EQ: How did the observations made by Charles Darwin on his voyage lead to his development of the theory of evolution by natural selection?
Monday students tracked Darwin's voyage through the Galapagos Islands using his journal entries. The annotated map should be in the notes section of student notebooks for me to check later.
During class, students recorded notes in the three column format (main idea, details, reflection) for pages 147 - 150. This assignment should have been completed for homework last night (Mon.).
Tuesday we continued out notes for pages 150-151 and participated in an activity to model natural selection. If you have not finished your notes through page 151, please do.
Please submit your project journal for me to check by Wednesday. You should have your research plan copied in your journal and any observations and reflections relating to your work so far. Remember to use pen and date all entries. Journals submitted after that will earn a late grade.
We plan to go to the park for data collection on Thursday or Friday during class. More info tomorrow.
There is a Saturday work day scheduled for Feb. 3 from 10:00- 1:00. More later.
posted on: January 23, 2007
Today we performed an experiment using probeware (Hand-Grip Heart Rate Monitors) that interfaced with our computers. This enabled us to analyze graphical data quickly and easily. Students were asked to record that data and answer the analysis questions in their journals. Here is a copy of the data table and analysis questions if you did not finish the analysis in class.
For homework, please finish reading chapter 17: pages 536-560. We will be doing assignments and working in 7 different chapters in the following 3 weeks so do not get behind in your reading.
Students who needed to re-write their introductions have until 12/5...that's tomorrow...to turn them in to me. :-)
Paperwork for your project is due on Thursday.
I am available tomorrow morning at 8:30 A.M. and after school until 5:15 P.M. on Tuesday for students who need a little help or time to work on their experiment set-ups.
posted on: December 04, 2006
Parents and students: I am available after school from 4:20-5:15 Monday-Thursday to help students with their research.
The root word of question is quest.
Your research question sends you on an exciting quest.
About finding a question . . .
"Sometimes you have to do some wondering to get to your wonderings.”
“Research is a process of discovery—a process that continually requires us to rethink, and re-search our understandings.”
Research is a tune-in activity ~
Research means paying close attention tuning in to what is going on so you don't miss out.
Source:The Art of Classroom Inquiry by Ruth Shagoury Hubbard and Brenda Miller Power
Thanks to Mrs. Worthington for finding the quotes above.
As we begin our research in the media center, it is nice to reflect on the process.
Here is the preliminary timeline for our research this term. Students received a copy today and were asked to make notes in their agendas about upcoming deadlines.
Timeline for Research Projects.doc
This handout gives some guidance for students who may need to find a more interesting or more reasonable question for research.
We will go to the media center again tomorrow and note cards will be checked on 10/23 at the end of the class.
Homework this week, 10/17-10/22, is to take notes on note cards as you gather background information for your project. A bibliography card should be completed for each source that you use. Remember to use bullets; avoid sentences. Paraphrasing takes longer and sometimes leads to plagiarism.
posted on: October 17, 2006
Please remember to bring your index cards to class tomorrow. We will begin the note taking phase of your independent study project as we work in the media center on Tuesday and Wednesday.
For homework tonight, please complete both sides of the Flip-It! activity sheet that you received in class today. Today during class we discussed several possible research questions. I hope that everyone has discovered an interesting question for their project! Please see me if you need help.
posted on: October 16, 2006
The park is your laboratory this year!
What questions do you want to spend your time investigating?
Are you interested in biology, physical science, Earth science?
Are you interested in the organisms that live in the natural spaces in our community? Do you care about how the natural areas are used by people?
Think about all of the possibilities for field studies.
Your goal is to come up with a project involving data collection that is related to Sweat Mountain Park and/or other similar areas in our local environment. It could be a controlled experiment, a data collection and analysis type project, or even a service learning project
Service learning projects are great if you want to get involved with “making a difference” in the park. Need some money to make your project happen? Do not worry, the Mabry Science Club may be able to help you. As first place finishers in the Youth Environmental Symposium of 2005, they earned a cash award that can be used for worthy projects. The club may be interested in helping you with your project. You will be required to submit a proposal that details your plan to request funding. (More on that later.)
We have many materials at school that should help you with you study (water quality testing kits, microscopes, ProScopes, data collection probe-ware, boots, materials for collecting stream macro-invertebrates, GPS devices, other measurement tools, etc.) so keep that in mind when planning your investigation.
Right now you should be exploring some of the many ideas that you have for your park project. Use the pre-research FLIP it! that Mrs. Hendrix prepared for you to get you thinking and finding information about your ideas. You will need to have a working idea for your project by next week. Here are some broad categories of research ideas.
o Soil analysis
o Erosion studies
o Geologic history of the area
o Weather impact on ???
o Rainfall/runoff studies
o Light intensity questions
o Stream water flow studies
o Chemical/physical parameters of the water
o Watershed questions
• Impact of people on the environment
• Soil organisms
• Water organisms
• Life cycle questions- tadpoles, insects, plant species
• Assessment of what lives in the park (trees, wildflowers, fungus, lichens, insects, etc.)
• Opportunistic species, invasive species, exotic species, native plants, etc.
• Light intensity
I have heard some of your great ideas and am looking forward to helping you with your projects this year!
posted on: October 03, 2006
Here is the assignment that we worked on in class today. Read and study pages 65-69 to learn more about respiration. Your organizer and summary should be completed by Monday.
Also, take some time this weekend to explore your other possible park research questions using the format that we used in the media center on Thursday.
posted on: September 29, 2006
Friday is our "field work" day and we will use a dichotomous key to work on identifying the lichens that we collected on campus, in Sweat Mtn. Park, and at student homes in the community. By the end of class today, you should be able to explain what isidia, soredia, soralia, apothecia, thallus, and lobes are.
Students will also have the opportunity to work on their plant projects.
For homework, please read Chapter 9 and work on your concept map or article summary.
posted on: February 10, 2006