1. Welcome to Environmental Science! Instructor: Mr. Romanowski Office: Room 301 rpromanowski@cps.edu

2. Materials 1” binder with 4 dividers Composition book 2 colored pens Pencil Your brain

3. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work BELL-RINGER MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials PARTICIPATION  Writing BR in composition book  Being quiet  Staying in seat  Having homework ready to be checked

4. Bell-Ringer (complete in your composition book) What makes a question testable (able to be answered by doing an experiment)? Think of 5 things the question must have. 1.______________________ 2.______________________ 3.______________________ 4._______________________ 5._______________________

5. Monday Sept 12, 2011 OBJECTIVES: Identify testable questions from non-testable questions Write a testable question AGENDA Review Scientific Process Review criteria for a testable question Write testable questions

6. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Writing/taking notes  Raising hand with something to say  SLANT

7. Scientific Process Where are we? 1.Select topic 2.Gather background information about topic 3.Write questions/select a testable question

8. Before you write a testable question, you need to know….

9. What makes a question testable? 1.It uses words like whether, when, where, what, how many, how much, and how often, rather than words like why. 2.It lists specific items that will be tested. 3.It describes the conditions under which to which to conduct the test. 4.It describes the criteria that will be used. 5.It can be tested using available resources.

10. Which is easier to test? 1.What is the importance of an opposable thumb for the ways in which humans use their hands? 2.Without using your thumbs, can you use a key to open a lock?

11. CONVERSATION  Level 2 = SOFT  Only with partner about work assigned HELP  Red cup = emergency question  Yellow cup = can wait question  Blue cup = no question  Continue working while you wait PAIR SHARE MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials  Restroom (only with pass) PARTICIPATION  Looking at your paper  Writing/doing what task requires  Staying in seat  Working cooperatively with partner

12. Pair Share Directions 1.With your table partner, decide if each of the 6 questions on the bottom of your handout are testable or not. 2.If not testable, rewrite into a testable question on your handout. 3.You have 7 minutes to complete this task.

13. Testable or Not? 1.How is bug blood different from human blood?

14. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Writing/taking notes  Raising hand with something to say  SLANT

15. Testable or Not? 2. Why do your fingers wrinkle after you take a bath? How long does it take your fingers to wrinkle up while taking a bath?

16. Testable or Not? 3. Is rock music better than hip hop music? How many more people prefer rock music rather than hip hop? What is the effect of the type of music on a person’s mood?

17. Testable or Not? 4. Why does bright light cause someone to sneeze? Does a bright light make a person sneeze?

18. Testable or Not? 5. Do smells affect people’s moods?

19. Testable or Not? 6. Is vegetarianism better than eating meat? Who has better blood pressure vegetarians or meat eaters?

20. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work SUMMARY MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials PARTICIPATION  Writing summary quietly  Staying in seat until bell rings

21. Summary (write on half sheet of paper) In a couple of sentences, summarize what makes a question testable?

22. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work BELL-RINGER MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials PARTICIPATION  Writing BR in composition book  Being quiet  Staying in seat  Having homework ready to be checked

23. Bell-ringer (4 minutes, composition book) Rewrite this question into a testable question. How does yeast change over time? Testable Question: How does the population of yeast change over a 45 minute period?

24. Tuesday Sept 13, 2011 OBJECTIVES: Develop a testable question Develop a hypothesis for your testable question Understand the difference between independent & dependent variable Begin writing a procedure AGENDA: discuss BR Write hypothesis Independent vs. dependent variable Write procedure HOMEWORK: Write a procedure for making a peanut butter & jelly sandwich

25. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Writing/taking notes  Raising hand with something to say  SLANT

26. The Process of Scientific Inquiry Choose a testable question to answer Predict the answer (Hypothesis) Get to know your topic better Topic Selection

27. Writing a hypothesis "If _____[I do this] _____, then _____[this ]_____ will happen, because… A educated guess about what is going to happen It’s an educated guess because you have already completed your background research Keep the variables in mind. The dependant and independent variables should be clearly stated Make sure your hypothesis is "testable.“ A hypothesis explains why you anticipate the outcome you have stated Dependent variable (what you are measuring) Independent Variable (what you are changing)

28. Example of hypothesis "If a plant receives fertilizer, then it will grow to be bigger than a plant that does not receive fertilizer. This is likely to happen because… What are the independent and dependant variables? Independent variable = Dependent variable =

29. Re-write this into a hypothesis Ladybugs are a good natural pesticide for treating aphid infected plants. Hypothesis: If ladybugs are put on an aphid infected plant, then the population of aphids will decrease because ladybugs eat aphids and are a natural pesticide.

30. Let’s practice writing a hypothesis to our testable question!

31. CONVERSATION Level 0 = silence HELP  Red cup = emergency question  Yellow cup = can wait question  Blue cup = no question  Continue working while you wait  Ask 3 before me INDEPENDENT WORK MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials  Restroom (only with pass) PARTICIPATION  Looking at work  Writing or doing what task requires  Staying in seat

32. Directions for Independent Work Write a hypothesis to the testable question we came up with in the beginning of class. You have 3 minutes to complete this task.

33. CONVERSATION  Level 2 = SOFT  Only with partner about work assigned HELP  Red cup = emergency question  Yellow cup = can wait question  Blue cup = no question  Continue working while you wait PAIR SHARE MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials  Restroom (only with pass) PARTICIPATION  Looking at your paper  Writing/doing what task requires  Staying in seat  Working cooperatively with partner

34. Directions for Pair/Share With your partner share your hypothesis and make revisions if necessary. You have 2 minutes to complete this task.

35. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Writing/taking notes  Raising hand with something to say  SLANT

36. Let’s share your hypothesis! If sugar is added to a yeast solution, then the population of yeast will increase because the yeast is feeding on sugar.

37. The Process of Scientific Inquiry Choose a testable question to answer Predict the answer (Hypothesis) Develop a way to answer the question (Procedure) Get to know your topic better Topic Selection

38. Writing Procedures 1. Should be very specific, telling the person exactly what to do. (The reader should be able to complete the experiment by reading your directions). 2. Steps should be written in complete sentences and numbered in sequential order. 3. Should be written in the 2 nd person as if you are talking to the reader.

39. Summary How would identify the dependent and independent variable in an experiment? Homework Write a procedure for making a peanut butter and jelly sandwich

40. CONVERSATION Level 2 = soft HELP  Raise hand  Wait quietly as you continue to work BELL-RINGER MOVEMENT None PARTICIPATION Following directions Working with partner on task assigned Staying on task

41. Bell-ringer (with the person on your left, 5 minutes) Read your partner’s procedure for making a PB & J sandwich and do EXACTLY what they say, pretend like you are making the sandwich. When finished, answer this question in your composition book: Did you find it easy or difficult to follow your partner’s directions? Explain why.

42. Wednesday September 14, 2011 OBJECTIVES: Learn the features of a well-written procedure Write a detailed procedure for your experiment AGENDA: discuss BR Review features of a procedure Begin writing procedure HOMEWORK: Finish writing procedure for yeast experiment in composition book.

43. Let’s try out some of your peanut butter and jelly procedures!

44. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Writing/taking notes  Raising hand with something to say  SLANT

45. Writing Procedures 1. Should be very specific, telling the person exactly what to do. (The reader should be able to complete the experiment by reading your directions). 2. Steps should be written in complete sentences and numbered in sequential order. 3. Should be written in the 2 nd person as if you are talking to the reader.

46. Let’s begin writing a procedure for the yeast experiment! (You should copy the steps in your composition book quietly)

47. MATERIALS (per group) 1 Test tube Stopwatch Ruler in cm Yeast Sugar Spatula tray

48. PROCEDURE 1.obtain materials from teacher. 2.Put 1 scoop of yeast in a test tube of water using spatula. 3.Pour 2 scoops of sugar in with the yeast and water. 4.Put test tube cap on test tube and shake yeast solution up and down twice. Then take cap off.

49. PROCEDURE 5. Measure the initial height of the yeast solution in cm(be sure to measure from the bottom of the test tube to the top of the bubbles). Record data at 0 minutes in your data table in your composition book. 6. Hold the test tube in the palm of your hand for 4 minutes and then measure the total height of the bubbles after 4minutes and record in data table.

50. PROCEDURE

51. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work SUMMARY MOVEMENT Acceptable reasons: NONE PARTICIPATION  Writing summary quietly  Staying in seat until bell rings

52. SUMMARY (half sheet of paper) What are key things to keep in mind when writing procedures for an experiment? HOMEWORK: Finish procedure for yeast lab.

53. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work BELL-RINGER MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials PARTICIPATION  Writing BR in composition book  Being quiet  Staying in seat  Having homework ready to be checked

54. Bell-ringer Take out your procedure that you finished last night for homework. Read through the procedure listed on the handout. Then with a different writing utensil other than the one you used on your homework, make corrections to your procedure so that it has all the right steps.

55. Thursday Sept 15, 2011 OBJECTIVES: Conduct an experiment following your procedure Collect data in a chart for your experiment AGENDA: Set up data chart Review lab expectations Get into groups conduct yeast lab Clean up Summary

56. The Process of Scientific Inquiry Choose a specific question to answer Predict the answer (Hypothesis) Develop a way to answer the question (Procedure) Run the experiment and record data Get to know your topic better Topic Selection

57. How/where should you record data? What kind of data should you collect?

58. Set up data chart (in composition book) X (Independent Variable): Time (minutes)Y (Dependent variable): Height of bubbles in cm 0 minutes 3 minutes 6 minutes 9minutes 12 minutes 15 minutes 18 minutes

59. Hypothesis If yeast are put into a warm water/sugar solution over the course of 1 class period, then the population of yeast would grow showing an increase in bubbles, because yeast feed on sugar and are able to reproduce. Independent variable: Dependent variable:

60. CONVERSATION  Up to level 3  Only about assignment  Only with your group members HELP  Red cup = emergency question  Yellow cup = can wait question  Blue cup = no question  Continue working while you wait  Ask 3 before me GROUP WORK MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials  Restroom (only with pass) PARTICIPATION  Looking at paper  Writing or doing what task requires  Talking only with group about assignment  Staying with group until finished Failure to follow rules and procedures will result in immediate dismissal from the lab

61. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work SUMMARY MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials PARTICIPATION  Writing summary quietly  Staying in seat until bell rings

62. SUMMARY (on half sheet of paper) 1. Was your hypothesis proven or disproven during today’s lab? 2. What data did you collect that proves or disproves your hypothesis?

63. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly as you continue to work BELL-RINGER MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials PARTICIPATION  Writing BR in composition book  Being quiet  Staying in seat  Having homework ready to be checked

64. Bell-Ringer Look at the data you collected for the yeast lab. Write an answer to the question below based on the data. Was your hypothesis proven or disproven. Explain why?

65. Friday September 16, 2011 OBJECTIVES: Present your data in graph form Form a conclusion based on your data Learn how to write a lab report AGENDA: 1.Lab Reports 2.Graphing 3.Writing Conclusions 4.Work on lab report HOMEWORK: Write yeast lab report Everyone in group must turn in their own lab report QUIZ on Monday on Scientific Process

66. Mr. R’s Class Rules & Expectations 1.Use respectful tones and language when interacting with classmates and the teacher 2.Follow directions the first time they are given 3.Be a contributing member to the class who does not create distractions or disruptions 4.Use all materials properly and clean up after yourself 5.Come to class on time, wearing your ID, and prepared with all materials

67. What happens if I make a foolish decision? First, we will talk about it – I expect all behaviors to self-correct at this point – Just in case it doesn’t… You will serve a detention with me after school – During this time you will figure out how to avoid the situation in the future and write a letter to parent/guardian explaining how and why you messed up Then I will issue a detention referral Then your fate is in the hands of the Dean’s office

68. CONVERSATION Level 0 = silence HELP  Raise hand  Wait quietly TEACHER INSTRUCTION MOVEMENT Any leaving of seat must have permission. PARTICIPATION  Answering when called  Writing/taking notes  Raising hand with something to say  SLANT

69. Presenting your Research Homework (Due Monday) Write a lab report based on the yeast lab. Lab reports must include the following sections: Testable question (done) Hypothesis (done) Materials (done) Procedure (done) Data Table (done) Graph Results Conclusion

70. The Process of Scientific Inquiry (Copy in your composition book) Choose a specific question to answer Predict the answer (Hypothesis) Develop a way to answer the question Run the experiment and record data Analyze the data and form a conclusion Get to know your topic better Topic Selection

71. How do I graph my data? Independent Variable: Cause (What did you change?) Dependent Variable: Effect (what did you measure?) Independent Variable: X-axis Dependent Variable: Y-axis Title:

72. Class Hypothesis If yeast are put into a warm water/sugar solution over the course of 1 class period, then the population of yeast would grow showing an increase in bubbles, because yeast feed on sugar and are able to reproduce. Independent variable: time Dependent variable: population of yeast

73. How to Write Conclusions based on Evidence Was your hypothesis supported? How do you know if your experiment supported your hypothesis? What errors did you encounter? What more can/should be done to further confirm your initial hypothesis? State whether or not the data supports the hypothesis. Specifically explain how the data either supports or rejects your hypothesis – I should see numbers here Explain any possible errors that may have affected your results Suggest some ways/methods to improve this investigation to get more accurate results.

74. CONVERSATION Level 0 = silence HELP  Red cup = emergency question  Yellow cup = can wait question  Blue cup = no question  Continue working while you wait  Ask 3 before me INDEPENDENT WORK MOVEMENT Acceptable reasons:  Sharpen pencil  Hand in/pick up materials  Restroom (only with pass) PARTICIPATION  Looking at work  Writing or doing what task requires  Staying in seat

75. Independent Work Directions On the sheet of graph paper, make a graph of your data from the yeast lab. Follow the graph in your notes. Begin writing your lab report on looseleaf. Be sure to include all sections of the report. Everyone in group must turn in their own report.