How We Will Learn Phenomena...
Students will be working in teams. Students will stay with their team throughout the entire process. So students, make sure you do your best to work with your teammates!
As you read the workflow below, feel free to scroll to the bottom of the page to see the example phenomena that we will be doing together in class during the first several weeks of school.
1. Students receive a Phenomena Question...which with the help of team members will eventually offer up an awesome scientific answer. To start, you will first write the question in your science journal, along with an initial answer. Your answer at this point will be more like an hypothesis or an educated guess (no hypothesis and educated guess are not the same thing).
2. Students are put in teams. Each team creates a poster, demonstrating what they think the answer to the Phenomena Question is. This is a great time to share with your team what you wrote in your science journal so that you and your team can work together to come up with as complete of an illustrated answer as possible. Each person on the team will use a different color marker when drawing on the poster. Everyone on the team needs to participate. Feel free to add thoughts to what you've already written in your journal.
3. Teams present to the class what they think. This is a great time for each team to think about what their other classmates are saying, and asking yourself, "Do they know something I don't know or we don't know as a team?" "Are they right???" The purpose of this exercise is to learn from each other and to get ideas. AND it's a great time to be thinking of questions that will help you and your teammates come up with an answer the question, even better than you already have.
Your team's poster will be saved so that you can compare and contrast your learning later.
4. So, how have other scientists handled similar questions. This is where we will learn about a scientist(s) that has tackled similar problems, and how they went about doing it. This is cool. This is where we will also learn about how science works.
5. It's time to map out your thinking with your team. Your team will create a MIND MAP - See Example Below. Each team member will now use a different colored pencil. You will map out the main topic found in the Phenomena Question, then add questions you have that will help you understand the topic more, then add keywords, and details. Obviously, you will not be able to complete your MIND MAP until you have done your research, but you can start by putting the main topic and your team's questions on the paper. Keep these MIND MAPs in your 3-ring Science Binder.
6. You team will be given time to research information that will help you answer the questions from your MIND MAP, as well as the phenomena question. This will look different each time. Sometimes you will be given resources or videos to watch to help you learn more. Regardless of the resources you are given, make sure that you are working on finding answers to the questions that your team has come up with to help better answer the Phenomena Question. In your journal, under the space where you have already started to answer the current Phenomena Question, create a subhead called NOTES. Then write down a paraphrased version of what you find out from your research findings.
IMPORTANT: Keep track of your sources. You can do this on your Symbaloo page. To get started with your own Symbaloo page - see the Resources page on this website. Ultimately you will create a bibliography page with your team.
ALSO, while you are researching, take the time to go over your MIND MAP with your teammates again, and again. Add to your MIND MAP, keywords and details that help you answer the questions that you have come up with that will ultimately help you and your teammates answer the Phenomena Question, using a scientific explanation.
7. It's Lab time. With each Phenomena Question, we will do at least one lab. With each lab, you are expected to work well with your teammates, and follow the safety rules for each lab, as well as the instructions to complete the lab. Your team will also be responsible for cleaning up your lab and your space. See Lab Rules section on this web site. The lab will help you better understand the science principles behind the Phenomena Question, so consider it part of your research.
8. Next we read up. It's important for us to read about the topic. We will use a couple of different sources - our online science textbook or an article or two or three, that Mrs. Smith has gathered for students to learn more about the topic. Take notes, Cornell Notes are our preferred way of note taking. You can watch a video about how to take Cornell Notes in the Resources section of our web site. Keep your Cornell Notes in your 3-ring Science Binder for safe keeping.
While taking notes, you will be asked to track key words. In your science journal you will keep a running list of Key Words and their definitions as well as illustrations that will help you better understand the concepts we are learning about while working on finding an awesome scientific answer to our Phenomena Question.
Often times, you will also be asked to create Quizlet cards that you can share with teammates, and play games with classmates. You can learn how to use Quizlet on the Resources page of this website.
9. Projects - sometimes, not every time, students will be asked to create a project based on what they know so far. Often times, you will be given a choice as the type of project that you want to do. Projects are a great way for you to use the information that you have gathered and learned and demonstrate your understanding of the concept(s) being learned that ultimately will help you answer the Phenomena Question. Projects may often be used as the final assessment for a standard that we are learning. You can see all of the standards on the About Our Class page of this website. When the project is used for the final assessment, it will come after what is now being called #8 Read Up step or after #10, the final team drawing.
10. Now for the final team drawing. Each team will use all of the information they have gathered from researching, doing the lab(s), and reading, to come up with their final illustration that depicts the team's FINAL answer to the Phenomena Question. Teams are to keep their final drawings private until they present them to the class.
11. Now, it's time as an individual student to "show what you know." You will be asked to write up your answer to the Phenomena Question. You will be given several different options on how to write up your final answer. Pick one and then write up the most awesome scientific answer to the Phenomena Question, using your notes, science journal, and of course you can reference your team's final drawing - but nothing else - so make sure you've done a great job collecting information along the way.
12. Evidence. With each Phenomena Lesson you will be submitting Evidence that you have learned what you need to learn for each science standard. On the About Our Class page of this website you will find a rubric for each science standard that we will cover in class this year. This will help you know what information, actions, and efforts you will need to demonstrate your understanding of during a given Phenomena Lesson. At the start of each lesson, Mrs. Smith will provide you with a list of the evidence opportunities that you will be given during the lesson. Plus, with each piece of evidence you will also be given (on the website) a rubric that outlines expectations. You will be asked to rate yourself by filling out the rubric and you will receive the same rubric back with Mrs. Smith's feedback. Once you receive Mrs. Smith's feedback, you are welcome to revise your evidence and resubmit your evidence at any time before the Evidence Due Date for each term.
NOW, Bask in the glory of what you've learned
and that you know the scientific answer to the Phenomena Question.
As you read the workflow below, feel free to scroll to the bottom of the page to see the example phenomena that we will be doing together in class during the first several weeks of school.
1. Students receive a Phenomena Question...which with the help of team members will eventually offer up an awesome scientific answer. To start, you will first write the question in your science journal, along with an initial answer. Your answer at this point will be more like an hypothesis or an educated guess (no hypothesis and educated guess are not the same thing).
2. Students are put in teams. Each team creates a poster, demonstrating what they think the answer to the Phenomena Question is. This is a great time to share with your team what you wrote in your science journal so that you and your team can work together to come up with as complete of an illustrated answer as possible. Each person on the team will use a different color marker when drawing on the poster. Everyone on the team needs to participate. Feel free to add thoughts to what you've already written in your journal.
3. Teams present to the class what they think. This is a great time for each team to think about what their other classmates are saying, and asking yourself, "Do they know something I don't know or we don't know as a team?" "Are they right???" The purpose of this exercise is to learn from each other and to get ideas. AND it's a great time to be thinking of questions that will help you and your teammates come up with an answer the question, even better than you already have.
Your team's poster will be saved so that you can compare and contrast your learning later.
4. So, how have other scientists handled similar questions. This is where we will learn about a scientist(s) that has tackled similar problems, and how they went about doing it. This is cool. This is where we will also learn about how science works.
5. It's time to map out your thinking with your team. Your team will create a MIND MAP - See Example Below. Each team member will now use a different colored pencil. You will map out the main topic found in the Phenomena Question, then add questions you have that will help you understand the topic more, then add keywords, and details. Obviously, you will not be able to complete your MIND MAP until you have done your research, but you can start by putting the main topic and your team's questions on the paper. Keep these MIND MAPs in your 3-ring Science Binder.
6. You team will be given time to research information that will help you answer the questions from your MIND MAP, as well as the phenomena question. This will look different each time. Sometimes you will be given resources or videos to watch to help you learn more. Regardless of the resources you are given, make sure that you are working on finding answers to the questions that your team has come up with to help better answer the Phenomena Question. In your journal, under the space where you have already started to answer the current Phenomena Question, create a subhead called NOTES. Then write down a paraphrased version of what you find out from your research findings.
IMPORTANT: Keep track of your sources. You can do this on your Symbaloo page. To get started with your own Symbaloo page - see the Resources page on this website. Ultimately you will create a bibliography page with your team.
ALSO, while you are researching, take the time to go over your MIND MAP with your teammates again, and again. Add to your MIND MAP, keywords and details that help you answer the questions that you have come up with that will ultimately help you and your teammates answer the Phenomena Question, using a scientific explanation.
7. It's Lab time. With each Phenomena Question, we will do at least one lab. With each lab, you are expected to work well with your teammates, and follow the safety rules for each lab, as well as the instructions to complete the lab. Your team will also be responsible for cleaning up your lab and your space. See Lab Rules section on this web site. The lab will help you better understand the science principles behind the Phenomena Question, so consider it part of your research.
8. Next we read up. It's important for us to read about the topic. We will use a couple of different sources - our online science textbook or an article or two or three, that Mrs. Smith has gathered for students to learn more about the topic. Take notes, Cornell Notes are our preferred way of note taking. You can watch a video about how to take Cornell Notes in the Resources section of our web site. Keep your Cornell Notes in your 3-ring Science Binder for safe keeping.
While taking notes, you will be asked to track key words. In your science journal you will keep a running list of Key Words and their definitions as well as illustrations that will help you better understand the concepts we are learning about while working on finding an awesome scientific answer to our Phenomena Question.
Often times, you will also be asked to create Quizlet cards that you can share with teammates, and play games with classmates. You can learn how to use Quizlet on the Resources page of this website.
9. Projects - sometimes, not every time, students will be asked to create a project based on what they know so far. Often times, you will be given a choice as the type of project that you want to do. Projects are a great way for you to use the information that you have gathered and learned and demonstrate your understanding of the concept(s) being learned that ultimately will help you answer the Phenomena Question. Projects may often be used as the final assessment for a standard that we are learning. You can see all of the standards on the About Our Class page of this website. When the project is used for the final assessment, it will come after what is now being called #8 Read Up step or after #10, the final team drawing.
10. Now for the final team drawing. Each team will use all of the information they have gathered from researching, doing the lab(s), and reading, to come up with their final illustration that depicts the team's FINAL answer to the Phenomena Question. Teams are to keep their final drawings private until they present them to the class.
11. Now, it's time as an individual student to "show what you know." You will be asked to write up your answer to the Phenomena Question. You will be given several different options on how to write up your final answer. Pick one and then write up the most awesome scientific answer to the Phenomena Question, using your notes, science journal, and of course you can reference your team's final drawing - but nothing else - so make sure you've done a great job collecting information along the way.
12. Evidence. With each Phenomena Lesson you will be submitting Evidence that you have learned what you need to learn for each science standard. On the About Our Class page of this website you will find a rubric for each science standard that we will cover in class this year. This will help you know what information, actions, and efforts you will need to demonstrate your understanding of during a given Phenomena Lesson. At the start of each lesson, Mrs. Smith will provide you with a list of the evidence opportunities that you will be given during the lesson. Plus, with each piece of evidence you will also be given (on the website) a rubric that outlines expectations. You will be asked to rate yourself by filling out the rubric and you will receive the same rubric back with Mrs. Smith's feedback. Once you receive Mrs. Smith's feedback, you are welcome to revise your evidence and resubmit your evidence at any time before the Evidence Due Date for each term.
NOW, Bask in the glory of what you've learned
and that you know the scientific answer to the Phenomena Question.
EXAMPLE PHENOMENA LESSON
Phenomena Question:
Why does Salt Lake City only see approximately 91%
of the Total Solar Eclipse 2017?
Watch the Phenomena (Day 1): |
Goal of Activity: To see a solar eclipse and track observations for NASA Citizen Science activities. |
1. We will all be out watching the eclipse on August 21st. You will receive a worksheet, which you will use to track information and your observations that will be shared with NASA later in the week. Be sure to bring your Eclipse Worksheet to class with you.
Team Initial Answer Poster and Presentation (Day 2): |
Goal of Activity: To formulate thoughts with team members about how an eclipse happens |
For this Phenomena, we will be having 3 people per team. Remember, teams work together and stay together for the entire Phenomena Lesson.
1. Each student should have a color marker - NO ONE SHOULD USE THE SAME COLOR. As a team, decide what you will draw to answer the Phenomena Question. Remember, you don't have to have a perfect drawing and don't expect to have a perfect scientific answer YET. Everyone needs to contribute. Write your name on your poster in the color that you are using.
2. As a group get ready to explain your poster.
3. Since this is our first Initial Team Answer, we will go over the Practice Phenomena Rubric (below) that goes with this lesson. You will receive (online) a new rubric for each phenomena, as well as a rubric for each piece of academic evidence that you will produce. These rubrics will guide your research and understanding of what is expected of you as a learner. Plus, you will be able to use you assignment rubrics to help you improve your learning throughout a given standard.
1. Each student should have a color marker - NO ONE SHOULD USE THE SAME COLOR. As a team, decide what you will draw to answer the Phenomena Question. Remember, you don't have to have a perfect drawing and don't expect to have a perfect scientific answer YET. Everyone needs to contribute. Write your name on your poster in the color that you are using.
2. As a group get ready to explain your poster.
3. Since this is our first Initial Team Answer, we will go over the Practice Phenomena Rubric (below) that goes with this lesson. You will receive (online) a new rubric for each phenomena, as well as a rubric for each piece of academic evidence that you will produce. These rubrics will guide your research and understanding of what is expected of you as a learner. Plus, you will be able to use you assignment rubrics to help you improve your learning throughout a given standard.
practicephenomena.pdf | |
File Size: | 70 kb |
File Type: |
Nature of Science Time (Day 3): |
Goal of activity: To share ideas that can help your team understand the scientific answer to the Phenomena Question |
During this part of our Phenomena Lesson we will learn about what other scientists have done in the past when inquiring about the same type of phenomena.
1. Read through the passage thoroughly (see REQUIRED reading information below). You can read it individually, with a partner (at your table) or with all of your team members.
2. Individually, in your science journal, pick one of the examples from the passage and write about it in your journal. Feel free to include some questions that you have about this specific example. Then research the example to either answer your questions or to come up with additional facts or information about this example. To research the example, use the Symbaloo below.
3. Remember to take good notes, you will need this information for your FINAL ANSWER project.
REQUIRED: Read through the "Eclipse History..." from NASA located in one of the Symbaloo tiles below.
CAUSE AND EFFECT - During this lesson, we will also be learning about different types of Cause and Effect. We will be doing these lessons in class. You will be given materials and information that we will be using throughout the entire year.
1. Read through the passage thoroughly (see REQUIRED reading information below). You can read it individually, with a partner (at your table) or with all of your team members.
2. Individually, in your science journal, pick one of the examples from the passage and write about it in your journal. Feel free to include some questions that you have about this specific example. Then research the example to either answer your questions or to come up with additional facts or information about this example. To research the example, use the Symbaloo below.
3. Remember to take good notes, you will need this information for your FINAL ANSWER project.
REQUIRED: Read through the "Eclipse History..." from NASA located in one of the Symbaloo tiles below.
CAUSE AND EFFECT - During this lesson, we will also be learning about different types of Cause and Effect. We will be doing these lessons in class. You will be given materials and information that we will be using throughout the entire year.
Mind Mapping Time (Evidence) (Day 4): |
Goal of activity: To understand how other scientists have solved similar problems |
1. Since this is our first MIND MAP, we will go over the rubric that goes with this assignment. This will give you a clear understanding of what is expected. Each team member should have a color pencil - NO ONE SHOULD HAVE THE SAME COLOR!
2. Decide as a group, what the main topic of your MIND MAP will be based on the Phenomena Question. It is okay for teams to choose different main topics, as long as the topic will guide your team to come up with the MOST AWESOME scientific explanation to answer the Phenomena Question.
3. Each member of the team will share their descriptions and questions they wrote down in their science journals with their team members.
4. Each member is responsible for coming up with at least two questions which will help your team (and you) answer the Phenomena Question. You will need to add these questions to the main topic, which should be located in the center of your MIND MAP.
Remember: You will be adding to the mind map as you go along.
5. Below are some examples of Mind Maps, your main topic goes in the center, and your questions will be the first lines coming from your main topic. As you answer the questions, you will add branches and twigs to the question line.
See the sample MIND MAPs below:
2. Decide as a group, what the main topic of your MIND MAP will be based on the Phenomena Question. It is okay for teams to choose different main topics, as long as the topic will guide your team to come up with the MOST AWESOME scientific explanation to answer the Phenomena Question.
3. Each member of the team will share their descriptions and questions they wrote down in their science journals with their team members.
4. Each member is responsible for coming up with at least two questions which will help your team (and you) answer the Phenomena Question. You will need to add these questions to the main topic, which should be located in the center of your MIND MAP.
Remember: You will be adding to the mind map as you go along.
5. Below are some examples of Mind Maps, your main topic goes in the center, and your questions will be the first lines coming from your main topic. As you answer the questions, you will add branches and twigs to the question line.
See the sample MIND MAPs below:
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Resources to Use (Days 4-6): |
Goal of activity: To give direction to research that will enable team members to develop a detailed scientific answer to the Phenomena Question |
Instructions:
1. Once your team has completed a MIND MAP with the main topic and your major questions (at least 6 questions), THEN start your research. Complete ALL of the REQUIRED activities - be sure that you take notes using Cornell Notes, as well as collecting all important KeyWords with their definitions. You will put these KeyWords and definitions in your science journal and eventually you will create Quizlet Cards as well.
2. Revisit, with your team members, your team's MIND MAP. Add any relevant information to your map. Remember you will be using this map to create your FINAL ANSWER Poster. Find out what questions you do not have answers to YET.
3. Using the Symbaloo below, use the resources to help you find the answers to the remaining questions on your team's MIND MAP.
4. Fill in any remaining information in your MIND MAP.
5. Individually, go back to your science journal and add any relevant notes and illustrations that will help you and your team members come up with the Ultimate Scientific Explanation to answer the Phenomena Question. Remember, you will be using your science journal, your MIND MAP, and your team's FINAL ANSWER Poster to complete your FINAL ANSWER Write-Up.
6. Keep all of your Cornell Notes in your 3-ring Science Binder, so you can refer to them as needed.
7. You are welcome to work as a team to go through each of these resources...OR individually, then report back to your team with your individual findings. EVERYONE TAKES NOTES!!!!
HOMEWORK REQUIRED:
atch this video on EDpuzzle:
8th Graders click HERE
REQUIRED: Watch this video from NASA, giving an overview of what NASA did during the day of the eclipse. Use Cornell Notes to take notes about what NASA did during the eclipse. These will be helpful notes to hold on to for another lesson we will be doing later this year.
REQUIRED: Watch the mp4 "Eclipser Shadows" below:
1. Once your team has completed a MIND MAP with the main topic and your major questions (at least 6 questions), THEN start your research. Complete ALL of the REQUIRED activities - be sure that you take notes using Cornell Notes, as well as collecting all important KeyWords with their definitions. You will put these KeyWords and definitions in your science journal and eventually you will create Quizlet Cards as well.
2. Revisit, with your team members, your team's MIND MAP. Add any relevant information to your map. Remember you will be using this map to create your FINAL ANSWER Poster. Find out what questions you do not have answers to YET.
3. Using the Symbaloo below, use the resources to help you find the answers to the remaining questions on your team's MIND MAP.
4. Fill in any remaining information in your MIND MAP.
5. Individually, go back to your science journal and add any relevant notes and illustrations that will help you and your team members come up with the Ultimate Scientific Explanation to answer the Phenomena Question. Remember, you will be using your science journal, your MIND MAP, and your team's FINAL ANSWER Poster to complete your FINAL ANSWER Write-Up.
6. Keep all of your Cornell Notes in your 3-ring Science Binder, so you can refer to them as needed.
7. You are welcome to work as a team to go through each of these resources...OR individually, then report back to your team with your individual findings. EVERYONE TAKES NOTES!!!!
HOMEWORK REQUIRED:
atch this video on EDpuzzle:
8th Graders click HERE
REQUIRED: Watch this video from NASA, giving an overview of what NASA did during the day of the eclipse. Use Cornell Notes to take notes about what NASA did during the eclipse. These will be helpful notes to hold on to for another lesson we will be doing later this year.
REQUIRED: Watch the mp4 "Eclipser Shadows" below:
eclipser_shadows.mp4 | |
File Size: | 8480 kb |
File Type: | mp4 |
REQUIRED: Check out the "NASA - Total Solar Eclipse Map" located in one of the Symbaloo tiles below. Think about why the eclipse traveled along this path; why was it not a total eclipse for everyone in North America; why was the eclipse not seen by everyone on Earth?
REQUIRED: Check out this awesome Solar Eclipse Simulator from NASA JPL. Watch it a couple of times - think about the questions listed above; when you think you see the alignment of the Sun, Moon, and Earth that would produce a Total Solar Eclipse, pause the animation and draw the diagram in your science journal:
REQUIRED: Check out this awesome Solar Eclipse Simulator from NASA JPL. Watch it a couple of times - think about the questions listed above; when you think you see the alignment of the Sun, Moon, and Earth that would produce a Total Solar Eclipse, pause the animation and draw the diagram in your science journal:
YOUR CHOICE: Use any of the Symbaloo tiles below to research the questions you have about Solar Eclipses...
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PenFor this lab we won't be mixing chemicals or using graduated cylinders or microscopes or triple beam scales, but we will be using our lamps and various materials to figure out how an eclipse happens.
Materials Needed:
- Green paper to cut out an Earth
- Brown paper to cut out a moon
- Ruler
- iPad
- Big Light to use for Sun
- Pencil
- Science Journal
- Dark classroom
Safety Rules:
1. The cords on the lights are only so long, keep track of how far you are away from the outlet.
2. Be sure that light is plugged into the outlet properly and is unplugged by pulling on the plug - not the cord.
3. DO NOT SHINE THE LIGHT INTO ANYONE'S EYES! The light should be centered on the student's lanyard.
Important Information:
Earth's diameter: ~12.7 million meters (12,700,000 m)
Moon's diameter: ~2.2 thousand meters (2,200 m)
Sun's diameter: ~ 1.4 million kilometers (1,400,000,000 m)
Instructions:
1. Decide amongst your team members the following:
- How big should the moon be?
- How big should the Earth be?
- How far away from the Sun (lamp) should the moon be?
- How far away from the Earth should the moon be?
3. Plug in your Sun.
4. Shine the Sun on the Earth. Observe the amount of light that shines on the earth from having the Sun different distances away from the Earth.
5. Based on what you have learned about eclipses, decide the positioning of your Moon and Earth and the Sun, in order to duplicate a the solar eclipse which we saw on the first day of school. Remember you can move around or change the size of your moon.
6. You will need to be able to answer the following questions by the end of the lab:
- What do you notice about the shadows?
- Which shadows represent the umbra and the penumbra?
- How is a partial eclipse achieved?
- How is a total eclipse achieved?
8. Go to the HOME page and follow the instructions for Joining Edmodo. Once you've joined you will see the assignment for the Practice Phenomenon Lab Sheet. Individually fill out the Lab Form and Lab Rubric and submit BOTH forms to your class' email address. There is also a copy below that you can use if you are absent on the day of the lab. You will fill this form out then "share the link" and send an email to your class' email address with a message that contains the link.
9. Return the supplies used to your team's lab tray.
10. Be sure that your lab space is clean (table wiped, floor swept, supplies and equipment all put away)
Lab Forms and Rubric:
solar_eclipse_labsheet8.pdf | |
File Size: | 42 kb |
File Type: |
labpracticeeclipse.pdf | |
File Size: | 57 kb |
File Type: |
Read Up and Write Up (Day 8) (Evidence):
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Goal of Activity: To add further understanding to how an eclipse works |
For this Phenomena Read Up and Write Up activity, you will choose an article in one of the online science magazines listed below that has to do with eclipses. Read the article, then write up a summary. You can use any of the science magazines found in the Symbaloo found above, which include: Science Daily, Science News for Students, National Geographic, Science, Astronomy, National Geographic History, Live Science, or Smithsonian TweenTribune.
Your summary should include the following:
Type up your Read Up and Write Up assignment in Word. When naming your file you should put your first and last name, "Read UpWrite Up" and the name of the phenomena we are learning about. Here's an example of what the file name should look like: DebSmithReadUpWriteUpEclipse
You will use this same file name format for everything you turn in electronically.
Submit your assignment to your class' email address. If you're not sure what your class' email address is, check on the Resource Page of this website. Confirm with Mrs. Smith that she has received it.
You will receive feedback for your assignment within one week. Feel free to revise and resubmit the assignment based on the feedback you receive.
Your summary should include the following:
- Name of the article
- Author of the article
- Magazine where you found the article
- 50 + word summary of the article
- Three things you learned from reading the article
Type up your Read Up and Write Up assignment in Word. When naming your file you should put your first and last name, "Read UpWrite Up" and the name of the phenomena we are learning about. Here's an example of what the file name should look like: DebSmithReadUpWriteUpEclipse
You will use this same file name format for everything you turn in electronically.
Submit your assignment to your class' email address. If you're not sure what your class' email address is, check on the Resource Page of this website. Confirm with Mrs. Smith that she has received it.
You will receive feedback for your assignment within one week. Feel free to revise and resubmit the assignment based on the feedback you receive.
Quizlet Cards - KeyWords and Definitions (Evidence) (Day 8-9)
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Goal of activity: To be able to use appropriate vocabulary to best develop scientific answer to Phenomena Question |
Now that we've learned a lot about Solar Eclipses, we need to make sure that we know the science words that go along with the concept. Using you're science journal and Cornell Notes, you will create at least 7 Quizlet Cards with the Key Words, Definitions, and an illustration that demonstrates the KeyWord. You will share your Quizlet Cards with your teammates.
FINAL TEAM ANSWER (Evidence) (Day 10):
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Goal of activity: For teams to show what they know and to answer the Phenomena Question |
Now it is time to "Show What You Know"!
1. Each member will use the same color marker that you did for the Initial Answer Poster. Each member, please write your name on your team's poster using your specific color marker.
2. Your team will have 15 - 20 minutes to come up with your FINAL TEAM ANSWER POSTER. Just as with the first poster, everyone is expected to participate. You may use your science journals and your team's MIND MAP as resources to illustrate and label (no explanations) the answer to the Phenomena Question: Why Does/Did Salt Lake City only see 91% of the Total Solar Eclipse 2017? Keep your team thoughts to your team, because your team wants to give the MOST AWESOME SCIENTIFIC EXPLANATION, Right?????
3. Your team will present your poster to the class, explaining all parts of your illustration, using science words and thus offering the MOST AWESOME SCIENTIFIC EXPLANATION to the Phenomena Question.
4. Your efforts will be assessed by both you and Mrs. Smith. See the Final Answer Rubric Link below.
1. Each member will use the same color marker that you did for the Initial Answer Poster. Each member, please write your name on your team's poster using your specific color marker.
2. Your team will have 15 - 20 minutes to come up with your FINAL TEAM ANSWER POSTER. Just as with the first poster, everyone is expected to participate. You may use your science journals and your team's MIND MAP as resources to illustrate and label (no explanations) the answer to the Phenomena Question: Why Does/Did Salt Lake City only see 91% of the Total Solar Eclipse 2017? Keep your team thoughts to your team, because your team wants to give the MOST AWESOME SCIENTIFIC EXPLANATION, Right?????
3. Your team will present your poster to the class, explaining all parts of your illustration, using science words and thus offering the MOST AWESOME SCIENTIFIC EXPLANATION to the Phenomena Question.
4. Your efforts will be assessed by both you and Mrs. Smith. See the Final Answer Rubric Link below.
FINAL ANSWER (Evidence) PROJECT:
Since we are using this Phenomena Lesson to learn how to solve a Phenomena, you will not be required to do a Project. We will have plenty of projects to do this year. So, let's get going with the real deal!
FYI - The major goal for this Phenomena Lesson is to use familiar content to help you learn how we will be learning this year. The work produced during this Phenomena Lesson will be practice work, but will not be used toward any grade you receive in this class. It is to your benefit to do all of the work, so that you learn how to do various types of learning exercises and activities that we will use this term. We will also use this lesson as an example and set of instructions on how to perform various tasks.
FYI - The major goal for this Phenomena Lesson is to use familiar content to help you learn how we will be learning this year. The work produced during this Phenomena Lesson will be practice work, but will not be used toward any grade you receive in this class. It is to your benefit to do all of the work, so that you learn how to do various types of learning exercises and activities that we will use this term. We will also use this lesson as an example and set of instructions on how to perform various tasks.