Unit+1+Notes+&+Homework

 ** //What is science?// ** 1. Daily Catalyst “We are what we repeatedly do. Excellence, then, is a habit.” –Aristotle. What do you think this means? How might it apply to you?
 * =Tuesday, September 8, 2009=

2. Demonstration Making Water a Solid...and then a Liquid Again (Does not involve freezing and melting. Requires the use of beakers, unnamed powder, salt, water, and a stirrer.)
 * Review: What are the three states of matter?
 * Actions: Record observations and questions on a t-chart.
 * Define: What are observations?
 * Compare: How are observations related to (but different from) inferences?
 * Relate to Prior Science Understanding: How does osmosis explain what has occurred? (This was a topic covered last year in seventh grade.)

3. Review class policies.

//Homework//
 * Read over class policies with a family member. Bring back all signed forms. (all classes)


 * Write down three questions that you have after reading the policies. (301 and 303)

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|| 1. Daily Catalyst Two students recorded observations of the same demonstration. Write down ////at least//// three ways in which their notes are __different__. 2. Mini-Lab Observation Box
 * =Wednesday, September 9, 2009=
 * //What does it look like when we make scientific observations?
 * Student A: Cup with water
 * Student B: Mr. Smith is holding a beaker with 700 mL of clear liquid in it.
 * Review: What is an observation?
 * Actions: Record observations of objects in a box. Then, test quality of observations.
 * Refine: In what ways might we improve the observations that we write down? (Student-generated suggestions based on responses to "Stop and Jot.")
 * Take more time
 * Compare notes with others
 * Be careful about prior knowledge
 * Move around/change perspectives/use all space
 * Make a chart/prepare before taking notes
 * Conduct research into unknown observations
 * Redo: Record observations using a table. Develop categories for organizing observations.
 * Connect: How might scientists benefit from taking notes in this way?

3.  Review class policies. //

**//Homework Choose an object or event at home. Write down at least **fifteen** scientific observations of that event or object.

// || || 1. Daily Catalyst In previous science classes you have learned about the scientific method. What are some of the parts of the scientific method that you have learned? Describe them.
 * =Thursday, September 10=
 * //What does it look like when we make scientific observations?//

2. Lab Mystery Box (groups of 3)* Setup: Each group will receive one mystery box. Students will be assigned one of three jobs: team manager/time keeper, diagram creator, and note taker. Students will receive scratch paper, a note taking template, chart paper, and markers to create a final product. //Homework Bring in your own mystery box from home and see if Mr. Smith can correctly determine its contents.
 * Goal: The students’ task is to develop a model (sketch) of what they think is in the box. The sketch must be based on accurate observations and inferences. They should include them and their sketch in your lab report.
 * Intro: Students will list the layers of the Earth (which they learned about in previous grades). We will discuss that no one actually has seen all of the layers. Scientists are able to make observations about objects and phenomena that cannot be directly looked at.
 * Model: Provide an example of an inference masquerading as an observation in a sample set of notes. Discussion will center on what observations led the observer to make the inference.
 * Wrap-up: Students will complete an exit slip in response to the questions.
 * What happens when scientists can never ever “open the box”?
 * What happens when scientists can’t actually see something with their eyes?
 * What do they have to do?

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|| 1. Daily Catalyst Define "observation" in your own words.
 * =Friday, September 11=
 * //What does it look like when we make scientific observations?// **

2. Notes Students will take notes on the differences between qualitative and quantitative observations. We will view a website that provides examples of both kinds of observations. a. Qualitative data describes the situation and reaction in descriptive terms. For example, qualitative involves the senses including sight, taste, hearing, touch, and smell. This would include color and shape. b. Quantitative includes those things that can be measured. For example, describing something as a square would be qualtitative, but measuring it and stating that it is 2 cm. by 2 cm. is quantitative.

3. Lab Qualitative and Quantitative Observations of Baking Soda and Vinegar
 * Goal: Students will collect--and correctly categorize--both quantitative and qualitative data.
 * Materials: Students will be performing a chemical reaction caused by the mixing of vinegar and baking soda. They will use thermometers, graduated cylinder, and stopwatches to help them collect data.
 * Post-Lab Questions

4. Wrap-up Students will be given Post-it notes and will write down an example of either a qualitative observation or a quantitative observation from today's lab/notes and will post it on chart paper.

|| || 1. Daily Catalyst Look at the pictures below (shown in the PowerPoint) and categorize each as one of the three different states of matter.
 * =**Monday, September 14**=
 * // What are the similarities and differences between the states of matter? //

2. Introduction to Matter Notes ** 3. Complete science Checkpoint 1.
 * This is largely a review of material learned last year in seventh grade during our unit on weather.
 * Students will handle beakers of water and a toy car to discuss how liquids take the shape of their containers while solids do not.
 * Students will examine an example of a statement from a scientific perspective. Student responses should demonstrate understanding of the differences between observations and inferences.

//Homework States of Matter Homework Sheet // ||  ||