Graphing Review
1. Grab a sheet of graphing paper from the long table left of the
board.
2. Make a bar graph showing how much time (estimated) you
spent doing the following activities this break
- Eating - Sleeping - Reading
- Watching TV - Traveling
Welcome Back!
Agenda 1.Rules
2.New Unit Expectations 3. The A-C-F Student
4.Homework
Rules
Rules
Rule 1: Follow directions quickly. Rule 1: Follow directions quickly.
Rule 2: Raise your hand for permission Rule 2: Raise your hand for permission
to speak. to speak.
Rule 3: Make smart choices Rule 3: Make smart choices
Unit: Introductory Meteorology
Atmosphere and Weather
Weather Forecasting
Visit from a local Meteorologist?
Weather Forecast Project
7th Grade Science Project
Unit: Earth and Space
Moon Science
Planet Earth in relation to other planets
Space Exploration
Earth Science
The “Failing” Student
The “Failing” Student
1.
1. Has a hard time staying organized or may not even care to try; Has a hard time staying organized or may not even care to try;
looses a lot of notes
looses a lot of notes
2.
2. Shows a lack of concern for school in generalShows a lack of concern for school in general
3.
3. Unable to understand lesson, but will not ask for helpUnable to understand lesson, but will not ask for help
4.
4. Does not complete assignments, or completes assignments in a Does not complete assignments, or completes assignments in a
careless manner
careless manner
5.
5. Is often late or absence from classIs often late or absence from class
6.
6. Scores low on most to all assignmentsScores low on most to all assignments
7.
7. Is rarely attentive or motivated to do wellIs rarely attentive or motivated to do well
8.
8. Often times are friends with other “failing” students.Often times are friends with other “failing” students.
9.
9. Is hardly ever prepared for classIs hardly ever prepared for class
10.
10. Rarely ever study for tests or quizzes, or tries to cram for tests at Rarely ever study for tests or quizzes, or tries to cram for tests at
the last minute
The “C” Student (Average)
1. Talented, but may lack some organization skills
2. May place “other things” ahead of doing well in class 3. Never do more than what’s required, sometimes do less 4. Participates in class but with indifference (a “whatever”
attitude), or even boredom
5. Obtains inconsistent scores on assignments, 6. Rarely rarely asks questions
7. Not always prepared for class
8. May not complete assignments, complete assignments in a careless way, or turns in work late.
9. Memorizes details rather than learn what’s being taught 10. Study only under pressure. When no assignment is due,
The “A” Student
The “A” Student
(Excellent)
(Excellent)
1.
1. Makes an effort to stay organizeMakes an effort to stay organize
2.
2. Stays attentive and listens in class (may not Stays attentive and listens in class (may not 100%)
100%)
3.
3. Inwardly motivated to excel, sometimes Inwardly motivated to excel, sometimes doing more work then what’s required
doing more work then what’s required
4.
4. Asks questions, are involved in lessons and Asks questions, are involved in lessons and activities
activities
5.
5. Obtains high scores on tests and quizzesObtains high scores on tests and quizzes
6.
6. Are always prepared for classAre always prepared for class
7.
7. Tries to actually “learn” what’s being Tries to actually “learn” what’s being taught, rather than memorize details
taught, rather than memorize details
8.
Homework (on sheet)
2
ndNine Week Goals
1. Lab COMPLETION 2. Graphing mastery
- Making a graph that has all the necessary essential parts.
- Placing the dependent and independent variables on their appropriate axis.
The “A” Teacher
1. Prepared with an engaging lesson and is well-organized 2. Is enthusiastic about teaching and has a interest in their
subject.
3. Makes students feel welcomed when seeking help 4. Answers students’ questions clearly, accurately, and
specifically
5. Is up to date with new information in their subject
6. Gives out challenging assignments about what’s being learned at that moment.
7. Don’t assigns “busy work”.
8. Has a sense of humor that makes learning more “fun”, even when learning harder material
9. Treats all students fairly, assigns grades impartially
The “C” Teacher
1. Prepares lessons, but not well; no clear plan about what to
cover
2. “Kinda whatever” when it comes to teaching. Low
commitment to their students.
3. Presents lessons in such a way that students feel lost.
4. Gives a low number of assignments that they do not grade
for weeks on end.
5. Gives unreasonable assignments
6. Assigns “busy work”
7. Does not attempt to make learning fun and interesting
The “Failing” Teacher
The “Failing” Teacher
1.
1. Rarely plans lessons, prefers to “wing it” most days.Rarely plans lessons, prefers to “wing it” most days. 2.
2. Does not enjoy teaching. “It pays the bills.”Does not enjoy teaching. “It pays the bills.” 3.
3. Makes students dread coming to class. Student do not Makes students dread coming to class. Student do not
feel welcomed or intimated feel welcomed or intimated
4.
4. Presents lessons in such a way that students feel lost, Presents lessons in such a way that students feel lost,
but don’t care. but don’t care.
5.
5. Hardly ever grades; does not give clear directionsHardly ever grades; does not give clear directions 6.
6. Does not assign challenging assignments or assign Does not assign challenging assignments or assign
unreasonable assignments. unreasonable assignments.
7.
Choose a Topic
Pick a topic that:
You are interested in
You will be able to complete in the required time (you will have 2 nine-weeks to
complete)
Question/Problem
Create a title that reflects your topic and is in the
form a question (in science we call this the “problem”)
Make sure it is a question you can investigate by
yourself.
My Problem: Will adding different amounts of
Purpose
Write 2 to 3 sentences describing what you
want to find out in this project and why.
Example: The purpose of this project is to find out if liquid glycerin can be used for
extending the life of my bubbles. In my opinion, bubbles that stick around a lot
Research
Develop 3 questions that you want to answer about your topic.
Try to use various sources for your research.
Suggested sources:
Books Magazines Newspapers Internet
Research should be designed to get background
Research Question Example
1. How tall can pea plants grow?
2. Where does caffeine come from?
3. What effects do caffeine have on the human body?
Hypothesis
Make your guess
Use your research to make an educated guess about
how you think your experiment will turn out.
Use a “If, Then, Because” statement
Example: If I pour 100ml of coffee on four pea plants and
Design your Experiment: Controls
and Variables
Before designing your experiment, list all your control variables your
one independent variable, and dependent variable.
Example:
Controls
Plant all of them with the same soil. Use the same seeds.
Put them all in the same amount of light for the same amount of time.
Independent Variable
Four pea plant will receive caffeine.
Dependent Variable
Design your Experiment:
Procedure
Write down step-by-step directions on how
to do your experiment.
1. Get 8 pea plants ( 50 cm tall).
2. Place 4 pea plants on each tray.
3. Label one set of plants “Caffeine”.
4. Label the second set “Water”.
5. Pour 100ml of coffee( with caffeine ) onto the soil of each plant twice a week.
6. Pour 100ml of water onto the soil of each plant twice a week.
7. Measure each plant with a metric ruler
8. Record data in record book.
Design your Experiment:
Procedure
To increase the validity of your experiment
Make sure to keep a control group.
Keep in mind sample size.
The more objects in your sample the more valid your
experiment.
Materials
Make a complete list of everything
you will use in your experiment.
Tell how many and how much of each
object used.
Perform your experiment.
Follow your procedure. (Modify as needed)
Record your data as you go. This is a essential step.
Make Charts and Graphs
Display data using charts, tables, and graphs.
Use the Graph function on excel or word (I’ll
show you)
Choose the correct graphs for your data.
Bar-comparison
Pie-percentage
Write your Results
Using your data write a few sentences how your
experiment turned out. Example:
From reading my charts and graphs, I know that Plant Group #1 grew an average of 40cm with
Write your Conclusion
Write down why you think your experiment turned
out the way it did, include if your hypothesis was supported or not.
Be sure to use the term “ My hypothesis was/was not
supported”.
Do not say I was right/wrong.
Even when your hypothesis was not supported you gain
information about your topic.
Use scientific reasoning for conclusion.
Conclusion
Example:
My hypothesis was supported. The plants that were watered with coffee ( caffeine ) grew taller than those that were given water. Therefore,
caffeine has a positive effect on the growth of pea plants. This may be due the fact that
Future Considerations
Tell what variable you would change if you
could do the experiment again.
Tell how you might take your experiment to
Future Considerations
Example
If I could do this experiment again , the variable I
Turn in your Typed Science
Report
Include all the required partsInclude all the required parts
Title/Problem Purpose
Research Questions Hypothesis
Experiment Procedures
List your controls
Identify your independent variable Identify your dependent variable List all the materials you used
The step-by-step procedure you’ll use for the experiment
Results
At least one data chart
A least one graph visually showing your data Results Paragraph
Conclusion
Conclusion Paragraph
Make Your Presentation Product
Presentation product can be a project board
or power point, video, etc.
Place pictures of your experiment on your
Helpful Resources
Science Fair Web Pages
http://www.sciencebuddies.org/index_A.htm Best site for help through out project!
http://faculty.washington.edu/chudler/fair.html This is a good site explaining the parts of a
science fair project.
http://edweb.tusd.k12.az.us/jtindell/
A web site for children to use in setting up their science fair project
http://school.discovery.com/sciencefaircentral A great site! It has info for parents, teachers,
and students. It has project ideas, research tools, and tip sheets for all kinds of
Bringing It Together
Keys for success:
†Make a time-line and stick to it. †Parental support