Regularly compare your lesson notes with Ms Jane's notes on Google Classroom to be sure you've got it all.
Know what you don't know and ask for help as soon as needed.
Reply thoughtfully to Ms Jane's comments on your work and DARE TO CONTINUE because you WILL get better and better! 😊
Parents can help when they ask:
"Do you have glue, scissors, ruler earbuds in your pencilcase?"
"Are you making corrections in your 'Checking My Understanding' book?"
"After each lesson, do you compare the notes you wrote in class with Ms Jane's notes on Google Classroom?"
"Can you sit with me and teach me the answers to a couple of the purple questions below on this website.?"
"Show me your thoughtful replies to Ms Jane's comments on your work and please, DARE TO CONTINUE ."
WE LEARNED SCIENCE BEGINS WITH AN OBSERVATION
Observing is the first skill we need so we can do science!
What was the main lesson learned from this activity?
WE LEARNED HOW MATCHES WORK
The science of a match.
Why, in 1844, did the Swedish inventor separate the S from the P?
Why is the sand and glass powder needed?
When the match head strikes the striker, friction occurs.
What from the friction ignites the chemicals?
In the pics below some of you are taking turns explaining to each to other why striking a match makes the match ignite.
After the lesson, was it easy or hard to teach your partner the answer to:
"Why does striking the match make it ignite?"?
From the list below, what did you discover is the best way for you to learn new info?
📢Did you remember a lot after the teacher only said the info? 📢♨️Did you remember more when the teacher repeated the info AND drew pictures? 📕Did you remember more when you wrote down the info instead of just listening to it?
Matches are a tool we are learning to use safely.
Note: Students do not have permission to use matches outside the lab since adult supervision is a must.
One ATL we work on in Y7 is ORGANIZATION
ATL is an MYP term. It stands for APPROACHES TO LEARNING and it reminds us of the skills we need to be successful in school.
Credit goes to Alina for having a full pencil case!
Does your pencil case have everything you need?
How does being prepared save you time in the lessons?
How does this yellow sheet help you keep your notebook organized?
We were so impressed that Joonas and Julian kept their table of contents up to date without any reminders!
Are you happy with your notebook's Table of Contents?
WE "MET" SOME SCIENTISTS
Checking our Preconceptions
How did the answer to,
"What does a scientist look like?"
change for some students change during this lesson?
There are so many ways for you to become a scientist!
Can you remember most of these branches of science that you will study in your secondary school years?
We gave you lots of scientists to click on.
Which scientists did you meet?
What main points did you include on your NIST blog site?
WE PRACTICED MORE ON BEING A GOOD OBSERVER
How difficult was it to describe your leaf in enough detail so that your friend could find it in the leaf pile?
Did you make unique observations about your lit candle?
WE LEARNED DESCRIPTIVE VOCAB WE CAN USE TO DESCRIBE OBSERVATIONS
Science has so many vocabulary words. What techniques did you use to teach yourself the blue words above?
We learn vocab better when we practice using the words like you did here:
WE LEARNED that an INFERENCE is not an OBSERVATION
What do you OBSERVE about this shoe?
What does your observation let you INFER about the owner ?
WE PRACTICED OUR SKILLS by making EDIBLE SHERBET!
Which states of matter did you observe in your mouth?
WE LEARNED HOW TO DRAW SCIENTIFIC DIAGRAMS
Do you understand all 9 of these green tips for how to draw a science diagram?
\Are some harder to follow than others?
Are you pleased with the science diagram you put on your blog post or do you wish to improve it?