should Kurt use in the new prototype “Whistler Kayak’s?

Homework - Have a safe and relaxing weekend. 

12/8/2011 – Thursday – Students began class and took notes in their science journal on the following topics: converting Celsius to Fahrenheit and vice versa: F=9/5C+32, C=5/9(F-32), room temperature in ^oC and ^oF (approximately 20^oC/68^oF), Freezing and Vaporization points of H₂O( 0^oC=32^oF, 100^oC=212^oF).  The students were then put into lab groups and began work on a lab titled “The Kayak Lab.”   This lab has each group determine the identity of 4 unknown substances using each substance’s physical properties.  The students calculated the mass of each unknown substance using a triple beam balance and volume using a metric ruler or water displacement.  The students then calculated the density of each substance and compared this calculated density to a table of known densities to identify each substance. Students then are asked to graph their data and create a claims and evidence to answer the question “Which of the four new substances (least dense) should Kurt use in the new prototype “Whistler Kayak’s?  This lab will be continued tomorrow in class. 

12/7/2011 – Wednesday – Today the students began class with a sponge question focusing on manipulating the density formula (D=M/V) to solve for volume (V=M/D) and mass (M=D*V).  Student’s responses were shared and discussed.  Students then had a review and discussion on the “Density Column Activity” and “Why did the Titanic Float.”  Topics and terms that were reviewed and reinforced were: buoyancy, average density, ship design, personal floatation devices (PFD), etc.  This topic will be continued tomorrow in class.

12/6/2011 – Tuesday – Today the students completed a reinforcement packet titled “Why did the Titanic Float.”  Students read a short summary of the history of the ship called Titanic.  Students were introduced to the topic of average density and buoyancy.  Students also wrote a short procedural on how to calculate the density of air.

Homework - Complete “Why did the Titanic Float” packet.  Due tomorrow. 

12/5/2011 – Monday - Today the students began class with a short lesson and sponge question on manipulating the density formula (D=M/V) to solve for volume (V=M/D) and mass (M=D*V).  Student’s responses were shared and discussed.  Students then continued working with their groups and finished their graphing their data from Friday’s lab.  Students also made a prediction (visual representation) based on densities (quantitative data) of what would happen if we placed water, vegetable oil, and corn syrup together in a graduated cylinder.  Student’s responses were shared and discussed.  Students then observed water, vegetable oil, and corn syrup placed into a graduated cylinder.

Homework – Complete “Density Column Activity” Handout (Both sides)- Due tomorrow. 

12/2/2011 – Friday – Today the students continued working with their lab groups on the “Density Column Lab.” This lab has the students determine the density of water, corn syrup, and vegetable oil and make a prediction as how these three liquids would arrange themselves if they were combined in a graduated cylinder.  The students identified the independent and dependent variable, identified controls, developed a hypothesis, and created a data table.  Today the students calculated the density of the three liquids and began graphing their data.  This lab will be continued next week.

Homework - Have a safe and relaxing weekend. 

12/1/2011 – Thursday – Today the students began class with an activity in which they calculated the density of three pieces of wood.  The students then predicted what would happen if the wood was placed in water - sink or float.  The students recently discovered and proved the density of water (room temp) is 1g/cm³.  Students then began a lab titled “Density Column Lab.”  This lab consisted of answering the following testable question “What effect does the density of a substance have on where the substance will arrange itself in a density column.”  This lab had the students determine the density of water, corn syrup, and vegetable oil and make a prediction as how these three liquids would arrange themselves if they were combined in a graduated cylinder.  The students identified the independent and dependent variable, identified controls, developed a hypothesis, and created a data table.  This lab will be continued tomorrow in class.

Homework – Density Inquiry Practice # 2 – Due tomorrow

Density of Water Lab Constructed Response (ACES) –Deadline: Tomorrow at the beginning of science class. 

11/30/2011 – Wednesday – Today the students began class by discussing and analyzing their Density of Water Lab data and graphs.  Students then used their handwritten constructed response (ACES) for the testable question “What effect does changing the mass and volume(sample size) of water (at constant temperature) have on the density of the water sample?” and worked in our computer lab to complete a typed final copy of this constructed response.  The deadline for this typed constructed response is this Friday at the beginning of science class.

Homework – Density of Water Lab Constructed Response (ACES) –Deadline: Friday at the beginning of science class. 

11/29/2011 – Tuesday – Today the students continued with the “Density of water” lab.  Students continued recording and collecting data.  After collecting their data, the students graphed (2 graphs -scatter plot graph of mass of water vs. volume of their water samples and a bar graph of density of water vs. volume of their water samples) and analyzed their data.  Students then began completing a constructed response (A.C.E.S.) to answer the testable question “What effect does changing the mass and volume(sample size) of water (at constant temperature) have on the density of the water sample?” 

Homework – Complete constructed response (A.C.E.S.)-Small assessment grade- Due tomorrow. 

11/28/2011 – Monday – Today the students began class with a review of last week’s virtual labs/gizmos.  Students discussed and shared their results.  Students then worked with their lab groups and began a lab titled “Density of water.”  The students focused on answering the following testable question “What effect does changing the mass and volume(sample size) of water (at constant temperature) have on the density of the water sample?”  This lab had the students calculate the mass/volume and then density of numerous sample sizes of water which reinforced the principle that the density (physical property) of a substance (at constant temperature) doesn’t change, regardless of sample size (mass or volume).  This lab will be continued tomorrow in class.

11/25/2011 – Friday - No School Today

11/24/2011 – Thursday - Thanksgiving- No School Today

11/23/2011 – Wednesday – Today the students continued working on the wireless laptops.  Students continued with and completed the virtual labs/Gizmos titled “Density Experiment: Slice and Dice” and “Density by Comparison.”  These labs reinforced and reviewed the concept that the density of an object/substance does not change based on the sample size.  Example: 25cm³ of gold has the same density as 5cm³ of gold.  The students then worked on a gizmo titled “Mineral Identification.” This lab/gizmo had the students identify numerous minerals based on the following physical and chemical properties: density, color, crystal shape, hardness, streak, and reaction to acid.  The students used their calculations and observations and compared these to know physical and chemical properties to identify the minerals.  These topics and gizmos will be reviewed on Monday.

Homework – Have a safe and relaxing Thanksgiving break.

          Begin to gather rocket supplies. 

11/22/2011 – Tuesday – Today the students continued working on the wireless laptops.  Students continued with and completed the virtual lab/Gizmo titled “Density Laboratory.” Students then worked on 2 other shorter labs/Gizmos titled “Density Experiment: Slice and Dice” and “Density by Comparison.”  These labs reinforced and reviewed the concept that the density of an object/substance does not change based on the sample size.  Example: 25cm³ of gold has the same density as 5cm³ of gold.  These topics will be continued tomorrow in class.

Homework – Complete “Density Lab/Gizmo Reflective Writing” (All odd or all even numbered questions-your choice/Q+A format) - Due tomorrow. 

11/21/2011 – Monday – Today the students worked with their lab partner on the wireless laptop computers.  Students worked through a virtual lab/Gizmo titled “Density Laboratory.”  This investigation reinforced the topic of density as a physical property of matter.  Topics and vocabulary that were reviewed and reinforced were: water displacement method, buoyancy, mass, volume, density, graduated cylinder, and scale/triple beam balance.  This lab/Gizmo will be continued tomorrow in class. 

11/18/2011 – Friday – Today the students began class with a sponge question in which they explained how to (procedural writing) calculate the density of water (H₂O).  Student’s responses were then shared and discussed.  Students also received back and reviewed their graded Science Assessment 2.1* and had a short review of last night’s homework.  The students then learned about our upcoming soda bottle rocket activity.  Students learned the principles about how these rockets fly, how the soda bottle launcher works, the materials that are needed to and how to build these rockets.  Students should plan on starting to gather supplies for these rockets.  These rocket supplies should include: empty 2-liter soda bottles, duct tape, cardboard for fins, and a play- dough type material for their rocket nose.

Homework - Have a safe and relaxing weekend.

                      Begin to gather rocket supplies.

*The students were again reminded that any student scoring below a 70% on any large assessment in science class (excluding science quarterly assessments, science midterm assessments, and science final assessment) has the opportunity to increase their grade on that assessment up to a grade of 70% by completing the following:

1. Come to a Ramp-Up session in science for review and reinforcement of the science material. (Mr. Blasi will make a weekly list for this)
2. Retake/complete (afterschool) a similar science assessment/task/open response question to showcase an understanding of the science material.  

11/17/2011 – Thursday – Today the students had their Science Assessment 2.1.  After the science assessment the students worked on a handout titled “Density Inquiry Practice # 1.”  This handout had the students make a claim supported by evidence to identify a type of metal based on its density by comparing it to a table of known densities.

Homework – Complete “Density Inquiry Practice # 1” handout.  Due tomorrow. 

11/16/2011 – Wednesday – Today the students began class with a sponge question focusing on calculating percent error and calculating volume of regular shaped objects.  Student’s responses were shared and discussed.  Students then worked with their lab partner and completed a handout titled “Calculating Density Practice.”  This handout focused on determining the density of numerous objects.  This topic will be continued on Friday.

*Students also had a conference in which they reviewed and received their graded science quarterly assessment and received their 1^st quarter science grade (as listed in Aspen/X2).  Student should receive their report cards this Friday afternoon.

Homework - Prepare for tomorrow’s science assessment. 

11/15/2011 – Tuesday – Today the students began with a sponge question in which they calculated an object’s density.  Student’s responses were shared and discussed.  Students then observed and discussed a table of known densities (Aluminum 2.7g/cm³, Gold 19.3 g/cm³, Platinum 21.4 g/cm³, etc.).  Students then read and answered questions from a reading section called “Archimedes’ Crowning Moment” from our in-class textbook “Properties of Matter.” This section focused on and described how Archimedes is credited for discovering the water displacement method and how he used this method for determining the volume and later the density of the King’s crown.  A discussion of the reading, the discovery, and a review of the responses followed.

Homework - Prepare for Thursday’s science assessment. 

11/14/2011 – Monday – 1^st day of the second quarter.  Today the students began class by taking notes from a PowerPoint presentation titled “Density.”  This presentation focused on reviewing and reinforcing the definition and formula for density (density is a physical property of matter/ density is the amount of matter in a given volume/the density formula is D=M/V /density is measured in g/cm³). Students then had a short discussion on real life examples of how destiny can be used.  One example that was explained and discussed was how (past and modern) mining for gold occurred/occurs (gold is denser than most rocks/can be separated and collected by various means based on density/modern miners attempt to find old river beds/the dense gold found at the bottom of these old river beds, miners recreate this process by panning, tumbling, etc.).  Students then watched and took notes on a short Discovery Education video titled “Density in Solids.”  We will continue with this topic tomorrow in class. 

11/11/2011 – Friday - Veteran’s Day - No School Today

***Thank you to all our past and present Armed Service Members.***

11/10/2011 – Thursday – Last day of the first quarter.  Today the students had their science quarterly assessment.  The students also received and reviewed a hardcopy* of the study guide for the upcoming Science Assessment 2.1 (Thursday, November 17, 2011).

Homework – Have a safe and relaxing 3-day weekend.

*An electronic copy of the study guide for the upcoming Science Assessment 2.1 is located in our document library and titled “Science Assessment 2.1 Study Guide 2011_2012.”  

11/9/2011 – Wednesday – Today the students began class with a review and reinforcement session on the topic of physical + chemical properties.  Terms that were reviewed and reinforced were: Density, Ductility, Malleability, Boiling Point, Melting Point, Electrical Conductivity, and Solubility.  Students then worked in lab groups and calculated the volume of numerous irregular shaped objects using the water displacement method.  Students created neat and clear/easy to understand data tables and used water, graduated cylinders, and displacement containers to calculate the volume of the objects.  This topic will be continued on Monday.

Homework - Prepare for tomorrow’s science quarterly assessment. 

11/8/2011 – Tuesday – Today the students began science class by receiving and reviewing the Scoring Rubric for Constructed Responses(ACES) in science.  The students then were given a prompt(to be answered in ACES format) on the topic of weight vs. mass.  Students used peer editing to grade their lab partners ACES using the Constructed Response Rubric.  Students then had a short review and reinforcement session on the difference between mass and weight.  Students reviewed that mass is a physical property that measures the amount of matter in an object (measured in grams) while weight measures the force of gravity on an object(measured in pounds).  The weight of an object could change based on the location (Ex. Earth vs. Moon).  Students learned that the gravitational pull of the Moon is 1/6^th the amount of that of Earth (180lbs Earth = 30 lbs Moon).  Students then were shown how to use a displacement container in addition to a graduated cylinder to calculate the volume of irregular shaped objects.

Homework - Prepare for upcoming science quarterly assessment. 

11/7/2011 – Monday – Today the students had a modified schedule due to the MAP Math Assessment.  Today in science class students began class by showcasing their understanding of calculating the volume of regular and irregular shaped objects (water displacement method).  Students then calculated the volume of numerous rectangular shaped prisms.  Student’s responses were shared and discussed.  Students were led through a discussion an introduction on the topic of density and Archimedes.  This topic will be continued tomorrow in class.

Homework - Prepare for upcoming science quarterly assessment. 

11/4/2011 – Friday – Today the students had a modified schedule due to the ELA Quarterly Assessment.  Today in science class the students calculated the volume (hands-on) of numerous regular shaped objects.  Students also received and reviewed a study guide* for the upcoming science quarterly assessment (11/10/11). 

Homework - Have a safe and relaxing weekend.

                   - Prepare for upcoming science quarterly assessment

*An electronic copy of the study guide for the upcoming Science Quarterly Assessment  is located in our document library and titled “7th Grade Science Quarterly Assessment Study Guide 2011_2012.”

Reminder – An electronic copy of the “I’m A Scientist” extra credit opportunity is located in our document library and is titled “I'm a Scientist_ Extra Credit Opportunity.”  Students have been informed about this opportunity in science class.  Students interested in completing this assignment should see Mr. Blasi.

Any students interested in participating in the RI State Science Fair should attend an informational meeting on this upcoming Monday after school in Mrs. Fletcher’s room (111). 

*The students were also informed that all student work (Grading Codes = ABS, NG, NI NTI) must be completed/resubmitted by Monday, November 14, 2011 at the beginning of science class to count for their 1^st quarter science grade.

11/3/2011 – Thursday – Today the students began class by taking their Science Formative 1.2.  Students then received and read the handout titled “Properties of Matter.”  The students reviewed and reinforced the following terms/physical properties: Density, Ductility, Malleability, Boiling Point, Melting Point, Electrical Conductivity, and Solubility.  The students then had a short introduction on the topic of density.  This topic will be continued tomorrow in class.

Reminder – The Science Review packet that was handed out and worked on in FAST class on Friday (10/28/11) will be checked for completion on Friday, November 4^th, 2011 at the beginning of science class. 

11/2/2011 – Wednesday - No school for students.  Professional development for faculty and staff.

11/1/2011 – Tuesday – Today the students began class with a sponge exercise focusing on calculating the volume of regular shaped objects.  Students shared and discussed their responses.  Students then had a short review of the difference between physical and chemical properties of matter.  Students reviewed the following terms and topics: physical property, chemical property, density, hardness, luster, boiling point, and melting point.

Homework – Read and take 2 column notes(science journal) on pages 19-20 in our “Chemical Building Blocks” textbook.  Answer questions 3a, 3b, 3c, + 4 in your science journal(Q+A format).  Due Thursday.

Reminder – The Science Review packet that was handed out and worked on in FAST class on Friday will be checked for completion on Friday, November 4^th, 2011 at the beginning of science class.

10/31/2011 – Monday – Today the students began class by taking notes on how to solve for volume of a cylinder (V=Bh) and a rectangular shaped prism (V=Bh). Students were shown the difference between regular and irregular shaped objects and exactly what a cm³/cubic centimeter looks like (we will be using this unit of measurement in many of our calculations).  Students then used their formula reference sheet and calculated the volumes of two cylinders and two rectangular shaped prisms.  Students are expected (and were shown how) to show all work on these calculations.  Students also received back their graded Science Assessment 1.2, Pendulum Lab, and Lab Report Practice # 1.  The topic of calculating volume will be continued tomorrow in class.

10/28/2011 – Friday – Today the students began class with a review of Wednesday night’s homework (How much is a Kilogram?).  Student’s responses were shared and discussed.  Students then worked in lab groups and practiced massing numerous objects on the Triple Beam Balance.  Students also had a review and reinforcement session on the different formulas to calculate the area and volume of different shaped objects.  This topic of calculating volume will be continued on Monday.

Homework - Have a safe and relaxing weekend.

10/27/2011 – Thursday – Today the students watched and took notes on a Discovery Education video titled “Scientific Method and Measurement.”  This video focused on the following topics: observation, measuring, metric system, accuracy, Celsius vs. Fahrenheit, water displacement, density, units of measurement, conversions, etc.  A discussion and question and answer session about these science topics followed.  Students shared their responses and opinions.  These topics will be continued tomorrow in class. 

10/26/2011 – Wednesday – Today the students began class with a sponge question (percent error) and a review of last night’s homework.  Student’s responses were then shared and discussed.  Students then took notes from a PowerPoint presentation titled “Matter Notes.” Topics that were reviewed and discussed were :matter, mass, a review on how to use a Triple Beam Balance, difference between mass and weight, volume, volume of a regular shaped object (V=Bh/L x W x H), units to be used: Volume = cm³ or ml, Mass = g.  This topic will be continued tomorrow in class. 

The students also received a handout titled “How much is a Kilogram.”  This handout focused on the complexity of developing a standard unit of mass (kilogram).  The students completed an interactive handout (Questions 1-5/Q+A Format) to accompany this reading.

Homework – Read “How Much Is A Kilogram?” handout and complete accompanying interactive handout (Questions 1-5/ Q+A Format).  Due tomorrow.

10/25/2011 – Tuesday – Today the students had their Science Assessment 1.2.  After the assessment the students read and took two column notes on pages 16-18 in our “Chemical Building Block” textbook.

Homework – Answer questions 1a,1b, 2a,2b,2c,  on page 20 of our “Chemical Building Blocks” textbook in Q+A format/science journal.  Due tomorrow. 

10/24/2011 – Monday – Today the students began science class with a “Controlled Experiment Ramp-Up Sponge Question.”  The students worked with their lab groups to read about a scenario/experiment and answer the prompt “Was John’s experiment a fair test of whether the thickness of the band affected the distance the water balloon traveled” in an A.C.E.S. format.  Student’s responses were shared and discussed.  Students then received the handout “What is Matter?”  Students were led in a read-aloud of this handout and discussion on the topic of matter.  This handout and topic will be continued on Wednesday.

Homework - Study for tomorrow’s Science Assessment 1.2 

***The Orange Cluster would like to sincerely thank all of the parents, family members, friends, and students that participated and were involved in the Orange Cluster Bake Sale.  The bake sale was a tremendous success that will help the Orange Cluster throughout the entire year.  Thank you again.

10/21/2011 – Friday – Today the students had their school pictures.  Today in science class the students began with a review of calculating percent error.  Students then worked with their lab partner and completed a vocabulary word map on the following terms: Matter, Chemistry, Physical Property, and Chemical Property. This vocabulary word map is a tool/vocabulary strategy used to learn and reinforce understanding of key vocabulary terms.  Student’s vocabulary word maps were then shared and discussed.

Homework - Have a safe and relaxing weekend.

                     Study for the upcoming Science Assessment 1.2

10/20/2011 – Thursday – Today the students learned about the topic of calculating percent error. Students were led through a description of the purpose of this process and how we will use this in science class.  The students learned the formula for calculating percent error as:            

“Percent Error = |Measured-Actual| x 100

                      Actual

We will continue with this topic tomorrow.

Homework - “Lab Report Practice # 1” (Small Assessment Grade)-Deadline: Tomorrow (Friday, October 21^st, 2011) at the beginning of science class.

Reminder - School pictures tomorrow 

10/19/2011 – Wednesday - Today the students began class by receiving and reviewing a hardcopy* of the study guide for the upcoming Science Assessment 1.2. (October 25, 2011).    The students began class with a review of the following terms and topics: fair test, controlled experiment, controls, control group, and ACES responses.  The students then had a short introduction on the topic of “Matter”.  Students read and took 2-column notes from their textbook (pages 6-9).  These pages focused on introducing the topic of matter and identifying and defining physical and chemical properties. The students learned and discussed that matter is defined as anything that has mass and takes up space (has volume).  This topic will be continued this week.

Homework – “Lab Report Practice # 1” (Small Assessment Grade/Assigned 10/17/2011)- Deadline: Friday, October 21^st, 2011 at the beginning of science class.

*An electronic copy of the study guide for the upcoming Science Assessment 1.2 is located in our document library and titled “Science Assessment 1.2 Study Guide 2011_2012.”

Reminder - School pictures on Friday.

10/18/2011 – Tuesday – Today the students began class by completing a sponge activity titled “Controlled Experiment Practice.”  This activity had the students analyze an experiment and the associated data and answer the question (ACES Format): “Was the experiment a fair test?  In other words, was it a controlled experiment?”  Students also received and signed out their “Chemical Building Blocks” textbook.  Students are responsible for bringing this textbook with them each and every day to class.  Students also had a short demonstration of the online textbook*, how to register and log-in, and some of the interactive features: audio book, tutorial, section summary, assessment reviews, etc.

This topic of “controlled experiment/fair test” will be continued tomorrow in class.

Homework –  Cover your “Chemical Building Block” Textbook.  Due tomorrow.

                        Register for your online textbook.

“Lab Report Practice # 1” (Small Assessment Grade/Assigned 10/17/2011)-Deadline: Friday, October 21^st, 2011 at the beginning of science class.

*A copy of the access code for the online interactive textbook is located in our document library and titled “2011_2012 Online Textbook Access Instructions”

Note- The deadline for the “Pendulum Lab Packet” was today at the beginning of science class.  Students that did not have this packet today will lose 10 points per day that it is not turned in.

Reminder – The Orange Cluster Bake Sale will take place on the following dates: October 19th-21^st.  All bake sale goods (individually wrapped) should be brought in to Room 113. The theme for this bake sale is “Healthy and Fit.”  Thank you in advance for all your support.

10/17/2011 – Monday – Today the students worked on an activity titled “Lab Report Practice # 1.”  This activity had the students analyze data focusing on developing lobsters and water temperature.  Students developed and identified the following: title for experiment, testable question, identified the independent and dependant variable, controls for the experiment, developed a hypothesis, graphed data, analyzed data, made a claim supported by evidence, and created a conclusion in A.C.E.S. format. The students were informed that this Lab Report Practice # 1 will count as a small assessment grade (neatness does count) and the deadline for this assignment is Friday, October 21^st, 2011 at the beginning of science class.

Homework – Pendulum Lab Packet- (Small Assessment Grade) - Deadline tomorrow (Tuesday, October 18, 2011) at the beginning of science class.

 “Lab Report Practice # 1” (Small Assessment Grade)-Deadline: Friday, October 21^st, 2011 at the beginning of science class.

Reminder – The Orange Cluster Bake Sale will take place on the following dates: October 19th-21^st.  All bake sale goods (individually wrapped) should be brought in to Room 113 on Tuesday, October 18^th, 2011. The theme for this bake sale is “Healthy and Fit.”  Thank you in advance for all your support. 

10/14/2011 – Friday – Today the students completed collecting and analyzing data for their Pendulum Lab.  The students then made a claim supported by evidence, and created a conclusion in A.C.E.S. format to answer their testable question.  This lab packet is worth a small assessment grade and the deadline for this packet is Tuesday, October 18, 2011 at the beginning of science class.

Homework - Have a safe and relaxing weekend.

Pendulum Lab Packet- Deadline “Tuesday, October 18, 2011 at the beginning of science class.

Reminder – The Orange Cluster Bake Sale will take place on the following dates: October 19th-21^st.  All bake sale goods (individually wrapped) should be brought in to Room 113 on Tuesday, October 18^th, 2011. The theme for this bake sale is “Healthy and Fit.”  Thank you in advance for all your support. 

10/13/2011 – Thursday - Today the students had a modified schedule due to N.E.C.A.P. (New England Common Assessment Program) testing. Today in class the students began class by continuing with the Pendulum Lab.  This lab activity had the students develop an experiment to answer the testable question “What effect does the length of the string have on the frequency of a pendulum?”  Students identified the independent and dependant variable, controls for the experiment, developed a hypothesis, created a data table (neat and easy to understand), ran the experiment(multiple trials) and gathered data, analyzed data, made a claim supported by evidence, and created a conclusion in A.C.E.S. format. 

10/12/2011 – Wednesday - Today the students had a modified schedule due to N.E.C.A.P. (New England Common Assessment Program) testing. Today in class the students began class by continuing with the Pendulum Lab.  This lab activity had the students develop an experiment to answer the testable question “What effect does the length of the string have on the frequency of a pendulum?”  Students identified the independent and dependant variable, controls for the experiment, developed a hypothesis, created a data table (neat and easy to understand), ran the experiment(multiple trials) and gathered data, analyzed data, made a claim supported by evidence, and created a conclusion in A.C.E.S. format.

*A blank Pendulum Lab Packet is located in our document library and is titled “Blank Pendulum Lab_String Length.” 

10/11/2011 – Tuesday - Today the students had a modified schedule due to N.E.C.A.P. (New England Common Assessment Program) testing. Today in class the students began class by having an introduction to the Pendulum Lab.  Students became familiar with all aspects of the pendulum and what is expected of them during this lab.  Students then worked with their lab groups to develop an experiment to answer the testable question “What effect does the length of the string have on the frequency of a pendulum?”  The students were informed that this lab will count as a small assessment grade and that neatness does count.  This lab will be continued tomorrow in class.

10/10/2011 – Monday - Columbus Day - No School today

10/7/2011 – Friday – Today the students began class with a review of last night’s homework.  Students shared and discussed their responses.  Students then discussed their Mentos Lab and the experimental process.  This Mentos lab will serve as a reference point for future labs and experiments. Students then practiced and reinforced their graphing skills as they graphed data from an experiment comparing time (days) vs. plant growth/height (cm) of plants with and without fertilizer.  Student’s graphs were discussed and analyzed.

Homework – Have a safe and relaxing 3-day weekend.

A copy of a completed Mentos Lab is located in our document library and is titled “Sample Lab Report_Mentos Lab_2011_2012.”  This sample lab report will serve as a reference point for future labs and experiments. 

10/6/2011 – Thursday - Today the students had a modified schedule due to N.E.C.A.P. (New England Common Assessment Program) testing. Today in science class the students worked on an activity titled “Inquiry Practice Problems.”  This activity had the students identify the independent and dependant variable from a testable question.  Students then developed a hypothesis/prediction for each testable question and identified important controls for an experiment to answer the testable question.

Homework – Complete “Inquiry Practice Problems.”  Due tomorrow.

10/5/2011 – Wednesday - Today the students had a modified schedule due to N.E.C.A.P. (New England Common Assessment Program) testing. Today in science class the students began class by completing their graph for their Mentos Lab.  Students then had a review and reinforcement session on how to complete a Claims, Evidence, and Conclusion in A.C.E.S. format.  Students then began completing their Claims, Evidence, and Conclusion in A.C.E.S. format for the Mentos lab. 

10/4/2011 – Tuesday - Today the students had a modified schedule due to N.E.C.A.P. (New England Common Assessment Program) testing. Today in science class the students began class by having a review and reinforcement session on the BMS Graph “Yes” Test.  This review and reinforcement session focused on the following topics and steps:

·         Title your graph

·         Properly label each axis

·         Use uniform intervals on each axis

·         Show the independent (manipulated) variable on the horizontal axis(x-axis)

·         Show the dependent (responding) variable on the vertical axis(y-axis)

·         Show accurate data on your graph

Students then began to graph their Mentos Lab data.  The Mentos Lab (Graphing, Claims and Evidence, and Conclusion in A.C.E.S. format) will be continued tomorrow in class. 

10/3/2011 – Monday – Today the students conducted the Mentos lab in science class.  The focus of this investigation was to answer the testable question “What effect does the number of Mint Mentos added to the Diet Coke have on the height of the soda spray?”  In conducting this investigation students also identified the following parts of a lab report:

• Independent Variable-Number of Mint Mentos added to the Diet Coke)
• Dependent Variable -Height of soda spray
• Controls- Same type of Soda (Diet Coke),Same type and shape of Soda Bottle, Same type of Mentos (Mint Mentos), Same type of Mentos Geyser/Soda Bottle adapter, Same Temperature for the Soda/Mentos
• Hypothesis - If the number of Mint Mentos added to the Diet Coke is related to the height of the soda spray then *the more Mint Mentos added to the Diet Coke then the higher the soda will spray.     *Represents a prediction and may differ among students

The data from this experiment that was collected today will be graphed and analyzed tomorrow in class.

9/30/2011 – Friday – Today the students began class by having a science formative.  The formative and formative topics were then reviewed and reinforced.  Students then completed the following tasks for the Mentos Lab: Identified a Testable Question, Identified Independent and Dependent Variables, Established Controls, and developed a Hypothesis in the “If…is related to…then…” format.  The Mentos lab will occur sometime next week (weather permitting).  The student then observed and discussed numerous Explore Learning virtual labs.  Students identified the following for each of the labs: the independent and dependent variables, possible testable questions, controls, and developed individual hypotheses.  These topics will be continued on Monday.  

9/29/2011 – Thursday – Jewish Holy Day - No school today.  

9/28/2011 – Wednesday – Today the students began class with a sponge question focusing on identifying initial observations, developing a hypothesis, and drawing conclusions and supporting/rejecting their hypothesis based on data/evidence.  Students shared and discussed their responses.  Students also received back and reviewed their graded Science Assessment 1.1* and had a review of last night’s homework.  Student’s responses were shared and discussed.

*The students were informed today that any student scoring below a 70% on any large assessment in science class (excluding science quarterly assessments, science midterm assessments, and science final assessments) will have the opportunity to increase their grade on that assessment up to a grade of 70% by completing the following:

1. Come to a Ramp-Up session for review and reinforcement of science material.
2. Retake a similar assessment/task/open response question, etc. to showcase an understanding of the science material.  

9/27/2011 – Tuesday - Today the students had their Science Assessment 1.1.  After the assessment the students read and completed on a handout titled “Making & Writing Predictions.”  This handout reinforced the “If… (Independent Variable) …is related to… (Dependent Variable) …then… (Educated guess/Prediction of what you think will happen)… hypothesis format.

Homework – Complete “Making &Writing Predictions” handout.  Due tomorrow. 

9/26/2011 – Monday – Today the students began class with a short review of all Science Assessment 1.1 topics.  Students then worked with their lab partner and completed a handout titled “Scientific Method- Controls and Variables- Part 2.” This handout had the students focus on identifying the following key concepts and terms from a scientific experiment: independent (manipulated) variable, dependent (responding) variable), controls, control groups, experimental groups, and conclusions.  Student’s responses were shared and discussed.  Students then took notes on what a hypothesis is, the importance of developing and writing a hypothesis, and the format we will be using in science class.  The students were shown the following format to write a hypothesis:

“If… (Independent Variable) …is related to… (Dependent Variable) …then… (Educated guess/Prediction of what you think will happen)…

This topic will be continued on Wednesday.

Homework - Study for tomorrow’s Science Assessment 1.1

*Below is a list and explanation of grade codes that will be used for Orange Cluster Science in AspenX2.  This list is also found in our document library and is titled “AspenX2 Grade Codes for Orange Cluster Science.”

AspenX2 Grade Codes for Orange Cluster Science 2011_2012
Code	Meaning	Current Assignment Grade in Aspen/X2	Notes
NTI	Assignment Not Turned In/Not Completed	0	Student has opportunity to complete this assignment for up to 50% credit
NI	Assignment Needs Improvement/Poor Effort	0	Student has opportunity to complete/redo this assignment for up to 50% credit
NG	Excellent Effort on Assignment/Student Missed The Mark/No Grade Given At This Time	0	Student has opportunity to complete/redo this assignment for up to 100% credit
ABS	Absent	0	Student has opportunity to complete this assignment/assessment for up to 100% credit
EX	Exempt	NA	Student is exempt from this assignment
NGY	Assignment/Assessment Not Graded Yet	NA	Grade will be updated once assignment/assessment is graded

9/23/2011 – Friday – Today the students began with sponge question focusing on measuring (accurate) and metric conversions.  Student’s responses were shared and discussed.  Students then observed a short slide show and were led in a discussion focusing on experiments, testable questions, the importance of controls and variables.  Students were then asked to relate and make connections of this process (scientific method) to their own life, interests, and hobbies.  Student’s responses were then shared and discussed.

Homework - Have a safe and relaxing weekend.

                     Study for the upcoming Science Assessment 1.1 

9/22/2011 – Thursday – Today the students had a modified schedule due to M.A.P. testing.  Today the students began class with a sponge question (This question focused on the answering a question/prompt using the A.C.E.S format).  Student’s responses were shared and discussed.  Students then had a short introduction to the Mentos Lab.  Students worked with their lab partner and discussed different controls and variables for different experiments for the Mentos Lab.  Students then began writing three testable questions for possible experiments for the Mentos Lab.

Homework – Complete three testable questions for the Mentos Lab.  Due tomorrow.

Reminder – BMS will have their Open House tonight beginning at 6:30 pm. 

9/21/2011 – Wednesday - Today the students began class with a sponge question and a review of last night’s homework.  Today’s sponge question focused on reviewing and reinforcing (students took notes on) answering a question in A.C.E.S. format.

(A)Answer the Testable Question

(C)Cite Evidence

(E)Explain/Elaborate Evidence

(S)Summary

Students then answered a prompt using the ACES format.  Student’s responses, as well as other examples, were shared and discussed.  This A.C.E.S. format will be used in the future on all lab reports, conclusions, and open response questions.  We will continue with this topic tomorrow. 

9/20/2011 – Tuesday - Today the students began class by receiving and reviewing a hardcopy* of the study guide for the upcoming Science Assessment 1.1. (September 27, 2011).  Today the students began class with a sponge question (Focusing on the metric conversions and identifying testable questions, independent variables, and dependent variables) and a review of last night’s homework.       This homework focused on identifying the following key concepts and terms from a scientific experiment: independent (manipulated) variable, dependent (responding) variable), controls, control groups, experimental groups, and conclusions.  After this review the students received and began completing a handout titled “Scientific Method Controls and Variables-Part 1.”

Homework – Complete “Scientific Method Controls and Variables-Part 1.”  Due tomorrow

*An electronic copy of the study guide for the upcoming Science Assessment 1.1 is located in our document library and titled “Science Assessment 1.1 Study Guide 2011.”  

9/19/2011 – Monday – Today the students began class with a short review and reinforcement session on measurement, the metric system, and metric conversions (Ex. kilometer, meter, centimeter, millimeter, etc.).  Students received a handout titled “Metric Conversion Help Sheet.”  The students then had a short review on how to ask testable questions.  Students were then introduced to the terms: independent and dependent variables and the importance of developing these variables when conducting an experiment.  Students reviewed the following terms: experimental controls and control groups.  The student received a handout titled “Controls & Variables” which reinforced these terms.

Homework – Complete remainder of “Controls and Variables” handout.  Due tomorrow. 

9/16/2011 – Friday – Today the students had their C.O.P.E. field trip.

Homework - Homework – Have a safe and relaxing weekend.

9/15/2011 – Thursday – Today the students began class with a sponge question (Focusing on the metric system, measuring, etc.) and a review of last night’s homework.    Student’s responses were shared and discussed.  Students received a handout titled “Asking Scientific Questions” which explained how and why to ask “testable questions.”  This handout was read aloud and discussed; multiple examples of real-life testable questions were given.  The terms controls and variables were reviewed and reinforced.  This topic will be continued on Monday.

Reminder: C.O.P.E. Field trip tomorrow.  Please dress appropriately for outdoor activities and bring a bagged lunch and drink.  No glass bottles please. 

9/14/2011 – Wednesday - Today the students began the class with a review of the terms and processes related to observing and inferring.  Students were also introduced to and took notes on measurement, the metric system, and metric conversions (Ex. kilometer, meter, centimeter, millimeter, etc.).  This topic will be continued tomorrow.

*Students also received the following handouts during science class and should be kept in a safe place in their science binder:

• “Reflective Writing” Handout
• “Parts of a Lab Report and/or Experiment” + “BMS Graph “Yes” Test” Handout

Homework – Answer “Reflective Writing” Questions # 8 + # 19 (Q+A Format/Separate sheet of paper). Due tomorrow. 

9/13/2011 – Tuesday - Today the students began class with a sponge question and a review of last night’s homework*.    Student’s responses were shared and discussed.  A short review and reinforcement session on the following terms followed: qualitative observation, quantitative observation, quantify, etc. Students then shared and discussed their results from the Observation/Inference Lab from yesterday.  Each object was identified, discussed, and showcased. 

*Students were given a reviewed and reinforce session on how to answer a question in Q+ A format and how to correctly answer different types of questions (Ex: Difference between the terms: Explain vs.  List, etc.)  Students were given the opportunity to correct/modify last night’s homework and bring it in tomorrow for full credit.  

9/12/2011 – Monday - Today the students began the class with a review of the terms and processes related to observing and inferring.  Students then worked with their lab partner and began an Observation/Inference Lab.  Groups moved around the classroom to 14 different stations/objects and made observations and then inferences about what each object is and how it's used.  Groups will share their results tomorrow.

Homework – Complete one side (your choice) of the 2-sided handout titled “Observing.”  Answer questions in Q+A (Question and Answer format) on a separate piece of paper. Due tomorrow.   

9/9/2011 – Friday – Today the students began the class with a sponge exercise and a review of last night’s homework.  Students then shared their responses.  Students also participated in a short review and overview of our science webpage and what they could expect from it. (Ex. website address, important links, homework dates, document library, etc).  Students then participated in an investigation in which they made observations and then inferences from a short slide show.  Student observations and inferences were then shared with the class. 

Homework - Homework – Have a safe and relaxing weekend. 

9/8/2011 - Thursday – Today the students began the class with a sponge question.  Student’s responses to the sponge question were then shared.  A handout titled “Observing” describing and comparing observation and inference was then read and reviewed by all students.   Students also had a review of two column notes and began defining the following terms: Observing, Accurate Observation, Objective Observation, Qualitative Observation, Quantitative Observation, and Inference.

Homework – Complete the “Observation 2-Column Notes” Handout (Both Sides).  Due tomorrow.  

9/7/2011 - Wednesday – Today the students began the class with an Ice Breaker Survey.   Students also continued with a review and overview of class procedures and protocol.  Students then worked with their lab partner and created a definition for the term “Science.”  Student’s responses were then shared and discussed.