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Made Rube Goldberg Machines to explore Newton's Laws.

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Other classes came and students gave mini presentations explaining their project and how Newton's Three Laws were represented.

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Other classes came and students gave mini presentations explaining their project and how Newton's Three Laws were represented.

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Collaborating with other teachers, especially 8th grade science to bring NGSS into our classes

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Love working with new 8th grade team.  Starting the process of discussion and planning of NGSS with new 8th grade team.

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Design marble ramps and sliders using models and engineering

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After ending our unit on Evolution and Natural selection, the 8th grade team at Lincoln decided to jump into the IS1 and found ways to support the benchmark in the process. We are almost finished with Mass Extinctions and will soon be moving into forces

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In our IS2 module "Why Do We Eat" we are about to do a Photosynthesis Modeling project where students are asked to create a 3D model of the photosynthesis chemical reaction formula for a teacher that wants to teach this to his students at a school for the blind.  I'm super excited to see how the kids take to the concept.

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Redesign a Soda Can Calorimeter to increase heat transfer

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CER - Intro of Claim, Evidence & Reasoning various times via videos, handouts & using as lab write ups

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I love working with other teachers and coming up with ideas for curriculum that addresses NGSS.  I have been working closely with the 6th grade team and we had a very successful month with interesting labs, phenomena, and engineering projects.  This new transition has been fun, but a lot of work.

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We had the students match distance time stories to the graphs, create data tables, and calculate the velocity using the information gathered.  The math department noticed a HUGE improvement of students understanding of graphing and slope.

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We began a new NGSS based module called Why Do We Eat? and have done some amazing activities. One in particular is called Biomagnification where our classroom floor is an ocean and the strudents are various species in an ocean food web. We spread molecules and POPs all over the ocean in the form of small pieces of paper and have each trophic level feed for 15 seconds. Students add up their POPs and then the next trophic level can feed either on the smaller trophic level or molecules and POPs in the ocean. Essentially students see that as you go up the food chain the concentration of POPs increases. At the end we reveal that POPs are Pieces of Plastic and the human at the top of the food chain usually has a large concentration of toxins from the plastic.

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Implemented an engineering project where the students had to design a neutrally buoyant "diver" (represented by plastic film canisters).   The students studied density and buoyancy prior to this exploration. They worked in their "engineering teams" measuring, estimating, testing and many times going "back to the drawing board" as they evaluated their divers.

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Michela- Studying Genetic Modification of Growing Plants in the Classroom!

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Michela- Studying Genetic Modification of Growing Plants in the Classroom!

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Students used knowledge of DNA, mutations, genetic modification and evolution to complete a full experiment and study growing genetically modified soybean plants and organic in the classroom.  They took daily measurements over weeks, created selective pressure for the plants and finally doused them in herbicide to discover what gene was modified.  They observed, they charted, they graphed and they understood! Did cross curricular work with 8th grade math and Spanish too!

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We use a simulator to show how natural selection works. Students generate random numbers and we use those numbers to "change" the environment in the simulator. The simulator spits out random changes to the environment and then we see how that affects certain organisms with certain traits. We play until all organisms die or until we reach 10 generations. Students collect data on a Google Spread Sheet and then complete a line graph that shows all the traits. Then they respond to questions about how/why certain organisms lived, and certain organisms died.

Lesson Plan/Directions
https://docs.google.com/document/d/1roaDepDrB2LF5RQrouGEkXArXF2S6GqaCd8BqdWAwQo/edit?usp=sharing

Code for the simulator
https://docs.google.com/document/d/1dl4hoGZ-lZonsTGY7xKHXw0vE2AlMql9ouZ5t65l18o/edit

Run in....
https://repl.it/languages/python

Data
https://docs.google.com/spreadsheets/d/1N46FEUCS9rkE4istYSiAhjexjgyPtkz5eALStzzYVec/edit#gid=0