High School Science Curriculum update

Biology students continue to model biological concepts using models of the cell and transport. Students designed a cell membrane using a variety of materials provided in class. Students used their models to investigate which materials simply diffused through the membrane and which materials required assistance. Students evaluated the models and practiced engineering concepts by suggesting redesigns.

Physics students have investigated the nature of sound, light, radiation, earthquakes, and electricity. Students have conducted experiments with lasers, mirrors, lenses, and even slinkies to uncover the mysteries of the universe. They have calculated the speed of sound using a tuning fork, and have discovered several ways to bend a ray of light. They have tested the capabilities of small electrical systems, determining through experiments what factors affect the amount of electric current in a circuit. Recently, Physics students learned how electric circuits make our homes, cars, and cell phones work. Students constructed simple and complex circuits during lab investigations, using precise scientific measuring tools to determine how electricity works. Students began the new year learning about outer space, planets, stars, and gravity, opening their minds to the possibilities of future human exploration into the solar system!

Blake Curriculum update Dec 2019

In 8th grade Science, the students are wrapping up the Physical Science Standards. We will soon be exploring the Earth and Space Science standards for term 2. We are excited to pilot a new project using Zing Shot Crash Cars to teach our new physics standards on Newton’s 3rd Law. In Intro to Engineering, the students have shifted gears and are beginning the term II projects. Stars are working with the Lego Mindstorm, Eagles are working on Solar Cars and the Stripes are beginning their Genius Hour projects.


Seventh-grade students have finished their solar cooker design and modifications following our study of thermal energy and heat transfer. Next up seventh-grade students will begin a study of various geoscience processes and how these processes shape Earth’s surface. Our unit began with an engineering and erosion workshop from the New England Aquarium (many thanks MCPE!!). Preventing coastal erosion was the problem with which students were challenged. Given a tool kit and a budget, students designed various barriers and walls to prevent coastal erosion and tested them using a coastline model. We will continue our study of processes that shape the Earth’s surface by studying other processes such as earthquakes, volcanic eruptions, landslides, and weathering/erosion through a series of lab and web-based activities.
In Science Exploration we are eagerly anticipating the arrival of the Trout eggs. Students have been studying the trout habitat, water quality, and conditions that trout need for survival. Studying trout anatomy and building models of trout organs is next in our study of the Trout.


Sixth grade has been studying the difference between physical and chemical changes to matter. We have had hands-on experiences with separating mixtures, using a number of physical processes. And now, we are working to identify the indicators of chemical changes. In particular, kids will work to understand endothermic and exothermic chemical reactions.
They’ll conduct experiments, measuring the release and absorption of heat energy, and work to explain the evidence. In the new year, we will enter into explorations of the universe in which we live!!

Blake curriculum blog November update

In 6th grade science, students have been learning how to determine the density of solids and liquids. Magic density columns of liquids of known densities were created and objects were dropped in; students could then infer the density of the object. Students showed their understanding of how the density of both the liquid and the object determines if objects will sink or float. Ask your student which is more dense, coke or diet coke, and how they know! We have also started to do some work on science writing and we will soon begin learning about physical and chemical changes, mixtures, and the basics of chemical reactions.

The seventh-grade science rooms are heating up! At the beginning of the month, students visited stations to explore thermal energy, methods of heat transfer, and the properties of conductors and insulators. Students then learned about the need for alternatives to wood for cooking in third world countries. Using the design process, students applied their knowledge to the design and testing of a solar cooker. Engineering teams will present their final product to the class explaining how they maximized the principles of heat transfer in their solar cooker.
In Science Exploration, students will be preparing the tank for the arrival of the trout eggs. Once the eggs arrive, the temperature in the tank will be kept at 45oF to keep the eggs from hatching. When we are ready, the temperature will be slowly raised and the trout eggs will begin hatching. Students will be responsible for maintaining the proper water quality in the tanks to ensure the survival of the trout. Weekly observations in a Trout Journal will track the development of the trout.


November in 8th grade began with an investigation of Physical and Chemical Properties and Changes just as the last quarter moon rolled in. Students learned important vocabulary using Nearpods and other types of practice. As we approached the coldest Thanksgiving on record, students conducted some wet labs such as the Electrolysis of water, to see evidence of chemical changes in the classroom. Students also learned how to carry out flame tests for hydrogen, oxygen, and carbon dioxide.
This month in Engineering students either finalized their solar car, created a passion project in Genius Hour, or completed different coding challenges using EV3 robots. They will be moving on to a new project during the month of the winter solstice!

October update!

Grade 8 science students have completed their lab safety unit, and have begun to further their knowledge of chemistry. Activities and explorations into the structures of atoms, their behaviors, and how they bond to form molecules and compounds have been successfully conducted, and further activities such as the “Happy Atoms” molecular modeling interactive kit/app, the Stop Motion Movie on elements, compounds, and mixtures are both underway, with more labs to come that will further the students’ understanding of how chemical interactions and behaviors create all of the substances and objects that they interact with on a daily basis. The weeks to come will see students putting their knowledge of chemistry to work as they perform chemical mixtures experiments! Our always enjoyable field trip canoeing the Charles, while collecting data to determine if the wastewater treatment plant is polluting the Charles or not, served as an excellent segue way into upcoming units of investigative chemistry!

In the classroom, 7th-grade students completed a magnetism and electricity unit and have begun studying types of energy such as potential and kinetic energy. This past week students were engaged in a four-part lab activity examining kinetic energy and the different types of potential energy. Next, we will be studying energy transfer & thermal energy! In Science Exploration class students are preparing for the arrival of the trout eggs in January, by learning about the conditions trout need to survive.

Students were excited to spend the week of October 23-26 at Nature’s Classroom on Lake George in Silver Bay, New York, where themes of ecology were investigated while in the field. At mealtimes, lessons about the importance of conservation were reinforced as students measured their food waste and examined the energy used after each meal. Early civilization themes were also experienced as students participated in an afternoon of “Back to Basics”. It was a busy, fun-filled week!

6th grade has explored the universe through matter during this past month.

Blake science summer update

The 6th grade science team spent a lot of time this summer working on home improvement projects, sailing, hiking, reading, swimming, traveling, playing with their children and seeing family and friends. Mrs. Ruminski worked with the project happiness group while Mrs. Heim worked with Ms. Horvath on the digital citizenship curriculum. Mrs. Thress spent time this summer getting ready to join the Blake community and the 6th grade science team - welcome Mrs. Thress.

Change was in the air for 7th grade science this summer/fall both professionally and personally. Mrs. Dalzell saw her daughter off to Australia for her semester abroad while her son moved to New York City to begin his professional life. Despite all of this Mrs. Dalzell managed to fit in curriculum development designing two new units with Mrs. Silva for the 7th grade students and worked with FUSE MA on personalized and blended learning. Both Mrs. Silva and Mrs. Dalzell completed several home improvement projects while also finding time to relax in the sun and be present with familty. Preparing for her new role as a 7th grade science teacher was a focus for Mrs. Buley this summer but she also carved out time to relax with her family and friends as she visited many beaches around New England.

Implementation of the new curriculum standards will be a focus for the 8th grade science team this year so this on their minds this summer. Mr. Heim coached soccer and worked at the Pilgrim Day camp while also finding time to vacation with his family in Vermont, NY and the Cape. Like Mrs. Ruminski, Mrs. Shaw worked with the Project Happiness group developing the new advisory curriculum for that initiative. She also relaxed with her family while traveling to Minnesota and Maine. Mr. Gibbs relaxed with family and friends while enjoying some kayaking and swimming on the lake.

Blake curriculum update

The Blake science department wishes our science students a wonderful summer full of questions about the world in which we live. For those who would like to practice some science here are some links to a free program to keep those skills in good shape.
https://www.ck12.org/c/physical-science/
https://www.ck12.org/c/life-science/
https://www.ck12.org/c/earth-science/

6th-grade science students learned about waves through the use of slinkies, garage band and other forms of science play! We are hoping to explore digital signals through the use of the Little Bits from the Maker Space. The students have had a tremendous year of exploration in science, we are so proud of all that they have learned!

As we moved into June, seventh-grade students were eager to present their endangered species project to their classmates. The projects varied from Instagram accounts, posters, Google Slides presentations, student-created websites, and documentary style movies. After our presentations, students learned about plant reproduction. Students dissected a flower to learn about how the male and female plant reproductive parts work with wind, water, and animals to form the next generation of plants. To finish the year, students will be working to create their own flower to match a given animal pollinator.

As the summer solstice approaches, a great year in grade 8 science comes to a close. A whole year’s worth of lab investigations, virtual labs, projects, and activities have been very successfully completed, and the grade 8 science teachers are confident that as the student's transition from the cozy confines of Blake to the hallowed halls of MHS, they carry with them a strong foundation in the physical sciences. If (when) extreme weather occurs this summer, be sure to ask your former Blaker for some meteorological/climatological explanation - they should be prepared to do so! Best wishes for a restful and enjoyable summer to all our now former students and their families from Grade 8 science.

As I learn

I was recently asked by one of the principals to provide some thoughts in answer to the following four questions - Why is PD important? How does PD foster innovation? What examples of PD fostering innovation for you and your students can you provide? How does PD enrich our students and foster creativity?

This prompted me to think about PD in the context of these four questions but on answering them also made me realize that there are numerous types of PD and the efficacy of each type is determined by a teacher's needs at any given time. Personally, I consider classroom observation and the conversations that ensue to be the best PD I have encountered and I know that they have made a significant impact on my teaching over the last few years. The realization of the importance of peer observations by administration prompted the “requirement” for teachers to conduct a peer observation within or outside of the department during embedded days. With the loss of these days next year I think it is important for us to find ways to encourage and support teachers to continue this practice.

So why is PD important?
Well, it provides an opportunity to reflect on current practices, pushing us to really examine what we are doing, why we are doing it and whether or not these practices are facilitating learning in our classrooms. PD allows us to personalize the learning for ourselves and in so doing see the value of personalized learning for our students. The excitement that comes from attending PD propels teachers forward allowing them in the words of Simon Sinek to get courage from their peers; it lifts constraints that may seem so restrictive in a school setting and allows them to entertain ideas of what could be possible. Very often it makes you as a teacher appreciate what you have and can already do, and it provides local and long-distance opportunities to find resources that you otherwise may not have been aware of.

When you see what others can accomplish you immediately think how it could work in your own setting and that’s the innovation that comes from worthwhile PD - customizing what you learn to your own students or learning community. PD is often inspirational and many times provides the small push you need to take the chance and implement a new strategy or activity e.g. new pbl units that have been developed as a result of attendance at the Ed tech teachers workshops this year and last. Attending PD with a small group of committed learners/leaders provides time to develop those relationships and use them to create these innovative events.

The 7th-grade trout program was a direct result of PD that some science teachers attended a few years ago. Personally, I found that attendance at the Stem summit last November provided a tangible example of alternate ways to implement a science/maker fair.

The type of PD and the purpose of attendance will determine the outcome but generally, PD will lead to the creation of new units, increase contextual relevance, result in the creation of new field trips and lead to the development of real/virtual connections with other students/experts in the field. It is not something we can do without!