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Science Explorations

Follow my map for the entire year as it develops and evolves.

Tyson Grover

on 18 April 2014

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Transcript of Science Explorations

Students will be able to apply scientific processes, communicate scientific ideas effectively, and understand the nature of science.
Obj1: Students will use science process and thinking skills
Obj2: Students will manifest scientific attitudes and interests
Obj3: Students will Demonstrate an understanding of Earth Science concepts, Principles, and systems.
Obj4: Students will communicate effectively using Earth Science language and reasoning
Obj5: Students will demonstrate an awareness of the social and historical aspects of earth science.
Obj6: Students will develop an understanding of the nature of science , especially the nature of the principal Earth sciences -- geology, meteorology, oceanography, and planetary astronomy.
When planning monthly, weekly, and daily activities these 6 objectives should be incorporated through all planned activities in some way. They really are the bread and butter of science education.


This is done well by teaming with your language arts department and by incorporating daily writing into your class. It is also vital that students are using technical writing in class to create lab reports that present their data.
Resource: Common Core Writing Standards for Literacy in History/sCocial Studies, Science, and Technical Subjects

Umbrellaology - GD (9th Wood)
Psuedoscience Water Witching GD 9th Wood
Lab Write Up Template - GD 9th Grover
Nature of Science/Psuedoscience Module - GD (9th Wood)
NOS Interactive Reading - http://undsci.berkeley.edu/article/intro_01
In order to meet this objective it is essential that scientific inquiry is introduced over and over again.

The goal would be to have Students engaged in experimental design activities at least once every two weeks. This is best done by using backwards design and looking at the ideas you are teaching and then asking yourself how could we learn this by experimentation.
- Introduction & Lab Safety -
Day #1:

To introduce the students to each other and myself.

Welcome students to the class and introduce myself

Main Class Body
Students write down one talent, interesting fact, and personal interest of each of their class mates.
Role a dice to select a speaker
Present one thing about each person at their table
Have the students at a table say their names and then randomly pick another table to try to remember their names for some candy. Do this until the bell rings.
Day #2:

: Introduce students to the class procedures, rules, code of conduct, technology use, CANVAS, and science journals.

: Have CANVAS and documents pulled up - [no prezi materials needed]

: Welcome back and intro walk

Main Class Body
Introduce class procedures & rules
Log into CANVAS and take a tour
Log into Sky-drive or Google docs and take a tour
Link Docs to CANVAS
Go over science journals

: Questions and exit ticket - Are there any specific topics you are really interested in.
Day #3

: Students will identify the locations of safety equipment, review lab safety procedures, take safety test, and assign/review lab cabinets

: Watch a lab safety video

Main Class Body
Have students make a list of three hazards they see around the room. Then as a group they need to create rules that would prevent those hazards from creating an accident
Share the rules around the room as a class
Create a class set of rules in their science journals
TAKE A WALK - while on the walk identify the exits and evacuation plan for my room
Create a drawing of the locations of all safety equipment around the room.
Show the students where the equipment is located
Take the safety test on CANVAS

: Review of safety procedures and table community art of what happens without lab safety
Fire extinguisher
Eye wash station
Chemical shower
Gas shut off
Safety goggles
Chemical Hood
Fire Blanket
Safety hazard
: Anything that poses a possible risk of bodily harm to someone.
- Nature of Science -
Day #1:

Students will be introduced to terms and will answer the question "what is science?"

: Add link to CANVAS


Ask the students what is science?
What is the purpose of science?
Where have you used science in your day to day life?
Put students responses in their journal & TPS
Pose the question can a dolphin do science? Then show clip -

Main Class Body
Have students create a T-Chart of [work] and [didn't work] for paper copter mini experiment [students change copters to keep them in the air longer]
Create a mind-web as a class based on the reading @ http://undsci.berkeley.edu/article/0_0_0/whatisscience_03
Go through vocabulary terms and flesh them out in journals [google search and class discussion]

Fast 5 minute review and exit ticket - [How do you use science day to day?]
Day #2:

Student's will determine the difference between observation and an inference.
Students will give examples of observations and inferences based off data [pictures]

: Use pictures in skydrive. Girl on alligator, Soldier with donkey.

Review previous day's stuff.
Show pics. Discuss as a class observations based on the pic.

Main Class Body
: Have class write a short story based on what they think is going on in the picture. After writing have them exchange stories and find 3 inferences that the writer made about the picture. Share a few stories and the inferences

: Define what an observation and an inference is.
Day #3 - Questions and Variables

: Students will learn to formulate good scientific/testable questions

: In the learning journals have the students start a flow chart similar to the one in the book on pages NOS6-7. Today they will make a box or object that says "Observe and Question".

Main Class Body
Why do you ask questions? Based on what we talked about on day one, come up with some questions that are NOT scientific (think/pair/share). Why aren't they scientific? List responses, could include: personal preferences, morals, supernatural, stuff that can't be measured.
A good scientific question is measurable and has 2 variables. What is a variable in math? How do we use them?
Look at the chart. What are the two variables?
Assign each group one of the questions from the list. Have them make the question scientific by making it
and changing it to have
2 variables
Have each group present their new question and variables.

Turn in journals
Day #5:

Students will understand the different sections/parts of a proper graph
Students will create a correct/complete graph using data

Review by - Creating a mind-web individually based on the reading @ http://undsci.berkeley.edu/article/0_0_0/whatisscience_03
Go through vocabulary terms and flesh them out in journals [google search and class discussion]
Review of proper questions - MAKE IT SHORT

Main Class Body
Have students look at a graph and create a list as a team of components that should be required when creating a graph
Discuss the components and create a list on the board
Have students make a fake fun graph that has all of the proper parts of a graph

Share some of the graphs using the doc camera.
Day #6:

Students will learn how to collect data and present it in a data table.
Students will analyze data by graphing and looking for trends.

Have rulers, scales, protractors or any other measuring device they may need on hand.

Discuss with the students what data is available around the room to collect. Examples may include: shoe size vs. height, eye color vs. eyesight, etc.

Main Class Body
Have the students choose what variables they would like to use.
Discuss types of variables. Which one is independent? Dependent?
Collect data.
Have everyone create a table in a Doc. Label and fill in the table.
Next move the data to Excel and teach the students how to make

Day #7

Students will be able to draw conclusions to a hypothesis from relevant data
Students will understand all of the key components to a complete lab write up.

Intro/Main Body of class:

Activity 1
Have Students get their graphs from the day before ready
Discussion of the components of a conclusion [statement of hypothesis T or F and then inferences about what your data tells you as well as possibilities for further experimentation.
MODEL- drawing a conclusion off of the two graphs provided
Have students complete a conclusion statement for their graph - assess the statements by walking around and reading
Share a few conclusions to class

Activity 2
Show a lab write up template and have the students write the main sections down in their journals
Discuss the order they need to be in
Present the question to the class
Instruct them to create a GD lab write up template that will address the question
Model this with them by writing out the question where it goes and creating a hypothesis
Discuss the variables with them and add them to the chart
Have them create their own procedures.
By the end of class they need to have a lab write up ready through procedures. With the other sections having headings

: 5min review of the days content
Scientific Theory:
Scientific law:
Scientific Method/Process
Observation, Inference
Day #4

Students will observe and describe the behavior of bubbles using technical specific writing
Students will create a testable question & hypothesis based on inferences they made from their observations
Students will create detailed instructions for building a small structure using technical writing

Add assignment to CANVAS
Get Bubble mix and put it out in containers with bubble blowers

Show graph
Talk about the variables within it
Discuss observations made by it
Make an inference off of it

Main Class Body
Assign lab stations
Describe assignment [make observations then inferences off your observations of bubbles - take your inferences and create a testable question]
Hand in as a shared google doc
Discuss procedures and have them add it to their running flow chart of the science process in journal
Discussion of technical writing
Write it do it

: Review of science process up to data collection using flow chart as guide
How is bug blood different than human blood?
Why do your finger wrinkle after you take a bath?
Is rock music better than hip-hop?
Why does bright light cause people to sneeze?
Do smells affect people's moods?
Is vegetarianism better than eating meat?
Safety Hazards
Safety Gear/Equip.
Safety Hazards
What would happen if you don't follow the safety rules?
What is science
Study of the natural world
Does not deal with opinions or beliefs
Based on evidence
Who can perform science
Mr. Grover
Did work
Didn't work
EXP: Made it lighter
EXP: Made the wings shorter
1.Investigations - mainly observation
2. Experiments - controlled
What did you change?
How did it work?
What would you do different?
How could you control this experiment?
Scientific Theory:
Scientific law:
Scientific Method/Process
What to include in a Graph

Chart Title
Axis Titles
Independent Variable (X-Axis)
Dependent Variable (Y-Axis)
Proper scale for data
Even increments for axis scale
Parts of a Conclusion
Statement of your data disproving or lending evidence to your hypothesis
Inferences from your data
Areas of other possible research
Closing the base with staples or tape x 2
Longer wings
3D base
Original Design x 2
Making the design skinny
Didn't work
Shorter base x 2
bent wings down x 2
Shorter wings
Making it heavier x 2
Fraying the edges of the wings
Make a Question - Based on observations
Change question to a hypothesis - Inference
Design experiment
Data Collection
Data Analysis
Draw Conclusions
Science Explorations
Bottle or paper Rockets
-Roller Coasters-
Solve the following problems
You are going to build a rollercoaster that has the following parameters and WORKS.
2 Loops with a double proportion [2-4 or 4-8]
One horizontal loop
Video on energy and rollercoasters
PE: mgh

m: mass
g: gravity
h: height
KE: (1/2)mv2

M: mass
V: velocity or distance over time
All are represented in Joules
ME: potential + Kinetic
Projectile motion
What are the variables of projectile motion
Football Video
Angry birds in space

Discuss what projectile motion is and what the parts of it are
Have students write in journals about as many things as they can think of that uses projectile motion
Watch videos of projectile motion have students take notes in journals
Show students the simulation
Have students identify the different variables that can be tested
Switch groups
Create lab write up files
Every student at the table needs a different question
Perform lab
Data round up as a table
PRESENT lab findings to the class as a table group
Actual Angry Birds Tests
Lesson #1:

Look at your variable list
Your task is to create a angry birds launcher that allows you to measure all of the required variables
Your launcher needs to meet the following criteria
Be consistent
Be moveable
Measures all variables
Has a release mechanism
You have 10min to finish your lab write ups
When your labs are completed put together all your data into a presentation on the properties of projectile motion
Lesson #2

You are tasked to use the math available to you in order to hit a target at a given distance away.

Given what you know about projectile motion and how it works you need to calibrate your device so that on Monday you are able to hit a target at a given distance.

The distance will be somewhere between 8-14 meters in half meter increments

On Monday you get 2 tries.
How do the following items affect each other?
Independent Variables
Max Flight Height
Air resistance
Initial Velocity
Dependent Variables
Max Height
Journal Task
How are you going to calibrate the launcher
Reflections of calibration
what information will you need to consistently hit the target given any of the distances
you need a Data table that organizes your information needed to hit the different distances
Design Process - Bridges
Day 1
Create new science journals
Watch design process video
During video create a flow chart
Add in descriptions after

Give students options of two different problems

Discuss problems in groups and come up with two solutions
Research problem with 2 sources
Present solutions to the class
Choose best solution
Create solution report
Diagrams - detailed digital blueprint
Test solutions
Evaluate solution success
Create a worked/didn't work T-ChartPresent to class
Formulate a best solution.
Test solution.
Problem 1
Take water from one sink to a water bottle 10ft away without any other energy sources.

Problem 2
Create a 3 stage machine that separates two magnets
Problem 3
We need a overpass bridge built
It must hold at least 15lbs
Needs to be as light as possible
must start at ground level and be able to have a 10cm x 10cm x 30cm vehicle pass under it
The weight test will pull from middle/top of the bridge
Run a version of this lesson for all three challenges
Problem 4
We need a connected crane arm built
Create a write up in your journal with the following sections
Best Solution
Materials (precise and complete)
Detailed blue print with dimensions and structural types labeled (accurate)
Do not get your materials out until I tell you to.
1.Create and test three different bridge designs in the simulator

2.Add observational notes to your journal during the task.

3.Create a write up that contains the following info for each bridge
Main body type
Truss type
Weak points
Positives and Negatives of bridge type

4.Add in a summary of testing at the bottom which indicates what your best solution [bridge type] is.
Bridge #1
Main body type
Truss type
Weak points
Positives and Negatives of bridge type
Bridge #3
Main body type
Truss type
Weak points
Positives and Negatives of bridge type
Bridge #2
Main body type
Truss type
Weak points
Positives and Negatives of bridge type
Summary of testing at the bottom which indicates what your best solution [bridge type] is.
Design Process Test
1...Draw a flow chart of the 6 step design process and describe what the engineering team does in each situation.
You need to have a real life example to use as your reference in the answer.
2...Explain Why is it important to cities and companies for engineers to follow the design process. [At least 2 sentences] (5pts)
3...During the design process with the bridges what are 4 things you could have done differently that would have made a large impact on your bridge coming functioning and matching your blueprint. (5pts)
Total Points: 25
Day: 1
List - Group - Label
instead of a verbal defense they create a mind web from the words before and after reading
Reading on what is chemistry {in CANVAS module}
Day 2:
Discuss the periodic table
why do the numbers increase?
why does it have the structure is does (like a castle)
Demonstrate with legos the building effect of the table
Have students make water with legos - get passed off
Students use periodic table in module to look for as many trends among the table as possible.
Model this on the board for them
Students create a periodic table that shows all the trends
Day 3:
Discuss chemical reactions and watch videos of cool reactions from canvas module
Discuss products and reactants
Model how to use the simulator to balance an equation
have them get through all four levels of the game.
Day 4:
Discuss the idea of a limiting reactant
Outline lab for the students
Have them perform the lab linked below.
Alternate Lesson GD
Mace Windu is bald
The boy watching the battle is scared
Mace Windu loves killing droids
Sometimes droids blow up when they die
The stormtroopers lasers damaged the ship
The ship is being piloted by robots
sand got in Mace’s eyes
Purple is Mace’s favorite color
He’s upset his clothes got ripped
The robots shoot lasers
The kid’s hat blows away
All of the stormtroopers died
The ship crashed
Title your lab [Ramps 7.table#]
Example: Ramps 7.3
Introduction to optics:

Optics is the study of light and its behavior.
Intro to electricity: What is it?
Electricity: magnetism
Laser is a acronym for: Light Amplification by Stimulated Emission of Radiation.
Common colors are red, blue, green, and yellow. Diodes and crystals are used to change the color. There are also infrared lasers that cannot be seen.
Lab Practicum Topic
- Heat Retention
Create an experiment that test variables related to the topic listed above. You are welcome to use any materials we have here or bring your own. You need to have the following items done by the end of class today.
Question - Hypothesis - Materials - Procedures
Science Methods Written Test
Elecricity: A form of energy resulting from the existence of charged particles.
Conduct an experiment using electromagnets
Identify variables in the experiment
Possible Variables to Change
Level #1 Competition Rules
You will get two different rockets and you will get 2 launches a piece.
1.Wing span
2.Type of paper
3.Slant the wings
4.Angled nose cone
5.Weight and Length of body
6.Length of cone
7.Rounded or straight wings
8.Number of wings
9.Different angle of launch
10.Multiple wing sections
11.Thickness of different parts
Day 1
Go over the design process and how it is used
Students create a file with all of the parts in it
Begin by identifying the problem
Have a design brief as student groups
Review assignments and responsibilities
Begin research
Student Instructions
Go to engineering module in CANVAS
Click on "
Introduction to Engineering
" and read until you reach the history section - Take notes on a piece of paper
Go back to modules - click on "
The Design Process
Watch the video and then answer the discussion questions on the same paper your notes are on.
Once this is complete and you feel comfortable with the design process research how to build BALSA WOOD COPTERS
Get your lab write ups for the lab test pulled up
Title your write up: Lab TEST 4.table
Share your file to me:
Title your write up: Ninja Science 4.table
Share your file to me:
Adding Weight
Over hand throw
Little bigger is better
Points don't matter
Closer is better
For this lab you will be following the typical lab process and will be doing a complete lab write up.
Remember the task is to keep the rocket in the air for as long as possible so the dependent variable for all your experiments is FLIGHT TIME
Outline for Sub - Explorations 4th period
Tuesday - OPTICS
Have the students draw out a optics maze that contains at least 6 mirrors.
The laser needs to come in from the front and leave to the right
see drawn example
After they have drawn it out they need to test it at their table.

Wednesday and Thursday
They are starting a rockets experiment and they need to get their ideas for the experiments all set up and ready to go. They are solid scientists these days so have them start on the process and be there to facilitate. - I will be around to give you an explanation before school.
Sit in your seats and wait for the bell

Identify the Problem
: Create an area of high heat using only light.

The Design Brief / Research
Meet with other members of your team (summary of meeting)
Research ideas and have notes

Identify Possible Solutions
4 Short description of different ideas

Choose the Best Solution
Description of best idea

Develop Solution (BLUEPRINT):
Multiple angles of view

Implement Solution (BUILD IT):

Test Solution (COOK SOMETHING):

Evaluate Findings and Report:

Rube Goldberg Machines


Person #1: What is a Rube Goldberg Machine

Person #2: Who is Rube Goldberg tell us about him

Person #3: Find an example video to show your team, and show them.

Person #4: Write down the findings from your team and put all their names on the paper. Also, Say something positive to everyone on your team.
We are gonna do some research and reporting
As a team come up with the following items
Starting task
Ending task
Appropriate number of tasks in entire machine

We will vote on them as a class.
Come vote on the board for either using CANVAS during 4th term or the sharepoint system we have been using. Then sit and smile.
Day 1
Go over the design process and how it is used
Students create a file with all of the parts in it
Begin by identifying the problem
Have a design brief as student groups
Review assignments and responsibilities
Begin research
Student Instructions
Go to engineering module in CANVAS
Click on "
Introduction to Engineering
" and read until you reach the history section - Take notes on a piece of paper
Go back to modules - click on "
The Design Process
Watch the video and then answer the discussion questions on the same paper your notes are on.
Once this is complete and you feel comfortable with the design process research how to build BALSA WOOD COPTERS
Full transcript