SCIENTIFIC INQUIRY WORK SAMPLE, HEART RATE LAB

On 3.12, we began the State-required Scientific Inquiry work sample.  The work sample is completed entirely in class and takes several days to complete.  Students design and carry out an investigation in teams, but all writing is done individually by each student on forms I hand out.  I will score the work twice. Scoring will be done using the State Scientific Inquiry Scoring Guide.  Students will earn a State score on a scale of 1-6 (6 is highest); this will be entered into Synergy for the State requirement.  I will also score the work using the proficiency scale that I use for other work.
There are four sections to the work sample and each section is scored separately.  On 3.12, we watched and discussed a video from PBS/NOVA, The Map of the Human Heart.  http://www.pbs.org/wgbh/nova/body/map-human-heart.html
Then we read  Background paragraphs that I wrote using various sources.  Students wrote their own Background using the text I'd written together with question prompts I wrote for them. I'm proud of ALL students for taking this work very seriously.  They worked cooperatively to create an atmosphere of quiet concentration.  Way to go, 6th graders!  You're well on your way to being in 7th grade! 

ACT 85, IS THERE ROOM FOR ONE MORE?

On 3.11, students worked in their teams to read the text and answer the Stopping to Thinks in their notebooks. I assigned Analysis Qs 1a, 1b, and 1c, due 3.12.  Qs 1a & 1b are being scored using the Analyzing Data scoring guide.  Q1c is scored using the Understanding Concepts scoring guide.  Students are to finish the "After" column of the ACT 77 Anticipation guide and to tape it into their notebooks.    

ACT 83, A SUITABLE HABITAT

On 3.9 & 3.10, students worked with their teams to read the introduction on text pg. E-58 & the rest of the reading beginning on pg. E-60.  They were to fill in the 3-Level Reading Guide as they read. I am scoring the 3-Level Reading Guide.

ACT 82, THE CELLS OF PRODUCERS

On 3.5. and 3.6, students looked at cells of an aquatic plant under the microscope.  They made pencil drawings under low and high power and labeled a chloroplast on the high power drawing.  Many students were also able to see cytoplasmic streaming.  Parents, ask your child about this.  We all thought it was "way cool!"  (Cytoplasmic streaming is often difficult to find.)  I am scoring the drawings.

ACT 79, EATING FOR ENERGY

On 2.27 & 3.2, students worked in their teams of 4 to complete the Talking Drawing, the reading, and the Stopping to Thinks.  I assigned Analysis Qs 1-4.  Q 3 is scored using the Organizing Scientific Ideas scoring guide.  This is due 3.4.15.

ACT 77, UPS & DOWNS

On 2.26, students first filled in the "Before" column of the Anticipation guide.  This should be taped into the notebook.  Students worked through the Procedure in teams of 4.   The group was divided into two pairs and each pair worked on graphing the data on one of the tables found on pg. E-33 of the text.  Each student made a population graph on graph paper provided.  The team followed Procedures Parts A and B.  Each student taped her/ his graph into the science notebook.  Students also filled in the "After" column of #1 & 2 of the Anticipation guide. I am scoring the graphs. 

ACT 76, PEOPLE, BIRDS AND BATS

This was the lesson on 2.25 & 2.26.  Students worked in teams to read and follow the Procedures on pg. E-24 of the text.  The text provides "letters" written about vertebrate species (types of animals).  Students classified the animals in the "letters" into one of the vertebrate classes found on pg. E-30 & E-31.

ACT 75, CLASSIFYING ANIMALS

This was the lesson for 2.23 & 2.24.15.  Using Animal & Phylum cards provided in the SEPUP kit, students worked in groups to make their own classifications of the animals.  They followed the Procedures found on pages E-21 & E-22 of the text.

ACT 81, A Producer's Source of Energy

I demonstrated this lab today (3.4.15)  because we didn't have enough plants for student groups to follow the procedure.

We filled in parts of the Tables on sheet 81.1, following Procedure #1.
Then, we did Procedures #2 & 3.  A photo of this is found here.  The cup on the left is BTB and water.  The cup on the right is BTB and water after a student blew into it with a straw.:
ACT 81, Procedure Part A, #3 & 4

Here is a photo of the Elodea plant in a capped vial with more BTB solution in the cup next to it.  This is part of Procedure #4:
ACT 81, Procedure Part A, #4

This last photo shows the two vials of steps #4 & 5, Procedure Part A.  After Aiden took this photo, we put both vials in the SE window of the lab:
ACT 81, Procedure Part A, #4 & 5

We discussed step 6 in table groups and wrote down our predictions afterwards.

We did not observe any change as results on the following day, 3.5.15,  (step # 7)
I will update this post when we have observed results.