Monday: Students have been challenged to explain how scienctis identify and report scienctific information.
At the begiinning of the class, brief introductions were made by myself and Mr. Swann (co-teacher) along with a presentation of course expectations.
Students completed an "about you" information sheet" and created a BIOGLYPH that represneted key information about each student.
Studentsalso reviewed the PHS tardy, absence and dress code policies.
During the work session students a list of materials need for the semester:
1 Spiral Bound Notebooks
Any BRAND Bound Notebooks,One Subject -Size: 11’’ x 9’’,
At least 100 pages -College Ruled
Glude Sticks (3 Large)
Color Pencils
Tuesday: students are focusing on the following standard-Standard: SCSh3. Students
will identify and investigate problems scientifically.
The following warm-up was addressed: What are the parts of a graph? Students reflected on what they knew from previous learning experiences. Then students took some quick notes that will be placed in thier Interactive Note Book next week. Students completed a graphing practice and we did a class review of what we have learned. The class was closed by student writing summaries of what they understand.
Wednesday
Standard: SCSh3. Students
will identify and investigate problems scientifically.
As part of the warm ups students were given a small quiz that covered four main ideas from the "graphing practice and graphing notes". Students next were introduced to the characterisitcs of living things. Students created a "foldable" for thier notes and utilized thier notes to solve "living vs. non-living scenarios."
Students also complete multilple intelligence inventories and used that data to discuss how they can be successful in learning this semester.
Thursday
Class began with students completing a "thought bubble and a discussion about what make something living?" Students are challenge to justify thier answers and to cite evidence to support thier positions. Students reviewed thier notes and proceeded to defend thier position on which scanario is a particular characteristic of living things. Some classes a have begun the "martian and the car" arguments. A debate which students persuade the audience as to whether the information support a living or non-living conclusion.
At the begiinning of the class, brief introductions were made by myself and Mr. Swann (co-teacher) along with a presentation of course expectations.
Students completed an "about you" information sheet" and created a BIOGLYPH that represneted key information about each student.
Studentsalso reviewed the PHS tardy, absence and dress code policies.
During the work session students a list of materials need for the semester:
1 Spiral Bound Notebooks
Any BRAND Bound Notebooks,One Subject -Size: 11’’ x 9’’,
At least 100 pages -College Ruled
Glude Sticks (3 Large)
Color Pencils
Tuesday: students are focusing on the following standard-Standard: SCSh3. Students
will identify and investigate problems scientifically.
The following warm-up was addressed: What are the parts of a graph? Students reflected on what they knew from previous learning experiences. Then students took some quick notes that will be placed in thier Interactive Note Book next week. Students completed a graphing practice and we did a class review of what we have learned. The class was closed by student writing summaries of what they understand.
Wednesday
Standard: SCSh3. Students
will identify and investigate problems scientifically.
As part of the warm ups students were given a small quiz that covered four main ideas from the "graphing practice and graphing notes". Students next were introduced to the characterisitcs of living things. Students created a "foldable" for thier notes and utilized thier notes to solve "living vs. non-living scenarios."
Students also complete multilple intelligence inventories and used that data to discuss how they can be successful in learning this semester.
Thursday
Class began with students completing a "thought bubble and a discussion about what make something living?" Students are challenge to justify thier answers and to cite evidence to support thier positions. Students reviewed thier notes and proceeded to defend thier position on which scanario is a particular characteristic of living things. Some classes a have begun the "martian and the car" arguments. A debate which students persuade the audience as to whether the information support a living or non-living conclusion.