Grade+7+&+8+Science

Welcome to Grade 7 & 8 Science!


Pearson's ScienceSource - Student and Teacher Resources: www.sciencesource.ca

**April 2014**

 * Ecosystems Activity -** //Humani smartis// and //Woody toothapickus//



**Free Science Resources!**
The Ministry of Education has recently released some new resources which are all free and accessible online.
 * A full unit on “Water Systems” in **Grade 8** ([])
 * Exercises on Financial Literacy (in collaboration with STAO, Science Teachers’ Association of Ontario) ([]):
 * Electricity and Electrical Devices (**Gr 6 Matter and Energy**)
 * Heat in the Environment (**Gr 7 Earth and Space Systems**)

Resources from Science & Literacy Networks (2010-2012)
//(Scroll down to the bottom of the page for "Reflections" on our Science & Literacy Networks - feedback from teachers that participated in the networks)//
 * Organization of Literacy in Textbooks:**

Sample Unit Plans (developed June 2011)
Our first attempt at unit planning for Science & Technology, Grade 7 & 8. Use the discussion tab above to make comments, suggestions, ...

Grade 7 - Interactions in the Environment

Grade 7 - Structures: Form & Function

Grade 8 - Cells

[[file:Gr 8 Science Unit A Cells Unit Plan - Final.docx]]
Other Units & Lessons: @http://www.edugains.ca/newsite/di2/dilearningexamples.html
 * EduGAINS** DI has **four** lessons: Gr 7 Form & Function, Gr 7 Interactions in the Environment, Gr 8 Water Systems & Gr 8 Fluids

And it has a unit on Water Systems in Literacy GAINS: @http://www.edugains.ca/newsite/literacy2/subjectspecific/sciencegr8watersystems.html

Demos
media type="file" key="egg in cup demo.mov" width="300" height="300" media type="custom" key="12244184"media type="custom" key="18809828"
 * Dissecting Glow Stick**
 * Egg in Cup Demo** - Set Up (egg, spool of thread, smooth cookie sheet, mug half-filled with water)
 * Egg in Cup Demo** - video (you may need to move the cursor along the "viewing" line)
 * Diffusion Egg Demo** (Idea #571 from //"Idea Bank Collation//" by Irwin Talesnick - participants were provided one copy per school during session #3//)//

media type="file" key="2 candles.wmv" width="300" height="300" Set Up: Result: The bottom candle should relight without touching the flame from the top candle (but bringing it close enough for the fuel vapour from the bottom candle to ignite from the above flame); explain using particle theory, convection & combustion
 * Two Candles Demo:**
 * 2 candles; lighter; drip pan (aluminum pan)
 * light candles; hold one candle above the other horizontally (see pic)
 * allow for air above the flame to warm up
 * bring the bottom candle away from the top candle
 * blow out the bottom candle and quickly bring it back to it's original position

(see "C24: Starting Point; Pressure Can - Teacher Demo" p.227 of the Pearson's //Investigation Science and Technology// 8 Teacher Resource: Unit C, pp.42-43 for details)
 * Pop Can Demo:**



media type="file" key="Balloon & Water.wmv" width="300" height="300" media type="file" key="Dancin Raisins.wmv" width="300" height="300"
 * Heating a Balloon Filled with Water - Will it Pop?**
 * Dancing Raisins:** vinegar, baking soda & raisins in a 250 mL beaker

Set Up: Result: an egg will either sink or swim; although students will usually predict that floating is proportional (e.g., a little bit of salt will cause a little bit of floating)
 * Egg - Sink or Float**:
 * 6 clear plastic cups, labelled 0 to 5, and each filled with 2/3 cup of water
 * amount of salt: 0 = no salt; 1 = 1/4 table spoon; 2 = 1/2 table spoon; 3 = 3/4 table spoon; 4 = 1 full table spoon; 5 = 1 1/4 table spoons (increasing by 1/4 table spoon each time)
 * place egg (raw or hard boiled) in each cup and observe

Graphic Organizers
- to use while doing science and for assessment: preassess prior knowledge, address misconceptions, guide further instruction -also remember that you can use the Smarter Science posters as graphic organizers

Inquiry Activities/Investigations/Tasks
Smarter Science - this is DPCDSB's resource page on Smarter Science

[[image:dpcdsb-mti/new_25.gif]]Poster Signs - Place these above the "Steps to Inquiry Posters" to help scaffold the process (for both students and teachers)
Here's a link with more info and folding diagrams: @http://www.exo.net/~donr/activities/Cylindrical_Wing.pdf
 * Baggy Science**
 * Rate of Dissolving - Gr 7 &** **Flow Rates - Gr 8 (Smarter Science Lesson)**
 * Exploring Electrical Charge - with Multiple Intelligences**
 * Cylindrical Wing**: Set up two lines: one 1.25 cm from the left edge; one 6.25 cm from the right edge

1. **Oil Spill Clean-Up** - Gr 8 pp.258-259; Gr 7 p.72 2. **Bug-o-Copters** (c/o Douglas Llewellyn's //Inquire Within//, pp.116-119) 3. **Alka-Seltzer Rockets** 4. **Cabbage Juice Indicator** teacher notes:
 * "anthocyanin is the pigment molecule in red cabbage that allows it to act as an indicator (more info @ [])


 * to make cabbage juice indicator solution:
 * cut a red cabbage in half
 * use one half and chop into smaller pieces
 * place in a large pot
 * pour 2-3 L of water into the pot
 * bring the water to a boil & boil the cabbage until the water is a dark purple colour
 * cover the pot and let cool
 * filter/strain the solution and dispose the cabbage leaves

Notes:
 * Lionel's Mystery Powders:**
 * Forensic Science:**
 * 1) Save the .zip file to your computer.
 * 2) Extract the files by double-clicking the .zip file, click on "Extract Files" on the left-hand side of the screen and follow the prompts.
 * 3) Open the "intro" file. It should open in the web browser. Continue by following the links.

Preparing a wet mount Penny & Water
 * Procedure Card Cut-Outs**:

Part 1 - @http://www.youtube.com/watch?v=DpVbcJY4amA Part 2 - @http://www.youtube.com/watch?v=1vQzqk2hzj8&feature=related Available on the blog: http://sciencenetworks.wikispaces.com/ - wordle of text from sections 4.0 & 4.1 - Gr 8 text
 * Egg Osmosis**
 * Videos**:
 * Pictures:**
 * Forces**

[[image:dpcdsb-ssc/Wordle_-_Forces.JPG width="662" height="356"]]

 * Calculating Mechanical Advantage** - Gr 8 p.120


 * A closer examination of the Pendulum ... December 2013**

** 2012 - 2013 Networks **

 * Session #1**

Structural Components - Representing our Results

 * [[image:dpcdsb-ssc/Oct 29 Activity2.jpg width="452" height="340"]] || [[image:dpcdsb-ssc/Oct 29 Activity1.jpg width="464" height="351"]] ||

Session #5: Planning Session
Science & Literacy Planning Template Gr 8 - Water Systems Example using Planning Template Three-Part Lesson Plan Template Guided Reading Template Tacoma Narrows Bridge Clip: @http://www.youtube.com/watch?v=-x23NcN_TSk Smarter Science Posters - Bridge Example (starting with video for observations)

**Session #2-4: Nov 2010 - April 2011 (Sharing)**
Finding online articles: www.sciencenews.org www.sciencenewsforkids.org www.americanscientist.org/science www.sciencedaily.com www.eurekaalert.org www.nature.com/news/index.html www.bbc.co.uk/news

From Pearson's //Investigation Science and Technology// 7 & 8: //Gr 7// - Cleaning Up an Oil Spill (p.72) - Melting and Freezing of Deodorizer Blocks (p.205) -What it feels like to be a structure (p.113) -Coffee Filter Chromatography (p.227) -Curious Candle (p.320) -Pathway for inquiry in structures: start with "Loads to Measure" (p.121) to introduce the Smarter Science posters; continue with "Structural Components and Materials" (p.138); and then "Supporting a Load" (p.144). At first, students struggled with the vocab of dependent/independent variable. By the third inquiry, students were much more comfortable with the vocab (and as a teacher, much more comfortable with the process) @http://to.pbs.org/vIyCAT
 * Inquiry Debrief Ideas - What are teachers doing?**
 * note: use a small amount of deodorizer in the test tube when heating in the water bath
 * note: this can be adapted/starting point for students to generate questions using the Smarter Science posters
 * it created a lot of buzz with the students
 * for the initial lab, create one box: What am I wondering?
 * [[image:dpcdsb-ssc/Wonder_Box.jpg width="524" height="265"]]
 * students perform experiments based on what they were wondering: after trying salt as the solute, they tried sugar and a mixture of salt & sugar; some students wondered if they could stop the movement by using crayon
 * [[image:dpcdsb-ssc/HPIM1083_crop.jpg width="273" height="198"]][[image:dpcdsb-ssc/HPIM1084_crop.jpg width="217" height="296"]]
 * introduce variables/controls --> students were engaged and wanted to redo their experiments by setting up fair test (with controls)
 * this inquiry activity worked really well
 * students start to wonder "Why does the water level rise in the beaker after you place it over the candle?" --> this could be the starting point for a student-directed inquiry ("What am I wondering? from Poster 1 of Smarter Science; guide students into posters 2-4 based on I wonder questions)
 * Structures: Physics of Stone Arches** - work as medieval architects and build various arches and supports while learning about forces

//Gr 8// -Cartesian Diver Quick Lab (p.191) -Pouring a Gas - Invisible Magic (see p.5 of Teacher's Manual for more details; textbook C5 POE pp.194-195) -Mixtures of Mattter (p.201) -Golf Ball Loader (p.249)
 * students worked in groups of 5
 * students were asked to bring in their own 2-L bottle (1 per group; groups with more than one shared with another group that didn't have one)
 * students generated observations and questions (poster #1 of Smarter Science)
 * this was easy to do with a class of 34 students
 * the demo worked really well for Poster #1 of Smarter Science; students practiced making observations, writing questions, and explaining their ideas using the particle theory
 * using marbles, sand and water in Part 1 helped students visualize the particle theory and make connections to the two liquids in Part 2
 * this was used as a culminating activity: students were given limited details (a very open task) - Lift a golf ball 15 cm and then drop it in a bucket using a simple pneumatic system
 * [[image:dpcdsb-ssc/HPIM1090_crop.jpg width="280" height="201"]][[image:dpcdsb-ssc/HPIM1088_crop.jpg width="281" height="182"]]
 * students were also given an opportunity to reflect on their problem-solving

Other Ideas:
 * 1) Create a list of STSEs, inquiries/labs that we may not have time to do (from the textbook)
 * students choose one as a summative
 * can be assessed cross-curricular
 * students were very engaged (they took ownership)
 * provide tentative dates; need to be flexible for product completion
 * 1) Discuss with high school to have senior students come and teach/facilitate a day for Gr 7/8 science (e.g. Gr. 11 students from St. Paul's presented an ecosystem workshop for a Gr 7 class from one of their feeder school (Queen of Heaven) --> students were very engaged!)
 * 2) Gr 7 Structures: Live feed from the Confederation Bridge @http://www.confederationbridge.com/en/webcam.php
 * 3) Using sleds & Smarter Science: How can you make one person on a sled, moving downhill, travel the furthest? Here are some pics (variables, equipment, sample table)
 * [[image:dpcdsb-ssc/Picture1.jpg width="442" height="293"]][[image:dpcdsb-ssc/Picture2.jpg width="280" height="299"]][[image:dpcdsb-ssc/Picture3.jpg width="423" height="280"]]
 * 1) Use the Smarter Science Posters to guide students to inquiry about sublimation (e.g. Can I freeze water vapour and form ice?)
 * 2) How Many Drops on a Penny? - students used syringes to help measure the volume of water used
 * 3) Structures - students use recycled materials to create a chair
 * 4) "The Test Tube with David Suzuki" http://interactive.nfb.ca/#/testtube

[[image:dpcdsb-ssc/Gr_7_&_8_Networks_-_Reflection_&_Feedback_Page_1.jpg width="667" height="1434"]]


Environmental Choices - How Easy is it to be Green Wordle

Day 1

Day 2



Day 3 wordle: "Force Wordle" c/o []

Page Last updated: December 5, 2012