why. Discuss with the class the expectations for notebooking and how scientists use it for different purposes. Visit for an interactive discussion of how scientists use notebooking before, during, and after an investigation. Also, refer to PowerPoint presentations sent with this planning guide to choose slides that are appropriate to discuss with students. Develop guidelines for notebooking/journaling or use the one included in CD BLM 2 or in ENGAGE students daily by using the following Have students view the and then EXPLORE AND EXPLAIN: hold a class discussion sharing appropriate and inappropriate actions in the science lab. If available, students ELABORATE by creating own video or role play showing safe and unsafe practices. Use the story and do activity listed. Then, ask are safety rules students “Why important?” Allow to discuss among groups and share out. Provide time for students to read the paragraphs and EXPLAIN by identifying the broken safety rules underlining each one. When finished, discuss each example and ELABORATE making a list of the correct safety rules as a class on a poster. ENGAGE Use the attached PowerPoint presentation to review safety procedures, , and safety equipment. Week 2 September 4 - 7 Learning Standards Instruction Resources Products, Projects, Labs Assessment Vocabulary Week 2 Scientific investigation EVALUATE Science models, meter sticks, graduated cylinders, Properties of matter and reasoning. The student anemometers, psychrometers, hot plates, test tubes, Concept Map. Students Knowing that 95% knows how to use a variety spring scales, balances, microscopes, thermometers, Jefferson County Schools will engage in this activity of the population in of tools and safety calculators, computers, spectroscopes, timing devices, to make a connection to the word uses the equipment to conduct
why. Discuss with the class the expectations for notebooking and how scientists use it for different purposes. Visit for an interactive discussion of how scientists use notebooking before, during, and after an investigation. Also, refer to PowerPoint presentations sent with this planning guide to choose slides that are appropriate to discuss with students. Develop guidelines for notebooking/journaling or use the one included in CD BLM 2 or in ENGAGE students daily by using the following Have students view the and then EXPLORE AND EXPLAIN: hold a class discussion sharing appropriate and inappropriate actions in the science lab. If available, students ELABORATE by creating own video or role play showing safe and unsafe practices. Use the story and do activity listed. Then, ask “Why are safety rules important?” Allow students to discuss among groups and share out. Provide time for students to read the paragraphs and EXPLAIN by identifying the broken safety rules underlining each one. When finished, discuss each example and ELABORATE making a list of the correct safety rules as a class on a poster. ENGAGE Use the attached PowerPoint presentation to review safety procedures, , and safety equipment. Week 2 September 4 - 7 Learning Standards Instruction Resources Products, Projects, Labs Assessment Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct Vocabulary Week 2 Science models, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, Jefferson County Schools Properties of matter Concept Map. Students will engage in this activity to make a connection to EVALUATE Knowing that 95% of the population in the word uses the
8th%20grade%20Science%20first%20six%20weeks.docx