General Biology 9/11/17 Saving Sam --- Which method was BEST? What criteria should be used to determine which was best? Quick Review of those shared & final decision

General Biology Introduction Review Syllabus; Power Standards; ARHS Student Safety Contract. 9/11/17 Signed Syllabus form & Safety contract due Wednesday

Today … Review important Documents for the year! Review Syllabus today in PARTS by table groups Signed Syllabus form due Wednesday Review Safety Contract & procedures today Signed Safety Contract due Wednesday Review Biology Power Standards Notebook due by Wednesday check with Mrs. Shaw if that is difficult! Pre-assessments …

Today 9/12/17 Syllabus, Bio Standards Sheet, Lab safety agreement --- Remember that by Wednesday you need: Signed Syllabus Signed Safety contract Your Notebook or receipt is due tomorrow Period 4 –will finish the lab safety contract and biology standards TODAY … Please complete Pre-Assessment Continue discussion what is Science & what scientists do…

What is Science? Obtain 1 white board & markers per table Together with table partner - Generate a list of ideas to answer the question and record white board Share with full class Compile a list on the white board

How do scientists go about their work? “What is needed to study Science?” Continue a class list on white board Generate a list of ideas in pairs Record on White Board We will share & develop a class list of ideas… Volunteer to keyboard our class ideas???

What is needed to study Science - period 3 Beakers, Glassware Lab Trials and errors Experiments Data Lab Procedure Question Materials Hypothesis and materials Tests Money/Funds Hard work and communications Thought Process Caution

What is needed to study Science - period 4 Equipment/goggles Think outside the box Man. Variable Data/information Opposing sides Patience Being responsible Periodic table Persistent Responding variable Time Creative Problem Patterns Brain Tech.

What is needed to study Science - period 5 Calculis Skills Safety goggles Education Protection Variables** Something to study** Scientific question** Gloves Technology Information/ research Physics Measuring tools Mathematics Your brain Chemicals Hypothesis**

What is needed to study Science - period 6 Curiosity Test organisms Brain Problem* Reasoning Investigative question* 46 chromosomes Hands Hypothesis* Variable* Basic knowledge Tools (sterile) Safety Team of scientists Organization Math Communication Data Open mindedness Money Asking why

Standard 5 – INQUIRY 9/12/17 Our task today is to explore the processes used by scientists (scientific inquiry) Identify questions that can be answered through scientific investigations Use appropriate tools and techniques to gather, analyze, and interpret data Develop descriptions, explanations, CLAIMS, predictions, and models using EVIDENCE Communicate scientific procedures and explanations Refer to the Power Standards INQ = Inquiry

Materials For this activity, you will need the following: Writing utensil (pen or pencil) OR White board & markers Metric ruler* if time White card* if time Each table at this point needs a 3x5 card and small metric ruller

Your Turn… With your table buddy… You are going to perform an investigation Record the questions, observations, and conclusions Do NOT move the cube around! Do NOT move it off the table. Talk about what you notice about the cube. What questions do you have about the cube? As a team, develop one or two questions. Place the cube on each table with #2 on the bottom. DO NOT allow the students to see the bottom of the cube. Have few student groups share their question(s).

Your Turn… p4,6 9/13/17 In your group, create a list of observations about the cube and develop an answer to the question: What is on the bottom of the cube? (be sure to include evidence for your answer) Share your answer with a group close to your table or as assigned by Mrs. Shaw Do your answers agree? Whole class share using white boards Share orally what is on the bottom

Review Your findings…9/13/17 p3.5 Focus question: What is on the bottom of the cube? You should have developed an explanation as to what is on the bottom of the cube. Explanations require evidence What do we mean by evidence? What was the evidence for the number cube? How is an explanation based on evidence different from other explanations? Focus question… answers shared with the emphasis on EVIDENCE; Discuss evidence before or during shared ideas

Mystery Cube – Do you have: Scientific Question? Observations - EVIDENCE ? CLAIM --- What do you think is on the bottom of the cube Conclusion written using EVIDENCE to answer you experimental question Please answer together the last question on the worksheet! Did you do something similar to an investigation?

The Biological Box (CUBE) Similar process as the numbered box Do not move the biological cube Again our question is - What is on the bottom of the box? Make & record OBSERVATIONS (evidence) Place the lion ? Side on the tables without students moving or seeing the bottom of the cube; Students record their ideas

Share your Observations Share with table near you Can you make a CLAIM as to what is on the bottom? Full class share What follows in an investigation?

Experimentation What experiment could you perform to determine what is on the bottom of the cube? Share ideas --- They may NOT look at the bottom of the cube!

Experimentation You will perform ONE experiment to learn more about the bottom of the cube Select one corner Designate one students to slide the cube toward the edge of the table (or use the card) until the corner you selected extends no more than 2 centimeters of the edge (use the ruler) Another student is to glance at the exposed corner and share his or her observations with their team Note the observations Whole class share Share observations as a class

Experimentation Can you conclude what is on the bottom of the cube? Why or why not? (Be sure to include evidence &/or reason for your conclusion) Note your conclusion on your paper… Conclusion must include evidence…

Conclusion to Activity Consider what you did with the cubes and the process scientists use to learn about the natural world. Did you---? Identify questions that can be answered through scientific investigations Use appropriate tools and techniques to gather, analyze, and interpret data Develop descriptions, explanations, predictions, and models using evidence Communicate scientific procedures and explanations Revisit the Learning targets (INQ standard) from the first slide… Share if time allows…

Thinking about inquiry Alone or with your table buddy, begin reflecting on today’s activity and list specific characteristics of the “Biological Box” activity that model the process scientists use to learn about he natural world. Use the handout to complete a record your thoughts – Thinking about Inquiry! Answer questions on the back of the WS You may work with your table partner Turn in 1 worksheet for each working table Handout ws… have students begin filling in worksheet… HW or share at end… exit ticket may be omitted.

Scientific Inquiry How is your investigation of the cube similar to a scientific investigation? Share your ideas with your table partner Note your common ideas in your notebook Whole class share Discuss with full class how this investigation is similar to scientific investigation / collect cubes without allowing them to see the bottom! We do not always find out the answer completely in science…