Extra credit opportunities 2 and 3

Opportunity #2


Click this link to read "The (kids') eyes have it." Then, answer the following questions on a paper that you will bring to class on Friday, Nov 16. Questions 1-5 are worth 10 points each, and the paragraph for #6 is worth up to 50 points.

1. What was the independent variable?
2. What was the dependent variable?
3. What was one controlled variable?
4. How did scientists explain the conclusion?
5. Why were the results were surprising to some scientists?
6. Write a summary paragraph explaining what you learned from this news article. Be sure to include labels and underline two terms from the Word Wall.

Bring your paper to class on Friday.


Opportunity #3

Read the article "Virus Treatment Could Target Acne." Then write a one paragraph summary, of the story. Be sure to include labels and underline two terms from the Word Wall. This is worth 50 points. Write your paragraph on a paper and bring it to class this Friday.

Extra Credit #1

If you choose to do this extra credit assignment, you must bring the assignment to class on Friday, Nov 16th, which is the day I return to school. This assignment is worth up to 70 points. Each correct answer earns you 10 points.

Click the link to read the article, "Risk-taking linked to Ritalin." Then, write the answers to the following questions on a paper you will bring to class on the 16th.

1. What was the independent variable?
2. What was the dependent variable?
3. What was given to the control group?
4. What was given to the experimental group?
5. What were three controlled variables?
6. What was the conclusion?
7. Why is this research important?

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Extra Credit due Thurs, Oct 18

This week, you can earn up to 150 points of extra credit. I have included links for five stories about recent scientific research. And for each story, there are three simple questions. You can earn up to 10 points for each question that you correctly answer. But, to earn the full points, you need to write your answers in complete sentences, and the answers need to be correct. Write your answers on a sheet of paper and bring them to class. This is due Thursday.

Click the link in the article title to open a browser and read the article. Then, answer the questions.

"Poor Sleep Hampers Vaccines"

1. What was the independent variable?
2. What was the dependent variable?
3. What was the conclusion?


"Zap Sweet Potatoes to Boost Antioxidants"

4. What was the independent variable?
5. What was the dependent variable?
6. What was the conclusion?


"Fun Veggie Names Ups Kid Intake"

7. What was the independent variable?
8. What was the dependent variable?
9. What was the conclusion?


"Eye Movements Do Not Reveal Lying"

10. What was the independent variable?
11. What was the dependent variable?
12. What was the conclusion?


"Give Time to Feel Less Time-Squeeze"

13. What was the independent variable?
14. What was the dependent variable?
15. What was the conclusion?

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Extra Credit, due Friday, Oct 12

This extra credit opportunity is worth up to 300 points, depending on how well you do on the assignment.

Last Friday, students wrote an essay explaining the changing hypotheses related to Kennewick Man. Then, on Monday, we created bubble maps outlining the key details for each hypothesis. For extra credit, students can use what they learned creating the bubble map to write new, and improved, essays.

Just like before, I am going to give you the first paragraph, and the main ideas for paragraphs 2, 3 and 4. Then, you will need to complete the whole essay with your own conclusion paragraph.

Introduction paragraph: The story of Kennewick Man illustrates how scientists often change their hypotheses as they learn more information. Shortly after Kennewick Man was discovered, scientists thought the skeleton was just a couple hundred years old. Soon, however, they realized the skeleton was much older. Eventually, as scientists pieced together the Kennewick Man puzzle, new ideas developed about how people first inhabited North America.

paragraph 2 main idea: One of the early hypotheses about Kennewick Man was that he was an American settler from the 1800s.

paragraph 3 main idea: As scientists continued studying Kennewick Man, they formed a hypothesis that he was far more ancient than they originally believed.

paragraph 4 main idea: The investigations into Kennewick Man have led some scientists to change their ideas about how humans first came to North America.

Finally, don't forget to write your own conlcusion paragraph.

Remember to include paragraph labels, and underline at least two terms from the Word Wall in each paragraph. Here are some of the terms that you might use: scientific inquiry, scientific method, investigation, experiment, hypothesis, data analysis, conclusion, and procedure.

Write your essay and bring it to class on Friday.

Here's a picture of the bubble map created in one of the classes.

Extra Credit due Tues, Oct 9

This extra credit assignment is due Tues, Oct 9. Each question is worth 20 points. So, you can earn a total of 100 points.

Read the article, "Stalking Plants by Scent." Then, answer these questions:

1. When the dodder first sprouts, how long can it survive without finding food?
2. How did scientists test the idea that the dodder can smell?
3. Why doesn't the dodder grow toward wheat plants?
4. How can this research help farmers?
5. What characteristic makes dodders unique compared to other species of plants?

 Answer the questions and then give the paper to me before class on Tuesday.

Extra Credit due Friday, Oct 5

For extra credit, you can create Word Maps for the following vocabulary terms:

hypothesis
independent variable
dependent variable
controlled variable
control group
experimental group

Each Word Map is worth up to 20 points, depending on the quality of the work. Make sure you have good definitions. We have covered them in class many times.

You do not need to create all 6 Maps in order to earn points. You can earn points for each one you complete.

You can print out this template or write the Word Maps on your own paper.


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Interim Reports

Today is interim report day. We are half-way through the first 9-weeks.

For the weeks leading up to this, I have told students that their grades will be based on how well they are learning in this class. Students often tell me they expect to pass this class just because they did some of the work. For many students, their past experience makes them believe that learning isn't really important. So, I try to make clear, from the very beginning, that I care about their learning.

They are here to learn.

Sometimes, it takes students until interim reports to believe that their learning matters. Throughout the day of interim reports, many students will ask why they have low grades. I just ask them to show me their notebooks. Most often, they don't want to do that. They understand the problem. They know they haven't been doing their work or learning all the material. They're just surprised anyone cares.

I care whether or not they learn.

Here's an example of how their effort and their learning shows up in their work. On Sept 18, students worked with their table partners to read an article about Dr. Ben Carson. Then, they answered a series of questions based on the article.

Here's a link to the article and questions.

And here are a couple examples of students' work.

This student didn't put much effort into the work. The student didn't even try to answer many of the questions.

This student wrote thoughtful answers that showed she understood the article.

Iceman

Title: Iceman
Date: Sept 19, 2012

In today's class, students watched part 1 of a Discovery documentary about Otzi the Iceman. Otzi is a 5,300 frozen mummy that was found Sept 19, 1991 (21 years ago today) in the Italian Alps. As students watched the video, they took notes to learn about forensic science. At the end of the video, students worked with table partners to answer three questions:

1. Explain how the Iceman's body was so well preserved for 5,300 years.
2. Explain why it was "dangerous" to defrost the mummy.
3. Describe three observations scientists made about the Iceman's body that might help explain his death.

Following those questions, students used their notes to write summary paragraphs. I gave them the main idea: "The discovery of Otzi, the Iceman, has been very important for scientists."

You can find more information about Otzi through these links:
South Tryol Museum of Archaeology, South Tyrol, Italy
"Last Hours of the Iceman," National Geographic

Also, it is important for students to learn how to take notes. As students go farther in school, the ability to take good notes will become even more important. So, I try to help students get lots of practice in my classes. Here are some examples of good and not-so-good notes taken by students today.

These notes, which continue on the next page, have good details. This student would likely be able to answer challenging questions about Otzi on a test.

These notes are decent. They have some good information and would be some help on a test.

These notes, which continue on the next page, have good details. This student would likely be able to answer challenging questions about Otzi on a test.

These notes, which also continue on the next page, have good details. This student would likely be able to answer challenging questions about Otzi on a test.

These notes have only the most basic information, and the student clearly quit taking notes after about the first 5 minutes of the video. This student did the minimum in order to be able to claim he or she did some work. These notes would be very little help on a test,

These notes have lots of details, but are very difficult to read. It would be difficult for a student to use these notes for studying or for help during an open-notes test.

Homework due Friday, Sept 14

Read the article, "Brainy bees know two from three," and then answer these questions:

1. What did Dr. Zhang and his team learn from their background research?
2. What was the independent variable in this experiment?
3. What was the dependent variable in this experiment?
4. What was the conclusion of this research?
5. Based on the information in this article, why do you think phone numbers are made in groups of 3 and 4 numbers? For example, 863-123-1234.
6. What sentence in the article supports your answer for question #5?

Write down the answers on a piece of paper and bring them to class on Wednesday, Thursday, or Friday.

Lab Safety

On Tuesday, students learned about lab safety. We watched two short videos in class, and students were given lab safety contracts to take home and have signed by a parent or guardian.

Video 1: The Ultimate Lab Safety Video


Video 2: FSU Chemistry Lab Safety


Students can read the entire set of Polk County lab safety rules at this link, which opens a PDF file.