7th Grade Science 2019-20

Our students went out into the field yesterday to explore the phenology of rockweed.  We collected data on the age, growth and reproductive state of the rockweed.  The data will be entered into a database to benefit the Umaine System and Maine SeaGrant.   Here is a link to more information.   

Assessment on Tuesday, October 1st. Here is a Quizlet for Parts of an Experiment. Click here to access Here is a link to the Study Guide Click here to access Parts of an Experiment - Spread Sheet Click to Access Answer Key Linked here Pear Deck Study Slide Deck Link to Student-Driven Pear Deck Click here for access

Find the helpful link here. Link to Legos and find ideas. Engineer and Build a Creative Design Click here to access the Engineering Design Project

We are investigating the scientific process as a system. This week, we will look at the structure and specific parts found in experiments.  Students will need to identify the different parts given an experimental scenario.   Starting with the following article titled, "Life Saver," we read about scientists' methods of experimenting and solving problems.   Click to access the "Life Saver" Article Experimental Vocabulary: question hypothesis procedure variables: independent and dependent constant control conclusion observations Notes on Parts of an Experiment: Click here to access

Emergent Properties and a Systems Approach to Science Emergent properties are properties of a group that are not possible when any of the individual elements of the group act alone.   Click here to access the Emergent Properties Reading. There is also a Ted Talk that explains the emergent property concept that we are linking to systems thinking. Fun Video Linking to Emergent Properties

Students are filling their Science Toolbox with NGSS Science and Engineering Practices. It is fun starting the year with inquiry, questioning, discourse and students making meaning from their data!

Students engaging in C-E-R Claims-Evidence-Reasoning They are getting close to solving what is on the bottom of the mystery cube.

Essential Question:  What does good science look like? Today in class we investigated what good science looks like. We conducted a mystery cube activity. Students will model "good science" by trying to find out: What does the bottom of the mystery cube look like? Students were questioning, communicating, inferring, making observations, looking for patterns, and starting to make sense of data.  Here is a template of a cube if you want to explore and model.