WA: Physical Science

The Physical Science class is reviewing nomenclature at the beginning of each session.  The girls are becoming very comfortable writing and naming inorganic compounds.  The class has had several lessons on balancing equations, too.  This past week, the girls started a series of thermodynamics labs and used temperature sensors linked to either the graphing calculator or laptop.  They did a few graphing exercises, too.  Next week is more of the same: nomenclature review, thermo labs, and balancing equations.  The class should start to think about their Science Fair projects, too.  The girls plan to work as a group.

WA: Earth Science Portfolio Project

The first raised bed is finished!  The kids scavenged the railroad ties from the property.  One of the teachers located soil and then used her husband's bobcat to move the dirt.  One student's grandfather donated several more railroad ties, cut them to fit, and finally pounded in nails to secure them.  The math teacher donated compost and plants.  Stage one is done! 

WA: Life Science Update

The Life Science class had two quizzes on Thursday, the Plant Cell and the Animal Cell.  The class delivered their Adopt a Disease mini-projects, too.  They started an Osmosis Lab, too.  The class used seven baby food jars, salt, sugar, and potatoes.  The kids weighed the potato slices; they added different measure of salt or sugar to each jar and labeled them.  One jar is a control.  On Tuesday, the students will reweigh their potato slices and make comparisons.  On Tuesday, the class will do a  Diffusion Lab and an activity on respiration. This past week the students did a few graphing exercises with graphing calculators and will do a few more exercises next week, too.  Please have students look up the definitions of diffusion and osmosis.

Apologia: Physical Science Update

The Physical Science class is learning how to use sensors to collect a variety of data.  The class is in the midst of a unit on thermodynamics, which compliments their weather modules.  Today, the kids did some inquiry based investigations.  Which material holds Heat best? Students designed the lab with simple materials, such as wood golf tees, glass jars and marbles, metal screws, aluminum foil, etc.  the class heated the materials under a lamp with incandescent bulbs for a period of time, five to ten minutes.  They also did an insulation challenge with stryrofoam cups, bubble wrap, packing paper, wool and cotton socks, to determine which material keeps ice chilled or hot water warm.  We are using every available resource!  A secondary objective is for the kids to have exposure to sensors to collect data.  The kids used an Easy-Link temperature sensor with the TI-84, a Go!Temp temperature sensor with  Logger-lite software on a laptop, and the Airlink PS 2011interface with the iPad.  (One of the kids tried to connect a Kindle Fire via Bluetooth to the Airlink device.  It was much easier with the iPad.). The software downloads are free for each of these platforms.  Vernier sells the Go-temp sensor for $39.  The Go-Link connects many of Vernier's sensors to a laptop.  The Logger-lite software downloads quickly.  A temperature probe can be used for a host of experiments. ( Ebay Vernier probe listing). Ebay frequently sells sensors.  Be sure to compare the price with Amazon, Vernier, or Pasco Scientifics websites.

Apologia: Chemistry and Types of Reactions

The Chemistry class did a series of experients designed to introduce the class to types of chemical reactions.  After reviewing the lab reactions, the class reviewed types of reactions and how to balance equations, basically the material at the end of Module 4 and the contents of Module 5.  Next week, the class will do Experiment 5.1, which requires some math to the the conversions.  My philosophy is to have the kids do the lab before really describing types of reactions.  It is much easier to make these associations once they have observed the reaction.  Chemical Reactions Virtual Lab is one alternative for home-schoolers.  5 Types of Chemical Reactions is similar to the lab I use which has eight reactions.  Once the students completed the lab, the next step was to write the reactants, predict the products, identify the type of reaction, balance the equations, and reinforce the need to be able to name and write compounds.  Milk Jug Whoosh Bottle is a fun way to demonstrate combustion reactions.  It is important to follow the directions!  Use a little alcohol and have a fire extinguisher ready!

Apologia: Create a Schedule for Chemistry

Our Chemistry class follows a typical co-op approach.  As a veteran Chemistry teacher, I have my favorite labs, exercises, and ideas about instruction.  The class and their families want to ensure the students meet class expectations-but may be confused.  This year, there are five students in the Chemistry class; each of whom has a different situation.  In West Virginia, families may submit a portfolio which has been critiqued by a teacher or take a standardized test each year.  Other families enroll in Seton Home School or Mother of Divine Grace both with well defined course expectations, curricula, and test schedules. So, how are we doing science?
Basically, the students should define all of the bold-faced terms, answer the 'On Your Own' questions or problems, and complete the study guide questions at the end of the chapter.  Our class does have tests, projects, and lab reports.  (See previous blogs for some of our projects.) The students have been tested on the first 75 elements on the Periodic Table, one or two nomenclature quizzes, and can expect a quiz in another week or so on types of equations, and balancing equations.  Most of the time at Co-op is spent on lab or direct instruction.   What should students do on their own?

Apologia Chemistry Lesson Plans has plans for a weekly co- op like ours.  There are 16 modules.  Our classes plan to run until the end of May, or roughly 32 weeks with breaks for the holidays.  The class meets for three hours each week.  So, the 16 modules should be divided into one module every fortnight or two weeks.  Each module has about 40 pages which includes the questions and problems.  So, the student should read four or five pages each day, including the questions and problems.  The lesson plan above recommends students spend between 45-60 minutes per day, including the experiments.  An hour a day seems pretty optimistic.  What do I recommend?  The kids should start by defining the terms and reading their texts.  It is easier to answer questions in the modules as they arise.  Lastly, the kids should write out their answers to the study guide questions.  Now, reality dictates that some topics just take more time. The weekly updates keep families apprised of our schedule, assignments, and projects.

WA: Earth Science Update

The Earth Science class is completing the unit on Rocks and Minerals and will begin a unit in Weather, Chapters 7-11.  There is a unit test on Matter, Maps, Rocks and Minerals this Thursday.  There is a review Tuesday.  The students constructed a 'foldable' review packet which may be used on their test.  The class has selected their science fair projects this week.  Two of the teams need heavy plastic and scrap wood.  The class needs top soil and mulch for their raised beds.  Below is an overview of this week's Weather topics.

Weather
1. Layers of the Atmosphere Foldable
2. GLOBE Cloud Module Training
3. Air Vocabulary
4. Land and Water Lab
5. Weather Symbols
6. Create Weather Unit for the tykes: build weather instruments, collect data, create demos, and teach about weather processes.

WA: Physical Science

The Physical Science class continues to review nomenclature, types of chemical reactions, and how to balance equations.  This material will be part of the course all semester.  The girls began a unit on Heat, Thursday, plotting a Heat Curve and crushing cans.  The girls were introduced to some technology, the Easy Data app on the TI 84 and Pasco's Airlink with Sparkvue.  The girls will do a lab from Tops Science on convection and conduction, Radiation lab,  Endothermic lab, and a Heat transfer lab, next week.  The class will have a number of new terms to define.  Below are the main topics for the girls to understand.
1. What is thermodynamics?
2. Explain a heating curve in terms of phase change.
3. Compare radiation, conduction, and convection.
4. Differentiate between an exothermic and endothermic reaction.
5. What is the direction of Heat flow?

WA: Life Science Cells and Infectious Diseases

The Life Science Class is in the middle of Cells, Cell Processes, and Infectious Diseases. They had a quiz on the organelles in an animal cell and will have another quiz, Tuesday, on the parts of the microscope.  On Thursday, the class will have another quiz on the functions of the organelles.  Their disease mini-project is due next Thursday, too.  Last week, the class did an exercise on the stages of mitosis.  This coming week, I plan to do a diffusion lab, osmosis lab, and a fun exercise with Zombies!  Additionally, the class will be doing some graphing, both on paper and on the graphing calculator or on a spreadsheet.  I hope to have them do a little writing, too.

Unit Test:
Once the class completes the material on cells and cell functions, there will be a unit test, probably in two weeks.  Here are some of the major topics:
1. Animal vs. Plant Cells
2. Prokaryotes vs. Eukaryotes
3. Archaea-Bacteria-Eukaryotes
4. Cell organelles and functions
5. The Cell Cycle
6.  Cell Processes: Mitosis, Osmosis, Diffusion, and  Endocytosis, Exocytosis
7. Disease transmission

Apologia: Chemistry Update

This morning the Chemistry class spent the entire time constructing a qualitative analysis scheme, often dubbed, White Powder Lab.  I first came across this lab years ago in the Journal of Chemical Education.  The basic premise is for the kids to test a series of 'knowns' using a variety of reagents and then use their notes to determine the identity of a second set of 'unknowns'.  The 'knowns' we're baking soda, baking powder, cream of tartar, corn starch, Epsom salts, drive-way deicer, Kosher salt, sugar, and plaster of Paris.  The test reagents were Phenol Red, universal indicator, iodine tincture, a copper sulfate solution, hot water, cold water, a dilute acid and a dilute base.  Once the kids think they have correctly identified the mystery powders, I tell them which are correct; they retest until all of the powders are correctly identified.  Lastly, the kids name the powders with both their common and scientific names.

Apologia: What about technology?

As an instructor, one of my on-going concerns is staying current with technology.  Over the years, I have attended a number of workshops which address this issue.  I know many home-schhol families share this concern.  If I had to chose just one device for Chemistry, it would be a TI-84 graphing calculator (loaded with the Easy Data app) with the Easylink adapter and two sensors:temperature and pH.  Data collection is a snap!  Easytemp is a temperature probe which insets into the mini-USB port on the graphing calculator.  Most of the sensors require an adaptor or interface for the calculator called Easylink, which is connected and immediately senses and displays data Easydata Manual and Detailed Instruction Manual.   (Texas Instruments, TI, has loads of Classroom Activities; these instructions can be confusing for a new user.). Easy Data  Overview Video is produced by Vernier and explains step by step how to use the temperature probe with the calculator.

The data is stored in files under the Stat function on the calculator.  Here is where things get tricky.  Glencoe' Graphing Calculator Lab Manual was written for an older TI device called a CBL.  The same principle applies to the TI 84; the data is stored in Stat files.  These labs help students retrieve and analyze their data.  (Get a math teacher to show you how to use the stat function on the calculator!).  I will look for some lessons. TI 83/84 Instructions has screen shots describing step by step instructions in stats.

Apologia: Physical Science Heat

The Physical Science class just started a series of experiments on Heat.  The kids are collecting weather data this month, clipping weather maps from the newspaper, and reading the modules regarding weather: Module 2,3, 7, and 8.  Module 3 has a few pages exploring temperature.  My objective is to insert a bit more physical science and condense the earth science, just a bit.  Consequently, our class is doing a unit on thermofpdynamics which dovetails well with weather.  Our first goal is to differentiate between conduction and convection and heat versus temperature. The kids are doing a wide variety of Heat labs before drawing conclusions.

This week, the kids did two labs, Tops Conduction and Convection and Heat Curve Lab.  This group of home school students is amazing.  They spent an hour with the Tops lab heating and reheating the test tube.  The second lab, creating a 'Heat Curve' involves putting a beaker of ice on the stove or hot plate and monitoring it until it reaches a boil.  The kids worked in pairs using both spirit thermometers and digital thermometers.  They graphed the data by hand and sketched the graph from the two devices.  (For the record, the data collected with an ordinary thermometer showed the equilibrium stages well.)  The class is using two digital thermometers: Easy Link and Airlink, two rival technologies.  The Easylink thermometer plugs into the mini usb on the TI 84 graphing calculator.  The TI 84 has Easy Data preloaded to the graphing calculators. (The application eats batteries.). As soon as the kid plugs the temperature probe into the calculator, the calculator recognizes the temperature sensor and begins collecting data.  The kids can stop and start collecting data immediately.  This part is great!  The not so great part is accessing and manipulating the data.  TI store the data in its stat files which involves turning on the stat plot, setting the window range, etc.  That said, kids can use the thermometer and record the data presented every minute on a piece of paper.  The Airlink is a type of interface.  Here the data is projected on an iPad.  I had been playing with the Airlink device for some time.  Today, one of the kids was able to trouble-shoot the blue-tooth connection beween the iPad and the Airlink. Words can not convey my happiness!  An ordinary thermometer is fine.  Since I have the technology, I want the kids to have some exposure.  Pasco has
several devices Pasco products; generally, the probes are compatible across the different devices.  The temperature and pH sensors have the broadest applications.

Apologia: Chemistry

Thursday is National Mole Day!

Apologia: Physical Science, Thermodynamics

The Physical Science class is using Dr. Wile's textbook, which has several weather modules.  I have been racking my brain for ideas to fill in a few gaps, such as more chemistry.  First, the class is going to complete the weather modules.  I had an idea!  Why not add a detailed lesson on thermodynamics that would dovetail with their text, weather, and lay some more ground work for Chemistry?  So, this lesson includes thermodynamics, thermal expansion, temperature vs. Heat, measurement, scales, energy transfer and calorimetry.  The class calibrated thermometers last week (Thermometer Calibration).  So they will start with TOP Science's free activity, Conduction and Convection, that involves a test tube, ice, and steel wool before Experiment 5.1 (Experiment 5.1 Video), Evaporation, Condensation, and Precipitation.  During the next class, the kids need to review terms and complete concept maps.  Our class meets for three hours each Wednesday.  There may be time to do Experiment 4.1, The Wonder of Water, and 4.2, Water's Polarity. (If the air is dry, we will demonstrate  this activity and re attempt 8.1, Lightning.  The best conditions are on a cold, dry day.  The way I demonstrate water's polarity is to 'bend' water.  The trick is to charge a glass rod with wool and put the rod next to a thin stream of water from the tap.  The water molecules are polar and attract the charge on the rod. Science Bob). It is hard to predict how long each activity might take.  As long as the kids are engaged, my policy is to let them modify or repeat the experiment to their satisfaction.  Last week, the kids crushed cans to demonstrate air pressure.  I have a box of crushed cans, now!  The class decided to film the can as it crushed with an explanation.  So, I line up several labs, pull the materials, and then gauge the pace based on feedback from the kids.  Below are some of the labs planned.

Here is a complete unit plan, Heat Transfer, which has great ideas for openers to convey the key concepts.
Flinn has a good demo, Heat Convection.
PASCO has a suite of activities Atmosphere designed for GLX apparatus available on line.  A GLX connects to sensors which collects data.  The TI 84 is preloaded with an application,  Easy Data and can connect to a temperature sensor.  Any thermometer is fine!
Vernier's Heating of Land and Water ties temperature to weather.

WA Earth Science: Update

Earth Science: The class has a quiz on Tuesday, a retake from last week.  The students are in the middle of a series of labs, notes, and activities on rocks and minerals.  They did a mineral identification lab and will complete a second lab next week.  They need to follow up on the crystal lab and try to identify different types.  The class should bring their texts to class this coming week.  The students are building raised beds outside of the cottages and need top soil and fill dirt.  Lastly, the class brainstormed ideas for science fair.  Ask them about their ideas!

WA Physical Science: Update

Physical Science:

The class is still reviewing the names of elements and compounds.  The girls took notes on types of reactions.  The class practiced more hands-on lessons and worked with both the second and third grades on Thursday.  The class did an excellent job teaching tie-dye milk, Sumi Nagashi, and glow germs.  After the outreach lessons,  Thursday, the girls brainstormed more ideas for their grant proposal, Flight.  Next week, the girls should read 

Chapter 4 and bring their texts to class.  They will continue to work on reactions and begin a lesson on Thermodynamics.  I am preparing several labs on thermal expansion, conduction, radiation, convection, etc.  

WA: Life Science, Cells

Life Science:  The class completed and presented their cell models, which was intended to help the class identify characteristic organelles.  As a gentle reminder, several students need to color the animal and plant cell diagrams.  The students have a handout to complete which is a type of survey identifying infectious diseases they, their parents, and grandparents have had as a basis of comparison.  Ordinarily, a discussion of infectious diseases coincides with anatomy; in light of the evolving Ebola crisis, it seemed important to discuss now.  The class did a germ lab with glo-germs.  On Thursday, after the cell model presentations, the class had a lesson on the microscope and took turns learning how to use a light microscope.  Next week, the students will need their books.  They should expect a quiz on cell organelles, Thursday.  I am preparing several labs on cell processes: diffusion, osmosis, cellular respiration, photosynthesis, etc.

Apologia: Chemistry update

Today, the Chemistry class did Reaction in a Bag which turns terrific colors.  The lab uses calcium chloride, often an ingredient in driveway salt or deicer, baking soda, baggies, and phenol red.  I bought the phenol red from Amazon, a pH indicator solution.  Pool tests often have phenol red in their kits such as the Test kit here.  After repeating the lab, the Chemistry kids reviewed the elements, some ionic and covalent nomenclature, and then introduced types of chemical equations, basically material in Module 4.  Nomenclature, types of reactions, and balancing equations is much easier to up understand with some first hand instruction.  Once the kids start to understand the process it is important to give them some practice.  Mr. Guch has reams of worksheets to practice these new skills.  The worksheets have answer keys for students or parents to check their work.  Mr. Guch includes a free lab manual designed for teachers operating on a shoestring budget.  I have used his resources as tutorials, practice, and review for years.

Apologia: Chemistry and Physics

Last week, L. Said she wanted to make slime this week.  The Physical Science class was happy to help.  So, the kids did the Oobleck or cornstarch activity on p.33, a 'Try It!' First.  Cornstarch like bread dough forms a nonnewtonian fluid.  Next the group did the 'Try It!' On p.68, a Flubber activity that mixes cornstarch, glue, and borax solution.  The mixture did look more like Silly Putty-but it did not bounce.  So the kids mixed borax solution with glue to make bouncy balls.  Just as a warning, my philosophy is inquiry oriented.  Rather than follow an experiment's guide lines to the letter, I prefer to have the kids mix a little of each ingredient at a time until they get the desired result, such as a ball which bounces.  The last experiment was Slime.  I had polyvinyl alcohol leftover which the kids mixed with borax solutions.  Once the kids had finished, they epwanted to try different combinations.  I had borax solution (dyed with food coloring), cornstarch, white glue, clear glue, and the polyvinyl alcohol available for them to experiment.  Educational Innovations, Amazon,  Home Science Tools, and Steve Spangler carry kits.

Apologia: Physical Science Update

The Physical Science class is studying weather.  Today, the class tried to create a spark to simulate lightning and create clouds.  Our classes view the detailed description as a starting point.  Usually, we read the instructions in Dr. .wile's text, try it, and them immediately try different methods.  We could not get a spark at all. Exploratorium's spark activity usually works.  It was pouring outside making things difficult.  The best time to experiment with static electricity is during a dry winter day using wool socks.  Incidentally, the Phys. Sci. experiment is 8.1 with a ballon.  Now, Cloud Formation, Experiment 5.3 was much motored successful.  OK.  It is fine to make a cloud-but are other methods more successful?  A few years ago, Science Camp did several similar weather experiments.  A Could in the Hand is performed in glass jars with ice on the lid.  So the best question is exactly how do clouds form?  Does this activity simulate cloud formation?

WA: Earth Science Rocks and Minerals ID

Earth Science reviewed briefly before a lengthy Rock and Mineral ID lab.  They have a quiz on Thursday.  It has been a long time since I last taught Earth Science.  I am scrambling!  The class has discussed mineral properties and their textbook has information about hardness, streak, etc.  I used several resources for this lab: three different publisher's Earth Science textbooks, marked with different charts, the Ward's Rock and Mineral Test Kit with nine different minerals and treated them as 'unknowns'.  I put the names of the rock samples on the board so the kids would know which rocks were available to identify.  In addition to the textbooks, the TOPS Rocks and Minerals #23 had the clearest instructions, especially for 'hardness'.  Additionally, the students had nails, tiles, HCl acid, scales, graduated cylinders, pennies, a UV light, and paper clips.  The class had had a lab on density earlier.  WA has a Classroom Collection of Rocks and Minerals.  (I had bought a UV flashlight for a glo-germ lab, UV LED Flashlight, which requires three AAA batteries.)  The Rock Collection has a sample of fluorite which fluoresces under UV to show the class.  The HCl to test for carbonates is 8% and produces a good reaction.  The class used Flinn, Be a Mineral Detective and the Mineral Indentification Lab handouts.  Really!  When I am uncertain, I tend toward overkill.

WA: Physical Science Update

The class is learning how to name and write formulas, how to predict the type of chemical reactions, and how to balance equations.  Whew!  Each class, the girls are reviewing either the names of the elements or nomenclature.  The girls are preparing lessons for the second and third graders.  This week is Sumi Nagashi or Paper Marbling, which coincides with the second grade's Chinese lesson.  The Chinese first invented paper marbling, which was popularized by the Japanese, much later.  The underlying science has to do with miscibility and adsorption--not absorption.  The girls experimented with Glo Germs in preparation for a lesson on germs, too, time permitting.  Germs are pertinent now with the Ebola crisis generating so much news.  The kids have many misconceptions.  It is useful to generate a discussion with kids to help them understand just what is happening.

WA: Life Science Infectious Diseases Opener

In light of the Ebolas crisis, the Life Science class began a lesson on infectious diseases.  We began by differentiating between viruses and bacteria and determining if viruses are alive.  According to our mnemonic for living organisms, GRIM END, viruses are not alive, yet reproduce.  Handouts has the two assignments.  The students are interviewing their parents and grandparents to determine which diseases they have had.  In class, the group went over "The Chain of Infection" to introduce terms, such as 'causative agent' and 'reservoir'.  The class did an exercise with Glo Germs to understand fomites and how germs spread.  One boy in class ended up with lotion on his face, hair, and shirt!

WA: Life Science Infectious Diseases

Right now, Ebola is headlining the news.  Life Science just began a lesson on Cell Biology and a lesson on infectious disease is timely.   PBS has a complete on-line lesson on Ebola.    Disease Comparison  is an assessment for kids to do to get started. This guide compares the infectious diseases the child has had with those his or her parents and grandparents may have experiened.  Catch The Fever is complete unit to understand diease from California with cross curricular ideas for kids.  There is a section in the lesson on pp.111-126 that involves 'The Hot Zone', the story about the Reston, Va., Ebola scare.   This unit has kids construct disease trading cards as a min-project. The CDC has a set, Disease Cards, which could serve as examples or supplement the lesson.  Here are some presentations: Overview, Photos, Pathogens, and Microbes.

Some key terms include the following terms. Causative agent, Communicability, Contagious, Endemic, Endogenous,  Enzootic, Epidemic, Epidemiology, Epizootic, Exogenous, Fomite, Incubation, Infectious, Morbidity, Mortality, Nosocomial, Opportunistic, Outbreak, Pandemic, Pathogen, Portals, Reservoir, Transmission, Zoonosis.

Here is a list of interesting diseases: Chicken Pox, Cholera, Diptheria, Ebola, Influenza,  Lassa Fever, Legionnaires', Malaria, Measles, Mumps, Pertussis, Rabies, Rickettsia.  Sin Nombre Virus, Small Pox, SARS, TB, Typhus, and West Nile Virus.

The class will compare bacterial, viral, and eukaryotic diseases, disease transmission, epidemiology (cause, host, mode of transmission, incubation period, period of communicability, symptoms, complications, morbidity, and mortality), to have an idea just how an infection occurs.

Apologia: Aurora Borealis

Dancing Lights is a complete lesson on Aurora Borealis or Northern Lights. Auroras 'Paintings in the Skies' by San Francisco's Exploratorium is a self-guided lesson.  Illuminating Northern Lights is another resource for kids to learn more about Northern Lights which includes the Finnish myth and the origin of its name and references the Exploratorium's self study.  There is an activity which uses a spectroscope.  Home Science Tools sells Flame Test Kit with a spectroscope.  Flame tests are standard fare for Chemistry classes.  This lab might be a good way to connect the concepts of electromagnetic fields, spectroscopy, and flame tests.  The link below has a lab and lesson that does just that!

Flame Test and Atomic Spectra Lab

Apologia: Physical Science Weather

The Physical Science class has started a comprehensive unit on Air.  I thought it would be useful to compile several good resources.  Many home-school families appreciate suggestions regarding science materials.  These activities can supplement Dr. Wile's text material and extend the lessons to younger students.  In fact, I think I may add some weather to next summer's camp, Wild Science.  Our camp attracts 40-50 kids, ages 4-12, with a dozen teen volunteers.  Just like home-school families, we have to plan activities which keep all of the kids engaged.

GLOBE: Start here.  GLOBE is an international organization with over 23,000 school participating in their programs collecting data.  The site can be overwhelming.  Don't let that happen.  Start with Modules.  Watch the introduction to GLOBE, to Atmospheric Science, and then watch the Cloud Module.  Once you have watched the videos, the Supplemental Materials will make more sense.  Be sure to print a copy of the Cloud Chart, located on this page.  Additionally, there are detailed instructions for collecting data.  The cool thing about GLOBE is all of the resources.  If you happen to live in West Virginia, Todd Ensign is very supportive of home-school families and eager to introduce Co-ops to GLOBE.  Todd will arrange training sessions.

Lesson Plans:  Passport to Weather and Climate has detailed lessons and worksheets.  Personally, I am not wild about worksheets.  Nonetheless, occaisionally, a worksheet makes sense, especially to learn a specific skill, such as interpreting weather map symbols.  This site is rife with worksheets.  I plan to use just the one on weather symbols.  Now, this site also has one stop directions to make weather equipment, which is engaging, especially for young children.  We did just that a few years ago when we studied weather at Science Camp.  I can see a large family taking on weather as a science unit in which the younger children make and test equipment and older children compile and compare the data to make predictions.

WA: Physical Science Forensics Unit

Forensics is one unit which dovetails well with Chemistry and Biology.  Our Science Camp had a forensics intro the year we had Anatomy Academy.  One of the parents at WA is a police officer.  I thought it might be fun for my Physical Science class to create a crime scene for the younger students with rotating lab stations.  In fact, this might be a fun family science night.  Chalk bodies on the floor, drape the room in crime scene tape, and mix up a batch of Fake Blood for the splatter lab!  If this is your first foray into forensics, It's Magic is an excellent introduction.

The Physical Science class needs some background, Crime Scene Basics and Guided Notes.  Three good labs for beginners are Ink Chromatography, Glass Chip Density, and Fingerprints (Fingerprint Analysis Sheet).  Next, Blood Splatter Lab or Blood Splatter Activity are introductions to terms and properties of bloodstains.

Now, one of my favorite forensic labs is blood type testing.  Here is one, Cheap Blood Testing, complete with a cheap recipe for fake blood, because many schools ban blood testing students; besides, the serums and kits are expensive.

 DNA Electrophoresis may be outside the scope of Middle School science; DNA Extraction, however, is easy and a terrific forensic activity for kids.  The key is to chill the alcohol and use fresh meat tenderizer.  This can be a great inquiry-based lab; it uses dry, split peas, which are much cheaper than strawberries-especially since I want the kids to do several trials to see which method produces the most DNA.  Instruct the kids to compare three different detergents or try using different concentrations of rubbing alcohol, or compare isopropyl alcohol with ethylene alcohol.  Try room temperature alcohol with chilled alcohol.  Vary the amount of salt.  Just help the kids to understand that they need to change just one variable at a time.

Once the kids have practiced these labs and are ready to lead the labs, it is time to set the scene.  Kids       will need practice managing clues.  Crime Scene (Teacher Notes, Crime Scene Map, and Student Guide) is a great way to help kids sort clues.

Apologia: Chemistry and Physics

L. is studying Chemistry and Physics concurrently with my Physical Science and Chemistry classes wants to do some slime experiments next week.  L. is a veteran from several annual Science Camp tours!  (In fact, last summer's main theme was Mad Science; most of the experiments are available on this Pinterest board.)  I sent several versions for L. to review before next week so she can lead the Phy. Sci. kids in several fun experiments.  One way to make this more inquiry-based is to have the kids determine which version makes the best bouncing ball.  Ask students to record their observations and approximate ratios of materials.  Listed below are several recipes.  Anything worth doing is certainly worth overdoing.
Kool-aid Slime
Polyvinyl Alcohol Slime is available at Educational Innovations.  Both Flinn and Educational Innovations provide excellent explanations for the cross-links between the PVA and borax.
Classic Flubber   Usually, both white and clear glue work.  I usually substitute tempera paint for food coloring, because it is so expensive.
Gak with Tide:  I tried this last week and did not get great results.  However, my objective is for L. to do some trial and error as she makes comparisons.
Oobleck: speaking of over doing it, this site has an exhaustive lists of materials for a simple experiment, mixing cornstarch and water.
Walk on Cornstarch: Here is a video explaining how to walk on the cornstarch mixture, which is a non-Newtonian fluid.

WA Earth Science

A great day!  The class began with a practice quiz on nomenclature, reviewed the two guides, completed most of the rocks and minerals slideshow, crystals, and began the PBL.  A PBL means 'Project-based Learning' and begins with a 'driving question', which is "Is the water clean?"  The class has a handout, So what?, which lists water quality parameters and potential sources. WA is in the process of transferring its drinking water permit from the previous owner and provides an excellent opportunity for the kids to learn about drinking water standards.  The kids are eager to test all manner of water sources.  For now, two E. Coli samples are due the tenth of each month.  A local environmental lab dropped off sample bottles with instructions.  The class followed the instructions to the letter to collect the data. I explained to the class  the meeting I had had with a director of water quality, who selected our test sites, which will need to be rotated.  The class received a guide to water quality standards.  I think this PBL is a practical application.  Next is to review the water permit application with the class so they can understand the process.  We may ask the director to return!

Interpreting Your Water Quality Data
Project-based Learning
Rocks and Minerals PowerPoint

WA: Physical Science

The class is still working on their experiments for the Chemistry Show, understanding the underlying science, memorizing some of the elements, learning how to name compounds, and was introduced to chemical reactions, today.  It will take some time to teach nomenclature and more about chemical reactions.

WA: Life Science Cells

WA: Life Science Update

1.       Read Chapters 1-3, Cells, Cell Functions, and Cell Division

2.       Overview of Cells and Organelles

3.       Know the organelles and functions

4.       Color animal cell and plant cell

5.       Remit the food webs.

6.       Remit the Habitat and Niche worksheets.

7.       Chapter 1 Vocabulary: unicellular, multicellular, cell membrane, cytoplasm, eukaryote, prokaryote, nucleus, organelle, cell wall, chloroplasts, mitochondria, smooth and rough endoplasmic reticulum, Golgi apparatus (Golgi bodies), ribosomes, vesicles, central vacuole, lysosome, and specialization.

8.       Chapter 2 Vocabulary: chemical reaction, carbohydrates, lipids, proteins, nucleic acids, chemical energy, glucose, photosynthesis, chlorophyll, cellular respiration, fermentation, diffusion, concentration, passive and active transport, osmosis, endocytosis, and exocytosis.

9.       Chapter 3 Vocabulary: DNA, chromosomes, cell cycle, interphase, mitosis, cytokinesis, sexual and asexual reproduction, binary fission, budding, regeneration, anaphase, metaphase, prophase, and telophase.

Notes:

I.                    Cell History

A.      Robert Hooke (First observed cells,1665

B.      Anton van Leeuwenhoek

C.      Theodor Schwann (1838)

D.      Matthias Schleiden (1838)

E.       Louis Pasteur

    

II.                  Cell Theory

A.      Organisms are comprised of cells.

B.      Cells come from other living cells.

C.      Cells undertake functions necessary to life.

Apologia: Chemistry Where are we now?

This week the Chemistry class started with a Mixture lab and finished a Specific Heat Capacity Lablab, similar to Experiment 2.2, Measuring the Heat Capacity of a Metal using this set, Metals Kit.  The problem was that the metals are not identified; it is hard to differentiate between the zinc and iron cylinders.  The lab became an 'unknown' lab unintentionally.  The kids made simple coffee cup calorimeters and boiled the metal cylinders for at least ten minutes in a large beaker on a hot plate.  They also did a Mixture Challenge Lab which is similar to Experiment 4.1.  (I had the lab on hand.)  The class did a practice ionic nomenclature quiz, Ionic Formula Practice, went over a mini-project called 'Household Chemicals', and were given a Mole Pattern and felt I had on hand to make their own moles.  I gave the kids alchemy sample symbols Alchemy as another mini-project.  The idea is to combine modern symbols for the elements with alchemy symbols and perhaps an image.  There are loads of alchemy symbols because the Alchemists hid their work and invented their own codes or symbols.  For some students, this project is too open-ended.  I allow them to do Adopt an Element, which is similar.  We are going to decorate with their images.

Next week, the kids need more review and practice with nomenclature.  The class should be completing Module 3 and starting Module 4.  I use Nomenclature Practice worksheets which have answer keys (usually well edited!)  A Nomenclature Flow Chart can be helpful.  The key is to practice.  Here is where it pays off to have memorized the first 75 elements.  Next week, the Chemistry class is going to crush cans, Experiment 4.3 with the Physical Science kids, calibrate thermometers, Experiment 2.1 (which we should have done earlier, but didn't), Reaction in a Bag, Physical vs Chemical Change Lab, Chemical Reactions (The lab I have is not available on-line; it has similar reactions to the one posted here.)  If time permits, the Chemistry class will create a heat curve with the Pasco equipment I have.  A TI 84 graphing calculator is pre-loaded with Easydata; a digital thermometer connects directly to the calculator.Easy Link  Any thermometer can be used to create a Heat Curve; since I have both Pasco and TI 84 equipment, we will use it to expose the kids to the technology.

Apologia: Physical Science Air

Here Air Lesson Plan  is an updated version or overview of the current unit the Physical Science students are studying.  Wile has several modules regarding air, atmospheric science, weather, etc. Our plan is to study Modules 2, 3, 7, and 8 as a unit. The class plans to study more chemistry than this text provides.   Today, the Physical Science students did Experiment 2.2, Oxygen and Fire, and Experiment 3.2, Seeing the Effect of Changing Temperature.  The class also completed a 'foldable' on the layers of the atmosphere. Foldable  They also watched a video from GLOBE on how to identify clouds.GLOBE Training Modules  GLOBE is an excellent resource for homeschoolers.  NASA sponsors GLOBE in the United States; GLOBE is an international organization.  After the students watched the cloud module, they took copies of cloud charts Clouds outside to identify the types of clouds and percent of cloud cover.  Physical Science students are beginning a long term (one month) study of the weather.  Collect Weather Data
Here is one type of record Weather data students may chose to use or Experiment 7.1 in Wile's Physical Science text suggests data to record.  Our class is recording their data at noon (any time between 11:00 am-1:00 pm) daily for one month.  The students are either taking direct measurements or using the Weather Channel for information.  Additionally, students are saving the weather reports from two local newspapers to use later to interpret weather symbols.

Next week, the students will add the vocabulary to their foldable, Crush cans with the Chemistry class, complete Experiments 3.1, 4.1, 5.1, 5.3, and 8.1.  If time permits, the students will do a fun experiment with CO2 Straws and Lightening.

Here are a few questions to consider.
1.  In terms of the layers of the atmosphere, where does 'weather' occur?
2.  Which tool is a better predictor of the weather, barometric pressure or cloud types?
3.  What is the EPA's 'dirty half dozen'?

Apologia: Chemistry NCW Preparations

It is time to make plans to celebrate National Chemistry Week and Mole Day.  Here are some fun links.
National Chemistry Week (NCW) coincides with Mole Day.  This year, Mole Day's theme is Mole O' Ween and National Chemistry Week's theme is Candy.  NCW has experiments with candy.
Mole Cookies Just add icing dots for the eyes as the mole pokes his head from the hole.
Songs. This site has a number of songs with moles.
Jokes. All puns.
National Mole Day. Really.  Here is a page explaining this year's theme.
Pattern. One of our moles is 'Guacamole'.  Another one of my moles is a parody of me, complete with skirt and classes.  Note that one of favorite expressions, 'Clear as mud?' is written on the side.

WA: Physical Science Update

Physical Science: The girls are learning how to name ionic and covalent compounds and are preparing for the Chemistry Show: Flubber, Oobleck, Lava Lamps, and more!  This coming week the girls will have several practice quizzes on both the names of elements and compounds.  They will continue to work on lessons for their Chemistry Show.  Both the second and third grade classes will be guest for their Show.  Additionally, the class is working on a timeline of the development of the Periodic Table: Dmitri Mendeleev, Johann Dobereiner, A.E. de Chancourtois, John Newlands, Stanislao Cannizzaro, Glen Seaborg, Lothar Meyer, William Odling, and Henry Moseley.  The timeline should have birth, death, and year with major contribution to the development of the Periodic Table.  

Flubber
Oobleck
Lava Lamp
Go With the Flow
Copper Caper
Elephant's Toothpaste
Can Crush
Cartesian Diver
Jumping pepper
Color changing milk

WA: Earth Science

Earth Science:  The students had a crash course in Chemistry this past week, while continuing to learn more about rocks and minerals.  The class should continue to read Chapters 3-4 in their textbooks.  They have three guides to complete. Next week is a presentation on rocks and minerals, a rock ID lab, and a chemistry quiz.

WA: Life Science, Conclude Ecology

This week, Life Science has nearly concluded the Ecology unit.  The class repeated the Camouflage Lab and did an activity called Cats in Borneo  (Cats in Borneo Activity and the powerpoint Cats in Borneo Answers) which discusses 'unintended consequences'.  The class observed isopods (Isopod or Rolly Polly), and did two Capture Recapture labs (Capture Recapture) after a demonstration of the technique with dinosaurs.  This lab required a bit of Algebra; next week, the class will review the Capture-Recapture method and go over the math again. The students' Food Webs were due on Thursday and should have a title, 100 species, labeled trophic levels, and arrows indicating the relationships.  This is the portfolio submission for the first quarter.

 The students received Cell manuals last week and are going to begin a unit on Cell on Tuesday, Chapters 1-3.  This coming week the class will have a presentation on cells and organelles, color and label cells, and take a look at cells under the microscope.  October 16th, the students' cell models are due.  Last week, the class went over the guidelines and were shown representative models.  A guide is below.  For the students to earn full credit, the model may be either a plant or animal cell, be 3-D, have at least seven organelles, and a key or legend identifying these organelles.  The students will be learning about their functions in class.

Presentation: Introduction to Cells and Organelles

Cell manuals, ,Inside the Cell 

Matching Games: WS and cards

Cell Models:Cell Models

Plant and Animal Cell Coloring Sheets:Cell Coloring Sheets

Microscope Overview: Guide

Label Microscope: WS

Apologia: Chemistry, Nomenclature

The class took notes on the basics of chemical nomenclature: binary ionic compounds, covalent molecules, polyatomic ions, the Stock system, and acid nomenclature.  The class took notes before beginning an ion lab.  (They also collected data for the Specific Heat of Metals lab we will debrief next week, since there was not enough time this week.) the ion lab is pretty simple; I made 1M solutions with CaCl2, CuSO4, NH4OH, AgCl,  and MgSO4.  I labeled each vial by either its cation or anion.  The lab requires combining the chemicals into reaction plates and is similar to the 'Forming and Naming Ions' lab below.  Once the class recorded their observations in a data table.  Any combinations which demonstrated a reaction had to be named.  After this introductory lab, the kids worked to build ions working through the data sheet which is part of 'Putting the Ions in Their Hands' or 'Ionic Formula Writing'.  After finishing the data sheets and reviewing their answers, the kids tackled their ion lab to see if they could use the paper ions to name their compounds.  Lastly was a brief lesson explaining the notes they had copied earlier.  The kids are doing a mini-project developed by Dr. Bob Warburton researching chemical compounds in common substances.  Next week, the class  will do a lab with CaCl2, NaHCO3, and phenol red.  Below are most of the resources for this week's nomenclature lesson.  Next week, the group will do the thermochemistry labs.

Resources
Forming and Naming Ions
Chemical Nomenclature Tutorial
Ionic Formula Writing
Chemistry is in the Bag
ddsteven1 at you-tube
Mendeleev Song
Mendeleev song lyrics in ppt
Acid Naming (Bridge on the River Quai)
Acids there are two kinds of them
Acids there are two kinds of them
Binary you add a hydro
Put on an ic and add an acid
And you're done, done, done.

Acids there are two kinds of them
Acids there are two kinds of them
Ternary if it's ite make it out
If it's ate make it ic, add an acid
And you're done, done, done, done.

And then there's oxygen if there's two less of them
Hypo is what we call it then
Too many o makes it per you know
One less O and it's ite
And that's no fright
And we're done, done, done, done!

Apologia: Physical Science

Today, 10/01, the Physical Science class first reviewed the two labs completed last week with the two boys who missed the class.  The kids went over the labs (dry lab) with the materials used and then showed the boys the you-tube videos.  The kids are documenting many of their labs and lessons at ddsteven1 on you-tube as a form of assessment.  The class label and iced cookies for a sugar cookie Periodic Table.  It generated an animated discussion over the different groups and families.  The kids also did two labs: Experiment 2.1, Evaporation, and Experiment 2.3, CO2, which did not work as well, since the weather was overcast.  The kids compared the rate of evaporation of water with rubbing alcohol.  Experiment 2.1 is part of a lesson on relative humidity.  The group has gotten in the habit of recording their lab results on you-tube, ddsteven1.  Lastly, the class is working on a timeline of the development of the atomic theory: Antoine, LaVoisier, law of Conservation of Mass, John Dalton, Modern Atomic Theory, JJThomson, Plum Pudding Model, Ernst Rutherford, Protons, Henry Mosely, Atomic number, James Chadwick, Neutrons.  (Time line basics). The kids should look up the dates and create a time line on graph paper.  Time lines can be created on Excel.  Next week the class begins the Air unit foldable.

Apologia: Chemistry and Physics

 Today, L. assembled the Periodic Table cookies, p.61.  She tinted the icing, arranged 24 cookies into groups or families, and enlisted the Physical Science students to help frost and label the cookies, which became snack.  L. also led the 'Try This' on p.33, at the bottom of the page.  L. demonstrated the lab with an explanation of how water molecules are 'sticky', meaning the individual water molecules are attracted to each other.  The Physical Science class dropped water on pennies to see who could drop the most.  This activity is a terrific way to see how water molecules form this water bubble owing to the attractions of the individual water molecules.  Next week, L. will make and lead a lesson with Oobleck, a nonnewtonian fluid and grow crystals.  The experiment on p. 81 calls for alum.  L. is going to prepare alum, borax, salt, Epsom salt, and sugar crystals in baby food jars to compare the crystal formations.