a new assignment in Period 2.

Due: Sep 10

Textbook Assignment - Read pages 4 and 5

Read pages 4 and 5 in the online textbook.

The textbook can be accessed here: https://emedia.uen.org/courses/utah-oer-textbooks-6th-grade-seed/view

I also cut and paste page 4 and 5 below.

Read pages 4 and 5 and then answer the attached question below. See attachment.

Students as Scientists

Making Science

What does science look and feel like?

If you’re reading this book, either as a student or a teacher, you’re going to be digging

into the “practice” of science. Probably, someone, somewhere, has made you think

about this before, and so you’ve probably already had a chance to imagine the

possibilities. Who do you picture doing science? What do they look like? What are they

doing?

Often when we ask people to imagine this, they draw or describe people with lab coats,

people with crazy hair, beakers and flasks of weird looking liquids that are bubbling and

frothing. Maybe there’s even an explosion. Let’s be honest: Some scientists do look like

this, or they look like other stereotypes: people readied with their pocket protectors and

calculators, figuring out how to launch a rocket into orbit. Or maybe what comes to mind

is a list of steps that you might have to check off for your science fair project to be

judged; or, maybe a graph or data table with lots of numbers comes to mind.

So let’s start over. When you imagine graphs and tables, lab coats and calculators, is

that what you love? If this describes you, that’s great. But if it doesn’t, and that’s

probably true for many of us, then go ahead and dump that image of science. It’s

useless because it isn’t you. Instead, picture yourself as a maker and doer of science.

The fact is, we need scientists and citizens like you, whoever you are, because we need

all of the ideas, perspectives, and creative thinkers. This includes you.

Scientists wander in the woods. They dig in the dirt and chip at rocks. They peer

through microscopes. They read. They play with tubes and pipes in the aisles of a

hardware store to see what kinds of sounds they can make with them. They daydream

and imagine. They count and measure and predict. They stare at the rock faces in the

mountains and imagine how those came to be. They dance. They draw and write and

write and write some more.

Scientists — and this includes all of us who do, use, apply, or think about science —

don’t fit a certain stereotype. What really sets us apart as humans is not just that we

know and do things, but that we wonder and make sense of our world. We do this in

many ways, through painting, religion, music, culture, poetry, and, most especially,

science. Science isn’t just a method or a collection of things we know. It’s a uniquely

human practice of wondering about and creating explanations for the natural world

around us. This ranges from the most fundamental building blocks of all matter to the

widest expanse of space that contains it all. If you’ve ever wondered “When did time

start?”, or “What is the smallest thing?”, or even just “What is color?”, or so many other

endless questions then you’re already thinking with a scientific mind. Of course you are;

you’re human, after all.

But here is where we really have to be clear. Science isn’t just

questions and explanations. Science is about a sense of

wondering and the sense-making itself. We have to wonder and

then really dig into the details of our surroundings. We have to

get our hands dirty. Here’s a good example: two young scientists

under the presence of the Courthouse Towers in Arches

National Park. We can be sure that they spent some amount of

time in awe of the giant sandstone walls, but here in this photo

they’re enthralled with the sand that’s just been re-washed by

recent rain. There’s this giant formation of sandstone looming

above these kids in the desert, and they’re happily playing in the sand. This is

ridiculous. Or is it?

How did that sand get there? Where did it come from? Did the sand come from the rock

or does the rock come from sand? And how would you know? How do you tell this

story?

Look. There’s a puddle. How often is there a puddle in the desert? The sand is wet and

fine; and it makes swirling, layered patterns on the solid stone. There are pits and

pockets in the rock, like the one that these two scientists are sitting in, and the gritty

sand and the cold water accumulate there. And then you might start to wonder: Does

the sand fill in the hole to form more rock, or is the hole worn away because it became

sand? And then you might wonder more about the giant formation in the background: It

has the same colors as the sand, so has this been built up or is it being worn down?

And if it’s being built up by sand, how does it all get put together; and if it’s being worn

away then why does it make the patterns that we see in the rock? Why? How long?

What next?

Just as there is science to be found in a puddle or a pit or a simple rock formation,

there’s science in a soap bubble, in a worm, in the spin of a dancer and in the structure

of a bridge. But this thing we call “science” is only there if you’re paying attention, asking

questions, and imagining possibilities. You have to make the science by being the

person who gathers information and evidence, who organizes and reasons with this,

and who communicates it to others. Most of all, you get to wonder. Throughout all of the

rest of this book and all of the rest of the science that you will ever do, wonder should

be at the heart of it all. Whether you’re a student or a teacher, this wonder is what will

bring the sense-making of science to life and make it your own.

Adam Johnston

Weber State University

OPEN

Mrs. McDermott

a new assignment in Mathematics 3.

Classwork 9/10: Reasonable Estimates

1. Log your attendance (link attached)

2. Watch instructional video (link attached)

3. Complete the assignment in google slides

4. Click "Turn in" do NOT click "SHARE"

OPEN

Mrs. Glynn

All About Me!

Taryn Glynn

•

Sep 8

100 points

Due Sep 12, 11:59 PM

Wednesday 9/9/20 - ALL STUDENTS - start working on slides 1-5. (Red cohort will do this AT SCHOOL, White cohort and distance learners will do this at home.) Thursday 9/10/20 - ALL STUDENTS - complete slides 1-5.(All learners will do this at home) Friday 9/11/20 - ALL STUDENTS- complete slides 6-9. (White cohort will do this AT SCHOOL. Red cohort and distance learners will do this at home.)

Glynn Interactive Notebook #1: About Me

Google Slides

Mrs. Hanzl