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The students of 8th grade science classes got to learn and practice programming concepts when they created their own True/False science quizzes in the coding program Scratch. After learning about variables and conditional statements, students spent three days programming, debugging, and testing their quizzes, before they unveiled them to their classmates.
This project served not only as an introduction to programming for the students but also as a study review guide for their science final exam. For technology class, the students’ programs were evaluated according to several criteria, including the user interface design and functionality of the gameplay. Students were engaged in this project as a way to study for their exam and have fun with coding. See Carlie's, Olivia's, or Angel's finished programs.
chose what instruments to make and how. They also chose what kind of music to make... sort of; it's difficult to make music with home made instruments, but several were very successful. Regardless of the quality of the song, students had fun and learned a lot about sound. More student videos can be seen here.
throughout this hands-on project because of their interest in roller coasters. The simulation provided a lot of guidance so their roller coaster would work as intended.
The young chemists in 8th grade science class have been busy at work conducting “wacky” chemistry experiments and documenting them with entertaining and educational videos. These young scientists have learned first-hand that the best way to learn new concepts is to teach them! With an audience of elementary students in mind, the 8th graders created short, engaging videos explaining the chemical reactions involved in experiments with exploding pumpkins, “elephant toothpaste,” and homemade “snow,” among others! In addition to acquiring a deeper understanding of chemistry, students also learned key principles of video production and editing, and they demonstrated excellent teamwork and collaboration skills.
will report back to the ITAC committee on the successes and failures of the devices throughout this testing phase to help the committee make informed decisions about purchasing new devices. In addition to these devices, the middle school computer lab was replaced by a cart with MacBooks. This means that since the end of the 2013-14 school year, fifth and 6th grade have tripled their access to laptops and devices. In the photos you can see 5th grade students using the MacBooks to learn about the kingdoms of life in Science class. You can also see students in 6th grade using the Chromebooks to learn about the American Revolution. Students are engaged and excited to be using these tools in their classrooms.
Students used GarageBand to create a song from separate recordings of their instruments in a process similar to recording studios. When students had finalized their song, they began making a music video. This project required students to be very organized and creative. They were motivated to learn about sound waves in order to produce a fun and entertaining video.
Students uploaded their videos to a shared folder so their peers could have access. Finally, students compiled each other's videos into one, well-edited and thoughtful piece. As you can see in the video featured here, students were engaged in thinking about ways they can reduce their impact on the environment and enjoyed creating the videos.
recycling each day? This includes organic waste, aluminum, paper and plastic. We also generate about 27 kg of trash each day. Even though we recycle almost 4/5 of our waste, we want to do better. Consumption and waste directly contribute to global warming, arguably one of the most poignant issues facing the world today.
After examining the results of the waste assessment and taking a tour of the campus to look at other ways we are consuming resources, groups of 3 or 4 students chose an issue to research more in depth. They developed driving questions such as: Is all plastic recyclable? How can ASFG reduce food waste? How can we reduce the amount of trash we generate? What is the environmental impact of our pool?
Students interviewed maintenance about our water consumption, the cost of energy and the types of chemicals used in our pool. They interviewed the cafeteria staff about food waste. They researched the impact of extracting aluminum from the ground. Students also looked at waste data collected by other schools.
The final product for each group was to create a Public Service Announcement (PSA) that focused on their issue. They used the data gathered at school, compared it to an outside source, and developed at least one solution to the problem. This project required students to integrate learning from science, math, language arts and technology to produce high quality, persuasive videos. Students were engaged throughout the process because they had many opportunities to pursue their personal interests and collaborate. See more PSAs on our YouTube playlist.
nervous system, digestive system, respiratory system, muscular system, and circulatory system.
Code Fred is a free online game developed by the Museum of Science and Industry, Chicago. The game helps players learn about the human body's responses to trauma. The object of the game is to help "Fred" escape from the woods while he is chased by a wolf. To keep Fred running players have to pump blood, increase the flow of oxygen, and send adrenaline through Fred's body. If a player doesn't respond to the needs of Fred's body fast enough, he will get caught by the wolf that is chasing him.
We also explored the digestive system by arranging the organs and simulating digestion with Gizmos™. These online tools helped students gain a better understanding of the human body's needs and functions. Students were motivated to learn using these fun, interactive tools.
between the motion of an object and the graphs representing the speed and location of the object. They learned how to describe acceleration, deceleration, stationary and constant motion in words and visually through graphs. Students used Google Sheets Tips and Creating Motion Graphs tutorial videos to help them create the graphs of their character's motion. Read student work about a turtle named Bolt or a dog named Doug to learn more about the motion graphs pictured above.