Jan 29th - In science class we are learning about thermal energy transfers (conduction, convection and radiation.) We are designing investigations to test certain materials for insulating thermal energy. We will use the information to design a device to keep the hot chocoa warm outdoors for a certain amount of time (20 min?)
On Monday (Feb 2) we have a guest speaker from VEEP (Vermont Energy Education Program)- 8th graders will be in The Hall for the whole morning (9-11:20) learning about how we turn other sources of energy into electrical energy. 7th graders will participate in the workshop from 12-1:50
Jan 14th - There will be a short quiz on potential and kinetic energy on Tuesday. To prepare review the definitions and examples of potential and kinetic energy, watch the brainpop movies again and practice answering KE and PE for this diagram PE and KE diagram
January 5th - Students have started a unit on Energy by seeing what it feels like to be pendulum. We went out to the swings in the playground and journaled about how the energy got into the system and left the system. Then we conducted and investigation using Phet simulations http://phet.colorado.edu/sims/pendulum-lab/pendulum-lab_en.htm. To find out more go to brainpop and watch the two movies on potential and kinetic energy https://www.brainpop.com/science/energy/kineticenergy/
NOV 19th - Write a conclusion paragraph comparing and contrasting the three filer materials that we tested last week . Find the scoring guide, graphic organizer and model here -> Comparing three filter materials
Nov 7th - Students discussed the possible effects in our community on the watershed. Here is a link to the discussion notes 8B discussion notes Use the discussion notes to fill in the chart called "EFFECTS ON THE WATERSHED" in your notebook. The chart includes the following three headings - Source/effect, Positive or negative, and natural or human made. Pick the top 20; don't include all. Identify them in the chart as natural or human made and positive or negative effects. DO not do the last column for homework - we will do that in class. 8A discussion notes
In their studies of the watershed and soils, 7th and 8th graders are embarking on an engineering project in which they will design a water filter. They will test a variety of materials for filtration capabilities and use the data to design a filter for cleaning water for a turtle tank. As a community connection we will be visiting the Water Treatment Facility in Rutland Town to see how water is made safe for the people of Rutland. Students will also be asked to map out the water system in their homes. We will also be discussing parts of our community and their effect on the watershed.
Click Here for the guidelines for each of the parts of the results section
Oct 16th - The 7th and 8th graders did great on the quiz especially the part where they had to plan an investigation about different types of soils. There were so many good ideas for how to test soil type and water absorption that we are going to conduct the investigation. Students will be thinking like scientists by refining their plans and collecting data early next week.
Oct 6th - Students have a quiz coming up relating to the investigation we completed last week. The three areas include:
1. Developing and using models - understand why scientists use model to test real world phenomenon. Be able to identify which parts of a model represent which real world things.
2.Planning and carrying out investigations - Think like a scientist. When given a novel testable question, can you identify the independent and dependent variables? How will you measure your variables? Could you plan an investigation to test the question? What factors may effect the outcome that we should control? How many trials will you conduct? Why that many? What would your graph look like-bar or line graph?
3.Watersheds - sub watershed, infiltrate, impervious, ground water, aquifer, surface water, drainage divide.
Students are invited to participate in the Chittenden Reservoir Day on Oct 4th from 10-2. The event is sponsored by GMP and The Chittenden Historical Society. Opportunities to participate include running the stream table, teaching visitors about the watershed, demonstrating landscape water color or picking up trash. There will be a free BBQ and t-shirts for the first 100 visitors.
Oct 2 - Complete your conclusion paragraph as outlined below on pages 25 and 26 in your notebook.
Topic sentence - restate the testable question as an answer.
Mention Hypothesis and whether it was proved
Provide evidence (data) to support your hypothesis
Give some scientific reasoning as to WHY that happened (use the science book to find out more about water pressure)
Closing sentence - Lead the reader to something else relating to the data/ask a further question
Sept 25th - In science we use data all the time and right now students are analyzing a data table of rainfall data in Rutland, Vermont from 1914 - 2014. The skills include graphing two factors to compare, finding specific data points, connecting data points on a table to actual event in the real world (Irene, Flood of 1947)
Sept 17th - We are reading an article describing a watershed.
Sept - Oct - We will be continuing our work on the watershed. Students will be able to determine a watershed boundary, explain the positive and negative impacts we can have on the watershed, and design and investigate using models of watershed systems.
Sept 15 - After finishing their Scientist research projects, the students had a much broader definition of what it means to be a scientist.
PLEASE Sign canoe adventure permission slip!!!! Include your lunch choice. Parents wishing to join us on Sept 9th must contact their students TA teacher.
Sept 3rd - Students are researching one field of study in science (a science career) 8th graders should have bullet facts in their Science Notebooks (pages 5 and 6) Be sure to site sources in the margins. 7th graders should have at least one source.
Aug 29th - Students are exploring the wide variety of roles that scientists can fill. There is a short online research project on a particular kind of scientist. Students will present the science career to the group.
Standards assessed - NGSS Science and Engineering Practices #8 - Obtaining Evaluating and Communicating Information: Critically read scientific texts adapted for classroom use to determine the central ideas and/or obtain scientific and/or technical information to describe patterns in and/or evidence about the natural and designed world(s). and Communicate scientific and/or technical information (e.g. about a proposed object, tool, process, system) in writing and/or through oral presentations.
Topics this year include: