Middle School Science Lab Essentials. Jane Lee-Rhodes NBCT
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1 Middle School Science Lab Essentials Jane Lee-Rhodes NBCT
2 What Determines Priority Lab Experiences? Safe Science & Organization Strategies Skills & Content TEKS-based Experiences Matter & Energy Force, Motion, & Energy
3 (1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices.
4 People Scavenger Hunt Find someone in this room who can sign off on one of the statements below. No person can sign more than once. 1. Loves to listen to music. 2. Traveled out of state this summer. 3. Has both a dog and cat as pets. 4. Is at least a little glad to be back at school. 7. Is new to Kaffie this year. 8. Loves Science! 9. Will play sports for a Kaffie team this year. 10. Isn t wearing any socks. 11. Loves their cellphone. 12. Enjoys collecting something (What? ) 13. Has touched a live snake. 14. Is someone you knew before today.
5 10 minute icebreaker & share-out Collect data from class Students create a data table and graph from data Gallery Walk of products
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8 (1) Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. (2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. (3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. (4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry.
9 (5) Matter and energy. The student knows the differences between elements and compounds. (6) Matter and energy. The student knows matter has physical properties that can be used for classification. (7) Matter and energy. The student knows that some of Earth's energy resources are available on a nearly perpetual basis, while others can be renewed over a relatively short period of time. Some energy resources, once depleted, are essentially nonrenewable.
10 (5) Matter and energy. The student knows that interactions occur between matter and energy. (6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes.
11 (5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties.
12 (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. (9) Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form.
13 (7) Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy.
14 (6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy.
15 Safety Contracts Just-in-Time Safety Safe or Sit-It-Out
16 Lab Partners & Small Groups Basket Labs Stations Storage Basic Equipment Consumable Materials Set-up & Take-down
17 Integration, not Isolation Observation Inference Prediction Model Making Classification Evaluation Understanding Science
18 (6) Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: (B) calculate density to identify an unknown substance
19 Process Skills Used? Content Alignment (TEKS)? What would you change?
20 (6) Matter and energy. The student knows that matter has physical and chemical properties and can undergo physical and chemical changes. The student is expected to: (B) distinguish between physical and chemical changes in matter in the digestive system
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22 Process Skills Used? Content Alignment (TEKS)? What would you change?
23 (5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to: (E) investigate how evidence of chemical reactions indicate that new substances with different properties are formed
24 Part 1: Sodium Polyacrylate 5 observations when dry 5 observations after water is added Part 2: Liquids 5 observations about each liquid Combine and stir 5 observations about product
25 Was the result of part 1 physical or chemical change? Support your answer with evidence. Was the result of part 2 physical or chemical change? Support your answer with evidence. Suggest a possible use for each of these substances.
26 Claim: make you claim; was the result physical or chemical change? Evidence: describe the evidence that supports your claim. Reasoning: based on the evidence, what is your reasoning that lead to your claim?
27 Process Skills Used? Content Alignment (TEKS)? What would you change?
28 (8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy
29 Big Question: Do all balls have the same amount of potential energy? Design an investigation that will allow you to collect data to answer this question. Do your investigation and record your results. Write a C-E-R summary or design a follow-up investigation
30 Predict: what do think will happen? Explain: explain the reasoning behind your prediction Observe: describe what you observed
31 Process Skills Used? Content Alignment (TEKS)? What would you change?
32 (7) Force, motion, and energy. The student knows that there is a relationship among force, motion, and energy. The student is expected to: (A) contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp, or standing still
33 Process Skills Used? Content Alignment (TEKS)? What would you change?
34 (6) Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to: (C) investigate and describe applications of Newton's law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth's tectonic activities, and rocket launches
35 Process Skills Used? Content Alignment (TEKS)? What would you change?
36 Lab Safety Video Flinn Safety Long Contract Short & Simple Safety Contract Food to Feces Understanding Science Mr. Edmonds Density song Science Class Lesson Resources
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