How does debate and confirmation make up scientific knowledge? (EQ)SC.7.N.1.7

1. How does debate and confirmation make up scientific knowledge?(EQ)SC.7.N.1.7 Day 1- I can identify an instance from the history of science in which scientific knowledge has changed. (SC.7.N.2.1)

2. Bellringer- 15-20 min • Silently complete the 10 question pre-test. • This grade is for Ms. DelGenio ONLY. This is to see where you are in your understanding of scientific thinking. • When you finish: Take out your science notebook. • IN PENCIL: Number each page, front and back, in order starting from 1. Number as many pages as you can.

3. Set Up Table of Contents • Title the page Table of Contents

4. Set Up Table of Contents • Title the page Table of Contents • Up against the margin, write “ESSENTIAL QUESTION” in capital letters.

5. Set Up Table of Contents • Title the page Table of Contents • Up against the margin, write “ESSENTIAL QUESTION” in capital letters. • Under the EQ, write a “-”, then write the objective (without using all capital letters). • Write the page number ALLLLLL THE WAY to the right.

6. Set Up Table of Contents • Title the page Table of Contents • Up against the margin, write “ESSENTIAL QUESTION” in capital letters. • Under the EQ, write a “-”, then write the objective (without using all capital letters). • Write the page number ALLLLLL THE WAY to the right. • Write (vocabulary, words, go, here)

7. Setting up the Table of Contents (see model on board) • If there is a new EQ, write the EQ in big letters in the table of contents. Start it at the margin. • When there is a new Objective, write it underneath the EQ in smaller letters. Write a “-” and then write the objective. • Write the vocabulary words for the day in parenthesis under the Objective. You can find them on the board. • Write the page numbers for the OBJECTIVE ONLY.

8. How to Write Cornell Notes Write the objective on top of the page as the title. Put the date on the top left. Use the red line at the left of the paper as a division. On the left side of the paper, put a term. On the right side of the paper, write the description or definition. At the bottom, write a summary of the day as a closure activity.

9. Sample Cornell Notes (Do not write this.)

10. Not just for definitions

11. Set up new Cornell Notes (on page 5 of your notebook)

12. (Write this on the left side of your notes.)Essential Question (Write all this on the right side of your notes.) • How does debate and confirmation make up scientific knowledge? (SC.7.N.1.7- The Standard) • We will focus on the same Essential Question for several days. This will be the main focus of what we are learning.

13. Objective • I can identify an instance from the history of science in which scientific knowledge has changed. • This will change every day or two. The objective will state exactly what you will be learning for the day. • You will automatically write each NEW objective as part of the bellringer as the year goes on.

14. Today’s Real Notes

15. Today’s Real Notes

16. Today’s Real Notes

17. Today’s Real Notes

18. Closure Activity • Draw a line across the bottom of your notes. On the left side, write “Summary.” On the right side, complete the problem. This will count as a summary of what you have learned for today.

19. How does debate and confirmation make up scientific knowledge?(EQ)SC.7.N.1.7 Day 2- I can recognize and explain the difference between theories and laws and give several examples of each. (SC.7.N.3.1)

20. Bellringer (5-10 min) • Read the essential question and the objective. • The essential question is the same as yesterday, so you do not need to do anything with it. • The objective has changed! That means you will need to do 3 things: • Write the new objective in your table of contents with a “-” before it. • Turn to the next clean page in your notebook and write the OBJECTIVE as today’s title on the right side of the paper. Put the DATE at the top left side of the paper. • Write the page number of today’s notes next to the objective in the table of contents.

21. Before we start, a couple of important things… • Fire Alarm • When you leave my room, make a LEFT. Go down the stairs, and out the door at the bottom. • Line up SILENTLY. Travel SILENTLY. If you can be SILENT throughout the entire drill, I will give you a couple of minutes to talk to your friends in class as a reward. (+CLIPS!!) • If you get a compliment from another teacher, I will give you an even bigger reward. • Lockdown • No one leaves the classroom. • Depending on the situation, we will do one of 2 things • Get against the front wall. Sit the same way as you would for a tornado drill. BE ABSOLUTELY SILENT. If you need me, RAISE YOUR HAND SILENTLY. • Do the same thing, but in the storage closet.

22. In your Cornell Notes, write one or two sentences answering this question.

23. Did you remember to write the vocabulary words in the table of contents?

26. http://www.youtube.com/watch?v=mn34mnnDnKU (7m)

28. In groups of two or three (Write all of your names on the paper.) (10 min) You will be given 6 theories or laws. It is your job to determine: Which of these are Theories? Which of these are laws? Three of them are theories, and three of them are laws. You will have 10 minutes.

29. Answers (5 min) • Big Bang THEORY- Just like the TV show. We can not prove for sure that this happened. This is an educationally based guess of how the universe was created. • Kepler’sLAWof Planetary Motion- this has been proven to be definitely true for our universe. This is part of the reason for having different seasons. • Newton’s LAW of motion- This is proven to be true.

30. Answers • LAWof Thermodynamics- This is proven to be true. • Evolution THEORY: This can not be proven definitely. This is an educationally based “guess” that may or may not be definitely true. • Natural Selection THEORY: This can not be proven definitely! This is an educationally based “guess” that may or may not be definitely true. Did you catch the theme from these answers as to what the difference is between a theory and a law?

31. Closure Activity- 10 min Answer this question under today’s notes.

32. How does debate and confirmation make up scientific knowledge?(EQ)SC.7.N.1.7 Day 3- I can describe the benefits and limitations of using scientific models. (SC.7.N.3.2)

33. Bellringer • Is there a new EQ? • Is there a new objective? • Write the new objective in the table of contents. • On a new notebook page, write the objective as the title. • Write the page number of the notes in the table of contents. • Write the new vocabulary words in the table of contents. • This should start to become a daily routine.

43. How does debate and confirmation make up scientific knowledge?(EQ)SC.7.N.1.7 Day 4- I can explain that natural phenomenon are explained by empirical evidence. (SC.7.N.1.6)

44. Bellringer (5 min) • Did EQ change? • Did objective change? • Write objective in table of contents. • Write objective as today’s heading. • Write new page number in table of contents. • Write new vocabulary words. • Take out homework sheet and keep at your desk.

45. Homework Review (5 min)