I just went to the National Middle School conference and went to a workshop on
foldables.  I was able to make some myself, see actual examples that students
have made and ask lots of questions.  I have tried using them a little in the
past, but couldn't always come up with ideas for how to use them.  After
actually seeing them, I can come up with ideas easier.  Anyway, after asking
lots of questions, I bought the notebook foldable book and the Elementary
Science (I don't know the name, it hasn't arrived yet).  The notebook foldable
book doesn't really give too many ideas, but helps you to make foldables that
use less paper and keep your notebook from getting too fat.  It also comes with
a CD that allows you to type what you want on each flap and print them out.  I
think I also have a paper they handed out that is divided into the number of
sections and topics you can use.  It is at school, so I will post it when I get
back if I have it.  I can't remember if that was the one we had to leave or got
to take. One thing that I think was helpful, was that she had a notebook that
she kept foldables she had made previously.  When someone asked for an idea, she
was able to look in there and come up with something for them.

--- In middleschoolscience@yahoogroups.com, "juleskeim" <juleskeim@...> wrote:
>
> Hi -
>
> I teach 6-7th Grade Science and found the foldable notes on
middleschoolscience.com.  They were awesome.  We are interested in buying a
Dinah Zike book for more examples.  Does anyone have any of her books?  Which
would be the best to buy, and which has the most pre-made Science examples?
>
> Thanks!
>

Oops, forgot to add...I chose the Elementary Science book because it covered
more 6th grade topics that met my standards.

--- In middleschoolscience@yahoogroups.com, "Aimee" <adjohnson@...> wrote:
>
>
> I just went to the National Middle School conference and went to a workshop on
foldables.  I was able to make some myself, see actual examples that students
have made and ask lots of questions.  I have tried using them a little in the
past, but couldn't always come up with ideas for how to use them.  After
actually seeing them, I can come up with ideas easier.  Anyway, after asking
lots of questions, I bought the notebook foldable book and the Elementary
Science (I don't know the name, it hasn't arrived yet).  The notebook foldable
book doesn't really give too many ideas, but helps you to make foldables that
use less paper and keep your notebook from getting too fat.  It also comes with
a CD that allows you to type what you want on each flap and print them out.  I
think I also have a paper they handed out that is divided into the number of
sections and topics you can use.  It is at school, so I will post it when I get
back if I have it.  I can't remember if that was the one we had to leave or got
to take. One thing that I think was helpful, was that she had a notebook that
she kept foldables she had made previously.  When someone asked for an idea, she
was able to look in there and come up with something for them.
>
> --- In middleschoolscience@yahoogroups.com, "juleskeim" <juleskeim@> wrote:
> >
> > Hi -
> >
> > I teach 6-7th Grade Science and found the foldable notes on
middleschoolscience.com.  They were awesome.  We are interested in buying a
Dinah Zike book for more examples.  Does anyone have any of her books?  Which
would be the best to buy, and which has the most pre-made Science examples?
> >
> > Thanks!
> >
>

Hello,
With regards to the batteries......
I have done a variety of battery activities but I didn't focus on trying to make
the battery do work. I kept the focus on the proof that that there was a
potential difference being created between the two materials - in your case the
penny and nickel.
I think you can still give the kids a wow factor.
Have you tried the activity on the exploratorium webpage? here it is
http://www.exploratorium.edu/snacks/hand_battery/index.html
I find the kids like to see who can create the biggest swing on the dial.
Also, I have tried all kinds of metals -whatever I had available.  It will work
with smaller strips of metal than what they show in the picture.
There is also a battery you can make called a "burrito battery"   - uses
charcoal, and aluminum foil and saltwater
this was the one I tried.,,,,,
http://www.exo.net/~pauld/activities/AlAirBattery/alairbattery.html
but here is a picture of a battery operating a motor that is more than an led
light!
http://www.youtube.com/watch?v=QSZ0xD0pvVI
Okay -- good luck --- I'm gonna get back to my Saturday morning! :-)
Mary


--- In middleschoolscience@yahoogroups.com, "epsteintalia" <epsteintalia@...>
wrote:
>
> Hi-
> I'm looking for suggestions on building batteries in class.  I experimented
with the penny/foil or penny/nickel in either vinegar or salt water and also
with the fruit batteries.
>
> What kind of experience have people had with building batteries in class?  I
was able to get a voltage reading on a meter, but didn't have any LEDs to try to
light and I didn't feel a tingle with the penny battery.  Do you need to connect
several batteries to actually light or power something?  And can you pick up
LEDs at a hardware store?
>
> Did you feel like your students got something more than a WOW factor out of
the fruit battery?  I'd love to hear your experiences for avoiding frustrations
and increasing learning.  I only have two days tops to talk about batteries (the
year is marching on!).
>
> Thanks, Talia
>

Congrats.. I can only hope that is me I am just getting all of my things
together to send my box out in March... That is so wonderful... I hope that I
can post that I have passed someday as well...

Dawn Hauschild
Sullivan West CSD
mrshauschild@...
hauschilddaw@...

--- In middleschoolscience@yahoogroups.com, mauchfam@... wrote:
>
> Congrats to you also! It is nice to enjoy the success, and even nicer to have
the stress now behind you.
>
> ----- Original Message -----
> From: "Kathy R" <rvingway@...>
> To: middleschoolscience@yahoogroups.com
> Sent: Friday, November 20, 2009 2:51:45 PM GMT -05:00 US/Canada Eastern
> Subject: Re: [MSS] National Boards
>
>
>
>
> I also made it - have been excited all day - what a load off my shoulders.
>
> There were two of us at our school that went after it together and we both
made it.
>
> You are right you feel like you are going to explode.
>
> congrats to all
>
> Kathy
>
>
> --- On Fri, 11/20/09, Elizabeth Clarkson <heathereteacher@...> wrote:
>
>
>
> From: Elizabeth Clarkson <heathereteacher@...>
> Subject: Re: [MSS] National Boards
> To: middleschoolscience@yahoogroups.com
> Date: Friday, November 20, 2009, 2:21 PM
>
>
>
>
>
> Congratulations! What an exciting time! I just heard from two of the
candidates I mentored last year and they mad it as well. Waiting to hear from
three more!
> Heather
>
>
> On Fri, Nov 20, 2009 at 12:54 PM, BUFFY SEXTON < buffy.sexton@ insightbb. com
> wrote:
>
>
>
>
>
>
>
> Sorry that I can't delete the original email text.
>
> I'm going to explode!
> I passed National Boards! ! ! ! !
>
> I know there are other's who attempted this as well, I hope everyone passed.
> If not, I hope you're already planning your changes and gathering new ideas.
>
> buffy
>
> ----- Original Message -----
> From: melissa wells < melwells@earthlink. net >
> Date: Thursday, November 19, 2009 22:17
> Subject: [MSS] Dinah Zike Foldables
> To: middleschoolscience @yahoogroups. comt
>
> > I have several of her books, including one made just for
> > science. It gives directions for folding and suggestions as to
> > what topics can be used with each book. I love using them
> > and the kids so too.
> >
> > Melissa
>

I'm looking for ways to beef up my introductory lessons on matter.  My
students have the Holt Science & Technology mini books and we've
recently begun chapter one: Properties of Matter.  In this chapter we
review what matter is, mass vs. weight, volume of liquids and
regular/irregular solids, and inertia.  We then move into physical and
chemical changes.  I'd like to have more activities and labs to do with
my students.  I'm currently relying heavily on notes and the review
questions the text provides.  Last year I picked up the
physical/chemical changes  ISN sheets and using a TBB lab from the MSS
website.  I also grabbed the Volume by Displacement worksheet from
Science Spot. I have access to BrainPop which I love to use but there
aren't too many videos on these topics.  Physical science is not my
strong area and it has been a while since we've been up and doing
something in class.  I'd love copies to review what other people are
using and/or web site references. I'd really love the "Uncovering
Student Ideas..." lessons, but haven't had the extra funds to buy
resource books this year.  BTW, this is for 6th grade and I could take
them outside if necessary.  We're in IL but having an oddly sublime fall
(55 and warmer for the past few weeks!).  Thanks in advance for the help.

Kellylyn

Thank you for sharing your handouts.  I will go through them more
closely over our holiday weekend.  I, too, am teaching in 42 minute
periods and do warm-ups, so that makes it more like 37 minutes.  I have
no difficulties teaching my 6th graders physical and chemical changes as
I am simply touching the surface.  My goal is to have them be able to
categorize different actions as causing either physical or chemical
change. I have not taught at the atomic and subatomic level for 6th
grade, nor had the teacher before me.  This has been historically
reserved for 8th grade.  I would like to introduce these this year but
have my own curriculum that is a must.  We do try to make ice cream
during phase changes. I am most interested in how to make this beginning
information more meaningful and interactive.  Today I had one student
mime riding a bike and another drive an 18-wheeler.  They were to act as
if they were both cruising down a two lane road at the same rate.  I
then had them act out how they would stop and start their 'vehicle' and
describe to the class how long it would take them and how much effort
they had to make.  I had them do this to introduce the topic of inertia
and its relationship with mass. We also watched a short video on United
Streaming. They seem to be more interested the second day than the
first, but I guess I'll really see what stuck come Monday after they
have 5 days off. Thanks again to those who share ideas.  Keep them
coming if you have them.
Here are the frameworks I'm addressing. Warning: there are a lot of them
for this small amount of time (approx. 5 weeks):
/Understand that matter can be changed in different ways. 1. Physically,
a change in the size shape or state of matter (e.g., the melting of an
ice cube, tearing of paper). 2. Chemically, where matter can change into
another kind of matter (e.g., burning of wood, rusting of iron).
Define and distinguish the properties of matter: mass, weight, volume,
density, color, odor, shape, texture, and hardness.
Understand the phases of matter and how they depend on how the atoms and
molecules of a substance move.
Understand the concepts of melting point, boiling point, and freezing
point, and understand the concepts of evaporation, condensation, and
sublimation.
//Understand that there is another state of matter called plasma, which
can be produced under artificial conditions on Earth. The sun's matter
is in the plasma state, as is the matter of the other stars./
/Identify and understand Newton’s laws of motion. The first law of
motion states that things at rest or in motion tend to stay at rest or
continue in motion unless some force is applied to them...
Understand that density is mass per volume, and that what is denser than
something else at the same volume will have more mass, but at the same
mass it will have less volume...
Distinguish between mass and weight. Know that the mass of a body
remains the same regardless of where it is but that the weight of it
depends on how strong the force of gravity is in its current location.
/
Kellylyn

Carol Ann ODonnell wrote:
>
> [Attachment(s) <#TopText> from Carol Ann ODonnell included below]
>
> I make Oobleck with my kids; I read Dr. Seuss' Bartholomew and the
> Oobleck to them.  The 7th grade makes it and plays with it, and I show
> them videos of it (from Youtube - one of Oobleck on a sub woofer, and
> one of people walking on it).  My 8th grade Earth Science class gets a
> review of matter and it's properties before we begin our units on
> Rocks and Minerals, and we make enough to walk on (I bring in my boot
> tray from home) and we go to the park across the street.  They have a
> blast and it always makes the graduation video.  They then complete
> the Planet Oobleck project.
>
> We also make zip lock bag ice cream to demonstrate energy transfer
> during physical changes, and do the Mentos lab (messy but a lot of fun).
>
> --- On *Tue, 11/24/09, Kellylyn /<h.m.s.beagle@...>/* wrote:
>
>
>     From: Kellylyn <h.m.s.beagle@...>
>     Subject: [MSS] Properties of Matter
>     To: "Middle School Science Yahoo Group"
>     <middleschoolscience@yahoogroups.com>
>     Date: Tuesday, November 24, 2009, 12:42 AM
>
>
>     I'm looking for ways to beef up my introductory lessons on matter. My
>     students have the Holt Science & Technology mini books and we've
>     recently begun chapter one: Properties of Matter. In this chapter we
>     review what matter is, mass vs. weight, volume of liquids and
>     regular/irregular solids, and inertia. We then move into physical and
>     chemical changes. I'd like to have more activities and labs to do
>     with
>     my students. I'm currently relying heavily on notes and the review
>     questions the text provides. Last year I picked up the
>     physical/chemical changes ISN sheets and using a TBB lab from the MSS
>     website. I also grabbed the Volume by Displacement worksheet from
>     Science Spot. I have access to BrainPop which I love to use but there
>     aren't too many videos on these topics. Physical science is not my
>     strong area and it has been a while since we've been up and doing
>     something in class. I'd love copies to review what other people are
>     using and/or web site references. I'd really love the "Uncovering
>     Student Ideas..." lessons, but haven't had the extra funds to buy
>     resource books this year. BTW, this is for 6th grade and I could take
>     them outside if necessary. We're in IL but having an oddly sublime
>     fall
>     (55 and warmer for the past few weeks!). Thanks in advance for the
>     help.
>
>     Kellylyn
>
>
>

I got this somewhere but can't remember.  Is this what you're referring
to?  I skimmed it again last night and was so overwhelmed by the volume
of information that I decided against using it this year.  I don't have
access to many of the lab materials required for the demos/labs either.
It is nice to see the misconceptions listed; I made sure to read through
these so I could touch on them as necessary with my students.
Kellylyn

PS- tried to send with attachment but it is so big that my email
wouldn't send it.  I will post it to the MSS files.

S. Kelly wrote:
>
> I have been trying to find the matter curriculum that I found on-line
> last year, maybe one of you knows where to find it.  I thought it was
> offered be Michigan or Minnesota University, it was comprehensive with
> a lot of hands-on activities, and was written after some studies done
> a few years ago that pointed out errors, misconceptions, and lack of
> depth in middle school science texts.  Does anyone know what I am
> talking about?  I no longer have the computer I did last year and I
> forgot to copy that down.  I did a search a few days ago and couldn't
> find it......
>
> Thanks, Kelly
>
> ------------------------------------------------------------------------
> *From:* julie Sossong <julie_sossong@...>
> *To:* middleschoolscience@yahoogroups.com
> *Sent:* Tue, November 24, 2009 7:49:30 AM
> *Subject:* Re: [MSS] Properties of Matter
>
>
> Carol Ann,
>   Thank you for the Properties of Matter labs you posted, it can in
> perect time, I was just planning to do that after break.  I can not
> open the last attachment, can you tell me what that was???
>
> Julie
>
> ------------------------------------------------------------------------
> *From:* Carol Ann ODonnell <carolannod@yahoo. com>
> *To:* middleschoolscience @yahoogroups. com
> *Sent:* Tue, November 24, 2009 5:44:22 AM
> *Subject:* Re: [MSS] Properties of Matter [6 Attachments]
>
>
>
> I make Oobleck with my kids; I read Dr. Seuss' Bartholomew and the
> Oobleck to them.  The 7th grade makes it and plays with it, and I show
> them videos of it (from Youtube - one of Oobleck on a sub woofer, and
> one of people walking on it).  My 8th grade Earth Science class gets a
> review of matter and it's properties before we begin our units on
> Rocks and Minerals, and we make enough to walk on (I bring in my boot
> tray from home) and we go to the park across the street.  They have a
> blast and it always makes the graduation video.  They then complete
> the Planet Oobleck project.
>
> We also make zip lock bag ice cream to demonstrate energy transfer
> during physical changes, and do the Mentos lab (messy but a lot of fun).
>
> --- On *Tue, 11/24/09, Kellylyn /<h.m.s.beagle@ comcast.net
> <http://comcast.net/>>/* wrote:
>
>
>     From: Kellylyn <h.m.s.beagle@ comcast.net>
>     Subject: [MSS] Properties of Matter
>     To: "Middle School Science Yahoo Group" <middleschoolscience
>     @yahoogroups. com>
>     Date: Tuesday, November 24, 2009, 12:42 AM
>
>
>     I'm looking for ways to beef up my introductory lessons on matter. My
>     students have the Holt Science & Technology mini books and we've
>     recently begun chapter one: Properties of Matter. In this chapter we
>     review what matter is, mass vs. weight, volume of liquids and
>     regular/irregular solids, and inertia. We then move into physical and
>     chemical changes. I'd like to have more activities and labs to do
>     with
>     my students. I'm currently relying heavily on notes and the review
>     questions the text provides. Last year I picked up the
>     physical/chemical changes ISN sheets and using a TBB lab from the MSS
>     website. I also grabbed the Volume by Displacement worksheet from
>     Science Spot. I have access to BrainPop which I love to use but there
>     aren't too many videos on these topics. Physical science is not my
>     strong area and it has been a while since we've been up and doing
>     something in class. I'd love copies to review what other people are
>     using and/or web site references. I'd really love the "Uncovering
>     Student Ideas..." lessons, but haven't had the extra funds to buy
>     resource books this year. BTW, this is for 6th grade and I could take
>     them outside if necessary. We're in IL but having an oddly sublime
>     fall
>     (55 and warmer for the past few weeks!). Thanks in advance for the
>     help.
>
>     Kellylyn
>
>
>
>
>

Hello Group,

I just did a butter-making lab with 8th graders.  The kids love it.  Heavy cream, a colloid, in a container with a marble.  Shook the heck of out it for 10 minutes, stopping every minute to make observations.  The butter is also a colloid.  We understand the colloid part of the lab.

Teacher edition says the remaining liquid, called buttermilk, is a suspension.  I have spent quite some time on the internet searching for real evidence that kids can see.  Buttermilk does scatter light like a suspension, but so does a colloid.  However, the textbook says that in suspensions, particles will easily settle out and can be filtered. The best information I can find is that it takes a really, really long time for the particles to settle out.   We didn't try filtering.  The buttermilk sat in my classroom all day with no real evidence of settling out.  Since the kids are asked this in their lab report, right away after the chunk of butter is obvious, there really isn't time for anything to settle out, so most would want to say it's a colloid.

Has anyone dealt with question in class/lab?  Is filtering the answer?  Thanks for any help on this.

Chris

thank you for the excellent resource. I loved having a peek inside your
interactive notebooks. I was wondering if you could give me some more
information about the learning style inventory you used at the start of school.

Thanks
Vicki

--- In middleschoolscience@yahoogroups.com, Ellen Loehman <loehman@...> wrote:
>
>
> You can look on my website for some activities, but this year I have been
restricted to 42-minute periods and a curriculum map that gives me little room
for much besides just the basics. Look at September and October -
http://www.jms.aps.edu/JMS/loehman/index.html
>
> My favorite curriculum module is from Matter and Molecules at
http://ed-web3.educ.msu.edu/reports/matter-molecules/default.htm. But these
activities are difficult to take piecemeal because they are sequentially
dependent.
>
> What are the main things you want students to know? I think it's important to
force students beyond the macroscopic level and make them start thinking about
matter as composed of discrete particles that are in constant motion. So instead
of simply describing the states of matter, they should be relating the
properties to the underlying structure.
>
> I've used some of the activities at Molecular Workbench in the past
(http://workbench.concord.org/) but you have to have computers and the ability
to install the java application on them or it is painfully slow.
>
> I also think it is unrealistic to get students to understand physical and
chemical changes in middle school, because they have very poorly developed ideas
about atoms being rearranged in a chemical change. And - for some reason that I
really can't explain - all chemistry books put physical and chemical changes
before atomic theory. Go figure.
>
>
> Ellen Loehman
> loehman@...
>

Happy Thanksgiving to y'all.  Hope you have a restful weekend.  I'm
BBQing a turkey to entertain my financial advisor.  Have to keep her
happy so that I don't have to go back into the classroom somewhere
down the line.  :-)