1. Allen
Cascioli
Teaching & Learning Covey
Heames
James
Laneville
 April 1, 2013 Otero
 Class presentations – Sweeney
 Come to the front when its
your turn;
 Alphabetical by last
 Signal given when 1 min.
left
 Chat / continue more later
 Voting – link to be sent
 IMPORTANT – learn &
share; your own teaching
& job interviews SOON

2. Plant growth and development
A 8th Grade inductive lab to integrate
content knowledge with
experimental design
Students will design a lab to answer: What factors influence plant growth?

3. The Challenges
Over a 3 week period of time, 8th grade students may encounter:
• How can I identify the
independent and dependent
variables of my experiment?
• How can I control the
experimental environment?
• What measurement
appropriately reflects the
changes in the dependent
variable?
• How can I best present my
data to my peers?

4. What data will be collected?
Students will
determine the labels on the
Day of Plant Height (cm) charts and graphs to increase
Growth rigor
AV1 AV2 AV3 AV4 AV5 AV6
0
Including naming
3 their plants such as AV1
6 for Allen/Volpe
Plant 1
9
12
15
18
21
Students will choose to measure plant height, leaf number and/or mass
of plants to measure on different intervals of plant growth.

5. My Chemistry Learning
Segment:
Solutions!
Laura Cascioli

6. Solutions: Overview with Engaging Experiences
Like Dissolves T-Shirt
Find the best-
Like Rule Chromatography Molarity tasting Molarity
of Kool-Aid
Taste and learn
Solubility
with Soda: When is
Factors
it bubbliest? • Emulsion
Create the
Freezing Point
best-tasting
Creating with Depression
Types of Ice Cream
Kool-Aid
Solutions
& Rock Candy

7. Molarity Lab: What data will be gathered and
explained?
Lab Assignment: Make 3 solutions (0.1 M, 0.4 M, 0.7 M) of Kool-
Aid and decide which tastes best!
1. Create own procedure
Which variables can be measured in the lab? Which
cannot?
What unit conversions would have to be made?
What equipment to use?
2. Create own data table
Calculate % error and explain sources of error.
3. Create graphs in excel with trend lines.
 relate chemistry equations to y = mx + b
Ex: mol= VM
Volume is the slope on a plot
of mol vs. M

8. Dragon Genetics:
Using model organisms to explore
principles of heredity
Andréa Covey
Teaching & Learning, Spring 2013
Empire State College
http://library.thinkquest.org/04oct/01925/Comparing%20dragons.html

9. What makes the lesson engaging and
challenging?
Test their
Ownership
own
of traits
hypotheses
Connect to
Mythical
work of real
creatures
scientists
Engagement

10. What type of data will we collect?
• Students will collect actual data representing
the results of crosses they perform (data
collected will vary based on hypotheses)
– Frequency of genotypes
– Frequency of phenotypes
• They may also choose to use Punnet Squares
to compare the actual results of their crosses
with the probability of those results
• We will analyze the data using graphical and
statistical methods, as appropriate

11. Angles of the Sun
• Students will collect data from different
locations on Earth
• This data will be put into a spreadsheet and
used to make graphs, charts, and answer
questions

12. • Data from 5 locations on Earth (Latitude,
Longitude).
• Angle of elevation for each location at 4
different times of year
• Clock time at solar noon (when the sun is due
south at a given location)
• The relevance is answering the question of
why we experience seasonal variation

13. Chemical Reactions Learning Segment
Auburn James
Laboratory Theme Engaging Students
• Chemical vs Physical Changes • Encouraging students to
– Students hypothesize, view reactions/changes from
observe phenomena, then everyday life through a
learn concepts and definitions scientific perspective
and how they are applied • Using critical thinking and
problem solving to interpret
• Types of Chemical Reactions observations to piece
– Students first observe four together the curriculum
types of reactions, use inquiry “facts”
to determine what is • Experiments are hands on
happening and kinesthetic
– Observations lead to
discussion/lecture learning the
four types of reactions
Image from http://wildeboer-fitch.wikispaces.com/Pkaybroiler+Chemical+Reactions

14. Chemical Reaction Learning Segment
Auburn James
Reaction Rate Determination Reaction Rate Observation
• Students react Alka Seltzer • Temperature probe monitors
tablets in H2O progress of same reactions
– Time reaction based on a – Use same reaction
provided procedure conditions as before
– Manipulate any variables – Connects rate to enthalpy,
they choose in 4 more trials exothermic vs endothermic
to determine what affects reactions
reaction rate – Reaction is complete when
– Combine class data and temperature stabilizes
determine mathematical – Students compare
relationships between 3 temperature data to data
variables and reaction rate collected before

15. • Hudson River discharge unit is used primarily to serve as a post assessment
summary comparing weather and climate variables and how they interact in a
local setting. Additionally it will have students consider human influences on the
river. It will have students hypothesis and prove what natural factors influence
the discharge rate of the Hudson River at various locations along it’s length
throughout the year.
• Students will gather data from
http://maps.waterdata.usgs.gov/mapper/index.html a government site, and
http://www.weather.com/ a commercial site and compare ease of use and
abundance of data to create spreadsheet and climographs based on sites
along the river.

16. Student  Challenges of the Unit
 Students will have to think creatively as well
Engagement as analytically while gathering records from
the USGS sites.
• Students will be engaged  Many of the gages that students will want to
because the bulk of the use have been discontinued due to lack of
data they gather will be funding, or have daily rather than monthly
based on locations they averages. Students will have to evaluate the
know and choose usefulness the data they wish to incorporate
themselves. into their spreadsheets.
• USGS.gov uses Google  Students will have to use knowledge of
Earth skins where students geography, climate and weather of NYS to
come up with an explanation for their data
can “fly” to gages and
and hypothesis.
explore their own
 Additionally students will compare a
neighborhoods for data.
commercial site (Weather.com) to a
governmental site ( USGS.gov) and discuss
the pros and cons of both in their research.
Precip.(in)
5 15000
4

Mean Discharge
Avg. Precip. (in)
10000
3
(cfs)
2
5000
1
0 0
Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

17. Newton’s 3 Laws of Motion
Adam Sweeney’s Learning Segment
Engagement and Data

18. Newton’s 3 Laws of Motion
Real Life Examples
• Cars, Sports, Activities
• Integrate Real Life Problems in Assessments
Use of RC Cars
• Data collecting from RC cars in labs
• Students can use to test physics
Use of Sports Balls
• Classroom demonstrations and lab props
• Relates to student interests

19. Newton’s 3 Laws of Motion
Student Gathered Data
• Data Probes, Scales, Rulers, etc.
• Students create, use, and explain their
own data
Data Driven Classroom
• Experiments & Data not limited to labs
only
• Classroom activities that yield data for
analysis