Science 8 Lessons

Lesson Plan: September 5, Block 1

Outcomes:

Introduce Unit
Review
Begin to identify where they are at

Materials:

Intro to unit slide

Presentation:

1. Ask students what they remember from science 7 and make a map on the
board
2. Go through powerpoint introducing the unit and grading system. Walk
the students through the teacher page
3.

A. Give students 15 minutes to discuss with a partner what they know about
fluids in the house, workplace, and mixtures and why this might matter.
B. Discuss as a class and make a poster about what they know so far about
fluids (with a K at the top)
a. Household
b. Workplace
c. Mixtures
4. Have them each start a KWL Chart about fluids and mixtures for their
own notes. Then have them share some ideas about what they want to
know and fill in the W on the chart.

If there is extra time have the students use their chrome books and go to
http://www.edquest.ca/component/content/article/109/ to start their fill in
the blank notes. This is independent work.

Evaluation:
F- Class mind map and KWL charts
The students remembered a lot from grade 7 science and seemed to really
enjoy it! One student is a very advanced speller and spelt out the grade 7
science terms for me as I wrote them on the board, it was very impressive.


Lesson Plan: September 6, Block 2

Outcomes:

Introduce Lab Procedures

Enforce Lab safety

Materials:

Science 8 resource guide pages 1-2 on using a microscope.

Lab Safety Video and contract
Fill in the blank notes from
http://www.edquest.ca/component/content/article/109/

Presentation:

1. Go through fill in the blank safety notes

2. Watch lab safety video-
https://www.youtube.com/watch?v=9Wmn-U01b_Q
a. Discuss what they did wrong in the video
3. In partners using their textbook fill out the how to use a microscope
worksheet. If they dont have textbooks yet they can use their chromebooks.

Evaluation:
F- Worksheet and discussion

The students found the video of bad examples where lab safety wasnt being
used very funny and had some great responses and suggestions to what the
characters should have been doing. They got through the fill in the blank notes
and worked really hard together and seemed to understand which parts were
most applicable to our unit.

Lesson Plan: September 7, Block 3

Outcomes:

Explain the Workplace Hazardous Materials Information System

(WHMIS) symbols for labelling substances; and describe the safety
precautions to follow when handling, storing and disposing of
substances at home and in the laboratory

Materials:

WHMIS Science 8 resource guide pages 4-6.

Chromebooks
Textbooks
Sticky notes
Google slide presentation

Presentation:

1. Go through lab safety books from last class. Have students break into
groups of three and discuss which of these safety factors would be most
applicable to our grade 8 labs. (10 minutes)
2. Go through short powerpoint introducing the unit. (10 minutes)
3. Give students each a few sticky notes and have them go through their
textbooks looking through the chapter topics. Have them fill out things
they want to learn or do based on what they see. (15 minutes)
4. Have students work in pairs to do the WHMIS work sheets (15 minutes).
They will use their textbooks for pages 4-5 and their chromebooks to
find examples of the hazardous household product symbols. We will
discuss the different products around the home that have HHPS symbols
and why it is important to know the precautions.
5. Have students go on chromebooks and compete in groups of 3-4 to see
who can finish http://provincialcouncils.ca/whmisgame/game.html
game first.

Evaluation:
F- Observing game and going through worksheets

The students seemed unexcited to learn this unit so I planned this lesson and
had them each take sticky notes and go through the textbook with a friend and
find things they thought seemed interesting. They seemed to enjoy this and got
an idea of what wed be learning. I also talked to them about the fun labs and
demos I have planned that include ice cream, making slime, and other fun
things! They seemed more excited after this activity and we filled out the K and
W in the KWL chart.

Lesson Plan: September 8, Block 4

Outcomes:

For students to have detailed notes on how to write a lab report

Materials:

Powerpoint explaining how to do a lab report

Example Lab ( growing peas)
Hypothesis worksheets

Presentation:

1. Give students time to finish WHMIS Booklets

2. Have t hem play the whmis game
http://provincialcouncils.ca/whmisgame/game.html
3. Start lab report assignment if there is time:

Break students into groups having each of them do two to three aspects of a lab
report based on the example lab. Then we will have every group explain how
they did their parts and see if it matches the requirements.

Tell them they are writing a lab report for growing peas where they will leave
one pot of seeds alone in the sunlight, one with soil left in the sunlight, and
one with soil that is also given half a cup of water every day and left in the
sunlight. They will do their lab write ups pretending they have done this lab
where the results are obvious that the plant that was watered and had soil that
was left in the sunlight grew the tallest over a month.

Choose a title. This is the name of the lab or experiment you are doing.
The title should be descriptive, yet concise.
Determine the problem. Figure out what you are attempting to solve or
test. This is the p
urpose of the experiment. Why are you doing this experiment?
What will be learned from doing this experiment? When you explain the
purpose of the experiment, explain what the experiment will be about and
what you want to determine.
Determine the hypothesis. A hypothesis is the theoretical solution to the
problem or predicted outcome to the test. Basically, the hypothesis is an
educated guess of what you believe will be the outcome of the experiment. This
is based on prior knowledge or experiments. You are not making up a solution
with no support for it. The hypothesis does not have to be correct. You are
creating an experiment to see if it is supported or not supported.
NOTE: students may use textbooks and notes to make predictions.
However there are no phones allowed on lab days or write up days. If caught
with a phone I will assume you are googling the results of the lab, and you will
not be able to take part and have to do a make-up research assignment. The
learning process that is involved in doing the experiment is tarnished when the
final result is already known. Our brains need to be asking questions and
making predictions!
Make a list of materials. The next step is to write the materials used in a
clear, concise list. Make sure to include all of the materials used. This will allow
anyone to repeat your experiment and verify your claims.
Explain your procedure. Write down the exact steps you followed during
your experiment and the exact measurements you took. This takes you through
a step by step procedure of the lab. Once again, this allows someone to
replicate your experiment. Make sure to outline any precautions that should be
taken when performing the experiment.
Perform the experiment. Using your procedures and materials, perform
the experiment. You should complete all of the steps outlined in Part 1 before
performing the experiment. Completing part of the lab write up before you do
the experiment, such as the materials and procedure, is important because it
gives you a clear idea of what will happen during the experiment. Writing out
the hypothesis, purpose, and introduction material helps you understand the
results of the experiment and not change your hypothesis based on the
outcome of the experiment.
Record the results. This section contains the raw data observed during
the experiment. You should record your observations in clear, logical manner.
Organize data and categorize the data so it is easy to read and understand.
Discuss the results. In this section, analyze the experiment. Interpret the
results by explaining them, analyzing what they mean, and comparing them. If
something unexpected happened, speculate as to why that happened.
Hypothesize what might happen if a variable in the experiment was changed.
 Accept or reject your hypothesis. In the conclusion, explain if your
hypothesis was correct or incorrect. Use data obtained from the experiment to
support why you accept or reject it.
Include any errors. Make sure to include any errors in your data, or data
that is extreme and does not fit with the other data. Discuss reasons why the
data might be wrong. State what you could do differently to improve the
quality and preciseness of the experiment. Human errors (ex: spilling liquid,
not measuring properly) do not count.

NEXT CLASS will be lab safety quiz and contract. Making sure you
understand: basics of lab safety, WHMIS, and the parts of a lab write up.

Evaluation:
F- Questions asked

We did not get to the lab write-up notes as the students needed more time to
work on their WHMIS booklets. They all seemed to have an understanding and
sense of familiarity about the symbols and worked hard! This is an incredibly
hard working class!!!!
The game wouldnt work because of the internet connection here so now I
know for the future to not rely on the technology as the signal/service is not
good in this rural town. Some of the students dont even use internet at home.