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E V E R Y S T U D E N T, E V E R Y C L A S S R O O M, E V E R Y D A Y !

1 Name: ___________________________________ Pizer (231) Agenda for September 9 - 13, 2013 (Q1.W2)

Monday – September 9, 2013 - B Daily Do Now: (8.2010)

Topic: Nature of Science Standards: MST 1,4,6,7 and ELA 1 and 3 What is this?

Objective: SWBAT observe and develop an explanation for how the “Fortune Teller Fish” work.

Opening: Take a look through the packet and pick 10 vocabulary terms (p. 3) then introduce the “Fortune Teller Fish.”

Work Period: Students will observe the fish and theorize about how they work and share their ideas with the class.

Closing: Compose one True/False question that could be answered by today’s instruction.

______________________________________________________________________________________________

Homework:

Tuesday – September 10, 2013 - A Daily Do Now: (8.2010)

Topic: Nature of Science Standards: MST 1,4,6,7 and ELA 1 and 3 Identify any one

Objective: SWBAT review safety procedures in the classroom. structure in the

Opening: Students will observe the classroom cartoon picture and comment on the errors (p. 5) diagram above.

Work Period: Students will record the proper information on the Lab Report Form.


______________________________________________________________________________________________

Homework:

Wednesday – September 11, 2013 - B Daily Do Now: (8.2010)

Topic: Nature of Science Standards: MST 1,4,6,7 and ELA 1 and 3 Name one part of an

Objective: SWBAT complete the reading activity, List/Group/Label. experiment.

Opening: Description of the activity, students will organize 26 words into categories of their choosing (p. 8)

Work Period: Categorization and discussion of terms.

Closing: If these words were in a piece of text, what would it be about? How might it be structured?

Homework: Pages 9-11

Thursday – September 12, 2013 - A Daily Do Now: (8.2010)

Topic: Nature of Science Standards: MST 1,4,6,7 and ELA 1 and 3 State one way to make

Objective: SWBAT to begin the NYS Lab Activity: Making Connections make and experiment

Opening: Lab instructions on page better.

Work Period: Students will work as a full class group completing each step according to the instructions (p. 12).


______________________________________________________________________________________________

Homework:

Friday – September 13, 2013 - B Do Now Drawing

Topic: Nature of Science Standards: MST 1,4,6,7 and ELA 1 and 3

Objective: SWBAT compose their own experiment to prove either of the student claims from Making Connections.

Opening: QUIZ

Work Period: Students will record the information on Lab Report Forms and a group poster to share with the class.

Closing: Collection of Weekly Packet ____

Weekly Progress Chart 1st Monday Schedule Adv. Day Schedule

Vocabulary (p. 3) (1 point each) (10 total) __________ 3/ 9:07-9:49 3/ 9:11-9:55

Lab #1: Fortune Teller Fish ) (p. 3) (50 total per lab report form) _________ 4/ 9:53-10:31 4/10:29-11:08

Lab #2: Safety (p. 5) (50 total per lab report form) __________ 5/ 10:35-11:13 5/11:12-11:51

List/Group/Label (p. 8) (participation grade 0-10 points) ________ 6/ 11:17-11:55 6/11:55-12:34

Homework (p. 9-11) (2 points each) (14 total) ______________ 7/ 11:59-12:37 7/12:38-1:17

Lab# 3: NYS Making Connections Part A (p. 12) (50 total per lab report form)______________ 8/ 12:41-1: 18 8/1:21-2:00

Lab# 3: NYS Making Connections Part B (p. 18) (50 total per lab report form)______________ 9/ 1:22-1:59 9/2:04-2:40

Friday Quiz (3 points each ) (30 total) ___________________ 10/2:03 – 2:40 10/2:24-3:26

SOME BASIC RITUALS AND ROUTINES:

1. Upon entry to the classroom: a. On Mondays, collect the weekly agenda/packet to be turned in on the following Friday.

b. Complete the “Do Now” and deliver it to the teacher within 4 minutes of the bell.

2. Upon leaving the classroom: Return your materials to the appropriate location or take them home to complete a task or HW.



NEW YORK STATE STANDARDS

MST (Math, Science, and Technology):

Standard 1: Analysis, Inquiry, and Design

Standard 2: Information Systems

Standard 4: Science

Standard 5: Technology

Standard 6: Interconnectedness

Standard 7: Interdisciplinary Problem Solving

ELA (English Language Arts)

Standard 1: Language for Information and Understanding

Standard 3: Language for Critical Analysis and Evaluation

Standard 4: Language for Social Interaction

COMMON CORE STANDARDS

Reading Standards for Literacy in Science and Technical Subjects [RST]

Key Ideas and Details

CCSS.ELA-Literacy.RST.9-10.2 Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a

complex process, phenomenon, or concept; provide an accurate summary of the text.

CCSS.ELA-Literacy.RST.9-10.3 Follow precisely a complex multistep procedure when carrying out experiments, taking

measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

Craft and Structure

CCSS.ELA-Literacy.RST.9-10.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as

they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.

CCSS.ELA-Literacy.RST.9-10.5 Analyze the structure of the relationships among concepts in a text, including relationships among

key terms (e.g., force, friction, reaction force, energy).

CCSS.ELA-Literacy.RST.9-10.6 Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an

experiment in a text, defining the question the author seeks to address.

Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects [WHST]

Text Types and Purposes

CCSS.ELA-Literacy.WHST.9-10.1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create

an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

CCSS.ELA-Literacy.WHST.9-10.1e Provide a concluding statement or section that follows from or supports the argument presented.

CCSS.ELA-Literacy.WHST.9-10.2f Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing

CCSS.ELA-Literacy.WHST.9-10.4 Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

Research to Build and Present Knowledge

CCSS.ELA-Literacy.WHST.9-10.9 Draw evidence from informational texts to support analysis, reflection, and research.

NGSS (NEXT GENERATION SCIENCE STANDARDS)

HS-LS1 From Molecules to Organisms: Structures and Processes

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

http://www.corestandards.org/ELA-Literacy/RST/9-10/2/





http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/a/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/1/e/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/2/f/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/4/

http://www.corestandards.org/ELA-Literacy/WHST/9-10/9/



Terms for the week (look for these on your Friday Quiz) (1 point each) (10 total):

1)

2)

3)

4)

5)

6)

7)

8)

9)

10)

Lab #1: Fortune Teller Fish

1. Remove the red cellophane fortune teller fish from the small plastic envelope.

2. Follow the directions on the back of the package and watch the fish in your hand for at least 30 seconds.

Write down your observations and what the envelope says about your personality.

Observations:____________________________________________________________________________

________________________________________________________________________________________

Personality: ______________________________________________________________________________

3. One criteria of science is that there is a natural explanation for the observations.

4. Share your results with the other members of your group and form at least 2 hypotheses to account for

the fish’s behavior.

Hypothesis 1:_____________________________________________________________________________

Hypothesis 2:_____________________________________________________________________________

5. Design a simple experiment to test one hypothesis.

6. Fill in the following information (Put this hypothesis on your lab report form):

a) Question: _______________________________________________________________________

b) Hypothesis: ______________________________________________________________________



c) What changes in your experiment? ___________________________________________________

d) What stays the same in your experiment? _____________________________________________

e) Sketch your experiment (Put this on your lab report form for Observations – 5 of the points).

f) Materials Needed:

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

__________________________________

Get approval and conduct your experiment………………………….

f) What did you observe? ____________________________________________________________

_________________________________________________________________________________

g) Record some data…… (put this under observations on your lab report form – 10 of the points)

h) What is the cause of the Fortune Teller Fishs’ talent (write a paragraph on your lab report form for the

conclusions)? ____________________________________________________________________________

_______________________________________________________________________________________



Lab #2: Lab Safety: View the picture, answer 5 of the following

questions for the Observation section of your lab report form and the

other 5 for the Conclusion section.



Questions:

1. List 3 unsafe activities shown in the illustration and explain why each is unsafe.

2. List 3 correct lab procedures depicted in the illustration.

3. What should Bob do after the accident?

4. What should Sue have done to avoid an accident?

5. Compare Luke and Duke's lab techniques. Who is following the rules?

6. What are three things shown in the lab that should not be there?

7. Compare Joe and Carl's lab techniques. Who is doing it the correct way?

8. What will happen to Ray and Tim when the teacher catches them?

9. List three items in the illustration that are there for the safety of the students in the lab.

10. What is Betty doing wrong?



Science Lab Safety Rules

1. All books, papers, and other flammable materials should be kept away from open flames.

2. Students with long hair must tie it back when working with an open flame. Pipe cleaners, rubber

bands, and string are useful for this purpose.

3. Do not mix chemicals or perform unscheduled experiments without teacher approval.

4. Never use chemicals from an unlabeled container.

5. Use all chemicals at the supply table. Do not transport them to your work area. If dropped, strong

acids and alkalies can burn your skin and eyes.

6. Do NOT taste chemicals nor bring them into contact with eyes, nose, or mouth.

7. Wear safety goggles, lab aprons, and gloves while heating, hammering, or using acids and bases.

8. Clean up spilled liquids immediately with wet paper towels.

9. While heating a test tube or flask, point the open end away from yourself and others. Never heat

a closed container.

10. Discard waste matter in the appropriate container.

11. Use squeeze bottles only for their intended use.

12. In case of accident, notify your teacher immediately.

13. Wash your hands after the lab is over.

14. Use correct lab techniques for handling acids, bases, flammable substances, etc. Your instructor

will discuss this at the beginning of the lab.

15. Use proper techniques for handling glass, heating test tubes, detecting odors, etc.

16. Don’t run, throw things, or act immaturely in a lab.

17. Be aware of safety equipment and their locations in the lab.

18. Immediate first aid for splashes in the eyes or burns from heat or caustic substances is running

water (eye wash or sink).

19. Use goggles, gloves, and aprons for all dissections.

20. If you have asthma, allergies or contact lenses that might pose a problem with chemicals found

in the lab, please let your instructor know about them. Please include food and chemical allergies.

Subject: _________________________________ Teacher: _________________ Period: ________________

Student Signature: ______________________________________________________ Date: _________________

Parent Signature: _______________________________________________________ Date: __________________

Allergies: _______________________________________________________________________________________



List/Group/Label

Instructions:

Sort the 26 words below into four or five groups. Write your groups on chart paper, labeling

each group based on the concept they fit into. Based on the 26 words, decide what you

think the next area of study will be, and write it at the top of the chart paper.

studying years soil process search

information variable crime scene mystery problem

data wondered solution blue test

instruments notes measurements graphed theory

water control steps method law

universe question hypothesis record conclusion



Discovering Connections

As they make observations, scientists are always looking for patterns in the natural world. For instance,

researchers have observed that pregnant women who smoke cigarettes have a higher incidence of low-

birthweight babies and that people with high-fat diets have a greater risk of developing heart disease.

Many similar medical discoveries are a result of the patterns that can be observed when studying people

and their lifestyles.

Discovering and explaining connections is one of the basic methods by which our knowledge of the world

advances. It is what science is all about! Sometimes the connections are not what we expect or would

predict, and sometimes we may have a hard time explaining the connections. Nevertheless, that is how

science makes progress.

In this part of the laboratory activity, you will make a few observations about yourself and your

classmates; then you will look for patterns or connections.

Safety

Safety is important during any laboratory activity. Although no dangerous chemicals or heat sources are

used in this investigation be sure you are careful and behave responsibly.

Another concern is health. If you have health reasons for not performing the exercises called for in this

activity, tell your teacher so that other arrangements can be made for you to successfully complete the

investigation. If you are excused from gym class for medical reasons, for example, or if you have asthma,

tell your teacher about it before beginning the laboratory activity.

Important Note: Record all of your data and answers on these laboratory sheets. You will need to keep

them for review before the Regents Examination. Later you will need to transfer your answers to a separate

Student Answer Packet. Your teacher will use that packet in grading your work, and the schqol will retain it

as evidence of your completion of the laboratory requirement for the Living Environment Regents

Examination.



Part A. Looking for Patterns

A 1. What Is Your Pulse Rate? Your pulse is a result of the expansion of blood vessels that occurs each time your heart beats to send a surge

of blood through your body. You can feel certain blood vessels "pulse" as this happens. Two different ways to

take your own pulse are illustrated below. Choose the one that works best for you. As you press lightly, you

should feel the pulsing of the blood. If you cannot locate your pulse after a short time, ask your teacher for

help.

Two Methods of Taking Your Own Pulse

Your pulse rate is a measure of how many times a minute your heart

beats. Count the number of pulses you can feel in 20 seconds.

Record the number below and then multiply it by 3 to determine how many times your heartbeats in 60 seconds.

Wait a minute and measure your pulse again. Wait another minute and measure your pulse a third time.

• Record your pulse rates for three trials below:

Trial 1 (20-secondcount) __ X 3 = _____ per minute

Trial 2 (20-second count) __ X 3 = ____ per minute

Trial 3 (20-second count) __ X 3 = ____ per minute

Your pulse rate should be about the same each time. For accuracy, it is often better to take two or three readings,

about a minute apart, and average them.

Calculate and record your average pulse rate per minute:

Record your average pulse rate on the board or on a transparency provided by your teacher so that

everyone can see the pulse-rate data for the entire class.



Complete a Data Table

Use the average pulse rate for each student in the class to complete the data table below.

Class Results: Average Pulse Rates

Pulse rate per minute

< 51 51-60 61-70 71-80 81-90 >90 (range of averages)

Number of students

in this range

Prepare a Histogram

Use the information in the data table to prepare a histogram of the class results. Use the grid below.

* Provide a title for the histogram.

* Label the vertical axis and mark an appropriate scale on the vertical axis.

* When you have determined the height of each column, shade in the vertical bars.

Histogram Title: _____________________________________________

<51 51-60 61-70 71-80 81-90 >90



Answer the Following Questions

1. Do you see a pattern in the data? _________________ If so, what is it? If not, explain why you think a pattern does

not exist.

________________________________________________________________________________________ ________________________________________________________________________________________

2. A question that someone might ask about pulse rate is, "Is there a connection between height and pulse

rate?" Based on the information obtained from this activity, can you tell if there is a connection between a

person's height and the person's average pulse rate? __________ If so, explain the relationship and how

you can tell it exists. If not, what additional data would you need to collect to find out if there is a

connection? ________________________________________________________________________________________ ________________________________________________________________________________________

3. State another question that someone might ask about pulse rate that could be answered by doing an

experiment. ________________________________________________________________________________________ ________________________________________________________________________________________

Some people have suggested that someone's pulse rate will increase if he or she becomes more active. Try

this: Once you have found your resting pulse rate, run in place for one minute. As an alternative, you can

dance or do knee bends, jumping jacks, or push-ups.

4. Did your pulse rate increase? ______________ Ask four classmates if they got similar results. Did their

pulse rates increase after exercise? ___________________

5. Pulse rates increase for most people after exercise. Explain why this connection between pulse rate and

activity makes sense.

________________________________________________________________________________________ ________________________________________________________________________________________

A2. How Does Fatigue Affect Muscle Performance? A condition known as muscle fatigue occurs when certain waste products of muscle cell activity build up in

the cells. Until these waste chemicals are removed, the fatigue will continue.

Do the Following Activity Hold a spring-type clothespin between your thumb and index finger. Pinch the ends together completely

(until the two ends touch) and release them. Do this as rapidly as possible for one minute.



Record the number of times you could squeeze the clothespin in one

minute: ___________

Try the activity again, doing it the same way and using the same two

fingers as before.

Record the number of times you could squeeze the clothespin

the second time: ______________ Answer the Following Questions

6. Some people are able to squeeze the clothespin more times in a minute than others. Suggest a possible

explanation for this.

________________________________________________________________________________________ ________________________________________________________________________________________

7. Could you do as many in a minute the second time as you could do the first time? _____________ Provide a biological explanation for these results.

________________________________________________________________________________________ ________________________________________________________________________________________

Part A. Questions (Answer each of the following questions in the spaces provided ( Place the answers to the

following questions in the Conclusion section of your lab report form).

8. What does an increased pulse rate indicate about the heart rate and flow of blood in someone's body?

________________________________________________________________________________________ ________________________________________________________________________________________

9. When muscles are active, cells use nutrients and oxygen at a higher rate and produce waste chemicals

and heat more rapidly. Describe how the interaction of two or more body systems helps to maintain

homeostasis during periods of high muscle activity. (Be sure to identify the two systems you refer to in

your answer.) ________________________________________________________________________________________ ________________________________________________________________________________________

10. A student in your class suggests that when most people watch exciting sporting events on television,

their pulse rates increase. What is a reliable way to find out if this statement is correct? ________________________________________________________________________________________ ________________________________________________________________________________________



11. What specific evidence would you need in order to determine if what the student suggests in

question #3 can be supported? ________________________________________________________________________________________ ________________________________________________________________________________________

12. If you wanted to increase your clothespin-squeezing rate, would you suggest exercising or resting

before you did it? Explain why you think your choice is the correct one. ________________________________________________________________________________________ ________________________________________________________________________________________

Part B. Investigating Claims

You hear many claims made every day. Advertisers make claims about the usefulness or effectiveness of

their products. Your friend may claim to be able to do something that you do not think he or she can really do. Do you believe all the claims that people make? Have you ever bought a product based on a claim

made in an advertisement, only to find that the product did not work as you expected it to?

When does a claim become a fact? Scientists look for evidence to support or refute a claim. Evidence can

help you determine which claims are facts and which are opinions or even misrepresentations. For

example, if one of your classmates claims to be the fastest runner in the class, you could gather evidence

by holding a series of races. If your classmate's claim is true, that person should win all of the races. If another individual wins the races, your classmate's claim was simply an opinion riot supported by the

evidence.

In this part of the laboratory activity, you will conduct an investigation to determine which of two

opposing claims can be supported with evidence. First read the section below. It describes two

opposing claims. Then investigate to see which claim (if either) is supported.

Conflicting Claims About the Effect of Exercise on the Rate of Clothespin Squeezing Student A claims

that a person will be able to squeeze a clothespin more times in a minute if the person exercises first.

Student A suggests that exercising produces a faster pulse rate, which indicates that the blood is getting

to the muscles faster.

Student B claims that a person will be able to squeeze the clothespin more times in a minute if the person does not exercise first. Student B suggests that exercise takes energy away from the muscles, and a person who has been resting will have more energy.

Which of the two students do you agree with? ________ How could you find out for sure which claim is correct ?

________________________________________________________________________________________ ________________________________________________________________________________________



Design an Experiment

You must now design and conduct a controlled experiment to gather evidence that will determine

which of the two claims is correct. Use the information on the next page to help you design your

controlled experiment. Be sure your experimental methods will provide enough data upon which to

base a valid conclusion. You will have to conduct several trials.

Guidelines for Designing a Controlled Experiment

Scientists follow certain guidelines when they conduct and report on a controlled experiment. These are provided below. As you work through this section to design your experiment, make notes as you go along. Your notes will become the outline for your investigation, and you can use them to prepare a final version at the end.

1. Determine the question you are trying to answer. The question should be directly related to what you want to find out. For example, if you want to know whether or not light intensity affects tomato seed germination (the emergence of a plant from the seed), you might ask, "Does light intensity affect tomato seed germination?"

Write in your notes the question you will be attempting to answer.

2. Formulate the hypothesis you will be testing with your experiment. The hypothesis is a tentative statement about the expected relationship between the variables. This statement must be written in a way that allows the relationship to be tested. It often suggests that there is a connection between two factors. For example, "Light intensity will influence the germination of tomato seeds."

Write in your notes the hypothesis you will be testing.

3. Formulate a title for your investigation. A title addresses specifically what is being investigated, The title should be a statement in the form of 'The effect of.: .. on .... " You should specify the organism(s) you are using as well. For example, ''The effect of light intensity on seed germination in tomato plants." Write the title of your experiment in your notes.

4. Plan the design of your experiment. In the planning of your experiment, consider each of the following. Make notes of your ideas to use later.

a. You need to decide what data you will collect. The dependent variable is the one you measure. In this investigation, the number of times the clothespin can be squeezed in a minute is the dependent variable.

b. What is to be your independent variable-the one you will vary to see how it may affect the dependent variable? In this investigation, you might make the independent variable the subject's level of activity just before each of the trials~ during which you measure that subject's clothespin-squeezing rate.

c. To do a fair test (controlled experiment) and obtain a valid conclusion, you must keep all but the independent variable constant. What other variables will it be important to keep constant to obtain meaningful data?

d. Decide how many individuals you will test, how many trials you will conduct with each, and the conditions to which they will be subjected. In this case, you need to detennine how, many people you will test and what you will have them do.

e.Make note of safety precautions that will be necessary. Write

out the steps of your experimental design in your notes.

S. Design one or more data tables that you will use to record the data as it is collected. Your data table(s) should also have sections for summarizing or averaging the data, as appropriate. Your data table(s) must be designed and finalized before you begin the experiment.



Sketch in your notes the data table( s) you plan to use. Be sure to include appropriate headings and units.

6. Write out the steps you will follow to conduct your experiment.

7. Have your experimental design plan approved by your teacher.

8. Conduct your experiment. Gather the materials you will need, arrange for your "test subjects," and

do the experiment.

Organization of the Final Report When you are finished, organize your data and determine what the data

"tells you." Also, review what you did and think about whether or not some procedures should have been

done differently to give you more reliable results. Your final report should have the following sections:

* Title - Use your notes from the previous section. (Refer to Guideline 3.)

* Hypothesis - Use your notes from the previous section. (Refer to Guideline 2.)

• Methods and Materials - Describe the materials (what you used) and procedures (what you did)

in your experiment. This may be done in the form of a list, a paragraph, or a combination of both.

Use your notes from the previous section to guide you in this. (Refer to Guidelines 4 and 6.) Be

sure to identify the dependent and independent variables.

* Data Collected - Include your completed data table(s) and, if appropriate, a graph or graphs to

summarize the data for easier understanding of what you found.

* Discussion and Conclusions - These will relate back to the title and hypothesis for the

investigation. Be sure to note whether your data supports or does not support your hypothesis.

You also need to include an explanation of how or why this conclusion follows from the data you

collected.

* Suggestions for Improvement - Discuss any possible sources of error that may make your data less

reliable. Include a discussion of controlling the variables when investigations involve human

subjects. State three additional variables that may have influenced the outcome of your

experiment.

* Suggestions for Further Research - Nearly any experiment that is done produces new questions

that could be answered with new investigations. Include two suggestions for other investigations

that could be done or additional data that needs to be collected to further support your findings or

to answer any new questions that came up during the experiment.

Note: You will need to make two copies of the report-one to hand in and one for exam review.

Prepare To Present Your Research to the Class

Just as scientists must always defend their claims and conclusions to their peers, you should be

prepared to report on and defend your findings before the class. If you are chosen to do a presentation

to the class, you should be able to address each of the sections of the final report and to answer

questions about your data and conclusions. You should prepare some visual aids to make the

presentation clear and understandable.



Friday Quiz:

1. Describe the word “procedure” as it applies to a laboratory assignment. _______________________

__________________________________________________________________________________

2. What is another way to say “hypothesis?” _______________________________________________

__________________________________________________________________________________

3. When you collect information during an experiment, what do you call that information? __________

__________________________________________________________________________________

4. Describe a scenario where it might be necessary to use the safety shower. _____________________

__________________________________________________________________________________

5. Give one example of a lab assignment where you might need to wear goggles. __________________

__________________________________________________________________________________

6. Why is it important for students to inform the teacher about any health issues they may have? ____

__________________________________________________________________________________

7. Once you have completed the collection of information during a lab, what do you do with it? ______

__________________________________________________________________________________

8. What should you do if you spill chemicals in lab? __________________________________________

__________________________________________________________________________________

9. What is another name for a histogram? ________________________________________________

10. How old do you have to be to perform experiments? ______________________________________



Suggestions:

1. Expanded objective to orient students

2. Sentence strips for vocabulary

3. Sentence starters: I saw… I think… When the fish…

4. Structured discussion formats to allow participation of quiet students

5. Frayer models

6. Some front loading of vocabulary to orient ESL students to lesson

7. Simplification of vocabulary

8. If ______________ Then _____________

9. Using index cards to write probable hypotheses then rotating the around the room and checking or

“x”ing what individual students felt were good/bad hypotheses.

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