Transcript Slide 1
Areas of Focus within The Science Skills Unit: Lab Safety, Lab Safety Equipment, Magnification, Microscopes, Stereoscopes, Hand Lenses, Electron Microscopes, Compound Light Microscopes, Parts of a Compound Microscope, Metric System, International System of Units, Scientific Notation, Base Units, Mass, Volume, Density, Temperature, Time, Other SI Units, Observation, Inferences, Scientific Method, What is Science? What makes a good scientist? Types of Scientists, Branches of Science, Scientific Method, Hypothesis, Observations, Inferences. http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.h tml • This PowerPoint is on small part of my Science Skills Unit . This unit includes… • A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more. • 16 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version provided. • Worksheets, curriculum guide, Common Core worksheet. • 15 pages of unit notes with visuals for students who require assistance and support staff. • Many video and academic links • 1 PowerPoint review game with answer key. • Flashcards, rubrics, activity sheets, and much more. • Full Unit can be found at… • http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy -Please make notes legible and use indentations when appropriate. -Example of indent. -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow Copyright © 2010 Ryan P. Murphy • Keep an eye out for “The-Owl” and raise your hand as soon as you see him. – He will be hiding somewhere in the slideshow “Hoot, Hoot” “Good Luck!” Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy New Area of Focus: Observation, Inferences, and the Scientific Method. Copyright © 2010 Ryan P. Murphy • What is science? Copyright © 2010 Ryan P. Murphy Science is… - Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy A study of natural phenomenon. A systematic study and method. A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy A systematic study and method. Copyright © 2010 Ryan P. Murphy Knowledge through experience. Copyright © 2010 Ryan P. Murphy A good Scientist is…. - Copyright © 2010 Ryan P. Murphy Is safe! Copyright © 2010 Ryan P. Murphy Is safe! Copyright © 2010 Ryan P. Murphy Is accurate, precise and methodical. Copyright © 2010 Ryan P. Murphy Is unbiased, a seeker of the truth. Copyright © 2010 Ryan P. Murphy Can observe and question. Copyright © 2010 Ryan P. Murphy Can find solutions, reasons, and research. Copyright © 2010 Ryan P. Murphy Works in all weather conditions if safe. Copyright © 2010 Ryan P. Murphy Can overcome obstacles. Copyright © 2010 Ryan P. Murphy Collaborates (talks) with others. S C F I U e N N C e T For Real O D A Y Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “I love Science Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. This data set makes me happy “I love Science Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “This data set makes me happy.” “I love Science.” “I wanted better data.” Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “This data set makes me happy.” “I wanted better data.” “I love Science.” “Failure is not an option.” Copyright © 2010 Ryan P. Murphy Science is a systematic attempt to get around human limitations. Science tries to remove personal experience from the scientific process. “This data set makes me happy.” “I wanted better data.” “I love Science.” “Failure is not an option.” Copyright © 2010 Ryan P. Murphy TRY AND WRITE WITHOUT PERSONAL PRONOUNS. DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy TRY AND WRITE WITHOUT PERSONAL PRONOUNS. DO NOT USE…I, me, you, he, she, we, you, they, them, theirs, names, etc. Copyright © 2010 Ryan P. Murphy • Do not end science writing with the words “The End.” Save that for Disney movies. Copyright © 2010 Ryan P. Murphy • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy • Activity! Please pass three items around the table three times. – Then write about your experience without using any personal pronouns. Copyright © 2010 Ryan P. Murphy • How the paragraph could have been written. Copyright © 2010 Ryan P. Murphy • How the paragraph could have been written. – Three items were passed around the table in a random fashion. Each member of the table passed and contributed one item. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Activity! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Answer! Find the personal pronouns in this poorly written example. – Our table group was asked to pass three items around. I passed a pencil while Mark and Jill both passed their textbook. We passed our items around until we heard our teacher say “stop.” -The End. Copyright © 2010 Ryan P. Murphy • Branches of Science… – How many branches of science do you know. ––––––––- Copyright © 2010 Ryan P. Murphy • Types of scientists… – Biology – The study of life. – Geology – The study of Earth. – Chemistry – The study of Matter. – Physics – The study of matter and energy. ––––– -The list will continue on the next page. Each branch is a possible career field for you. Copyright © 2010 Ryan P. Murphy • Aerodynamics: the study of the motion of gas on objects and the forces created • Anatomy: the study of the structure and organization of living things • Anthropology: the study of human cultures both past and present • Archaeology: the study of the material remains of cultures • Astronomy: the study of celestial objects in the universe • Astrophysics: the study of the physics of the universe • Bacteriology: the study of bacteria in relation to disease • Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms • Biophysics: the application of theories and methods of the physical sciences to questions of biology • Biology: the science that studies living organisms • Botany: the scientific study of plant life • Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms • Chemistry: the science of matter and its interactions with energy and itself • Climatology: the study of climates and investigations of its phenomena and causes • Computer Science: the systematic study of computing systems and computation • Ecology: the study of how organisms interact with each other and their environment • Electronics: science and technology of electronic phenomena • Engineering: the practical application of science to commerce or industry • Entomology: the study of insects • Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment • Forestry: the science of studying and managing forests and plantations, and related natural resources • Genetics: the science of genes, heredity, and the variation of organisms • Geology: the science of the Earth, its structure, and history • Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement • Medicine: the science concerned with maintaining health and restoring it by treating disease • Meteorology: study of the atmosphere that focuses on weather processes and forecasting • Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes • Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals • Molecular Biology: the study of biology at a molecular level. • Nuclear Physics: the branch of physics concerned with the nucleus of the atom • Neurology: the branch of medicine dealing with the nervous system and its disorders • Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes • Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carboncontaining compounds • Ornithology: the study of birds • Paleontology: the study of life-forms existing in former geological time periods • Petrology: the geological and chemical study of rocks • Physics: the study of the behavior and properties of matter • Physiology: the study of the mechanical, physical, and biochemical functions of living organisms • Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes • Seismology: the study of earthquakes and the movement of waves through the Earth • Taxonomy: the science of classification of animals and plants • Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes • Zoology: the study of animals • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Aerodynamics: the study of the motion of gas on objects and the forces created Anatomy: the study of the structure and organization of living things Anthropology: the study of human cultures both past and present Archaeology: the study of the material remains of cultures Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe Bacteriology: the study of bacteria in relation to disease Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms Biophysics: the application of theories and methods of the physical sciences to questions of biology Biology: the science that studies living organisms Botany: the scientific study of plant life Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms Chemistry: the science of matter and its interactions with energy and itself Climatology: the study of climates and investigations of its phenomena and causes Computer Science: the systematic study of computing systems and computation Ecology: the study of how organisms interact with each other and their environment Electronics: science and technology of electronic phenomena Engineering: the practical application of science to commerce or industry Entomology: the study of insects Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment Forestry: the science of studying and managing forests and plantations, and related natural resources Genetics: the science of genes, heredity, and the variation of organisms Geology: the science of the Earth, its structure, and history Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Aerodynamics: the study of the motion of gas on objects and the forces created Anatomy: the study of the structure and organization of living things Anthropology: the study of human cultures both past and present Archaeology: the study of the material remains of cultures Astronomy: the study of celestial objects in the universe Astrophysics: the study of the physics of the universe Bacteriology: the study of bacteria in relation to disease Biochemistry: the study of the organic chemistry of compounds and processes occurring in organisms Biophysics: the application of theories and methods of the physical sciences to questions of biology Biology: the science that studies living organisms Botany: the scientific study of plant life Chemical Engineering: the application of science, mathematics, and economics to the process of converting raw materials or chemicals into more useful or valuable forms Chemistry: the science of matter and its interactions with energy and itself Climatology: the study of climates and investigations of its phenomena and causes Computer Science: the systematic study of computing systems and computation Ecology: the study of how organisms interact with each other and their environment Electronics: science and technology of electronic phenomena Engineering: the practical application of science to commerce or industry Entomology: the study of insects Environmental Science: the science of the interactions between the physical, chemical, and biological components of the environment Forestry: the science of studying and managing forests and plantations, and related natural resources Genetics: the science of genes, heredity, and the variation of organisms Geology: the science of the Earth, its structure, and history Marine Biology: the study of animal and plant life within saltwater ecosystems Mathematics: a science dealing with the logic of quantity and shape and arrangement Medicine: the science concerned with maintaining health and restoring it by treating disease Meteorology: study of the atmosphere that focuses on weather processes and forecasting Microbiology: the study of microorganisms, including viruses, prokaryotes and simple eukaryotes Mineralogy: the study of the chemistry, crystal structure, and physical (including optical) properties of minerals Molecular Biology: the study of biology at a molecular level. Nuclear Physics: the branch of physics concerned with the nucleus of the atom Neurology: the branch of medicine dealing with the nervous system and its disorders Oceanography: study of the earth's oceans and their interlinked ecosystems and chemical and physical processes Organic Chemistry: the branch of chemistry dedicated to the study of the structures, synthesis, and reactions of carbon-containing compounds Ornithology: the study of birds Paleontology: the study of life-forms existing in former geological time periods Petrology: the geological and chemical study of rocks Physics: the study of the behavior and properties of matter Physiology: the study of the mechanical, physical, and biochemical functions of living organisms Radiology: the branch of medicine dealing with the applications of radiant energy, including x-rays and radioisotopes Seismology: the study of earthquakes and the movement of waves through the Earth Taxonomy: the science of classification of animals and plants Thermodynamics: the physics of energy, heat, work, entropy and the spontaneity of processes Zoology: the study of animals Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy Scientific method: A process that is the basis for scientific inquiry (questioning and experimenting). Copyright © 2010 Ryan P. Murphy • Activity! Sequence. – The scientific method is a sequence. Please minimize out of slideshow and teacher will assist as student try to arrange the shapes on the right using the correct sequence to match the picture on the left. Next slide – Teacher must copy and paste each one after the students touch it or the correct order will occur automatically as they are already layered in the correct order. Students must drag into place. Answer Answer Answer Answer Answer Answer • Activity! Sketching out the scientific method. Copyright © 2010 Ryan P. Murphy • Activity! Sketching out the scientific method. – This requires a full page and will look like the example on the next page when done. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Observe and question Copyright © 2010 Ryan P. Murphy Observe Collect background information Copyright © 2010 Ryan P. Murphy Copyright © 2010 Ryan P. Murphy Observe Collect background information Form a Hypothesis Observe Collect background information Form a Hypothesis Create an experiment with a control group and experimental group. Observe Collect background information Collect data Form a Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Collect data Form a Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Reject hypothesis Collect data Form a Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Reject hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Reject hypothesis Collect data Form a new Hypothesis Create a new experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Support Reject hypothesis hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Support Reject hypothesis hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Repeat experiment Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Support Reject hypothesis hypothesis Collect data Form a new Hypothesis Create an experiment with a control group and experimental group. Repeat experiment Copyright © 2010 Ryan P. Murphy Observe Collect background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Form a new Hypothesis Create an experiment with a control group and experimental group. Do something With the findings. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Form a new Hypothesis Create an experiment with a control group and experimental group. Do something With the findings. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Observe Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy Observe Learn more about the scientific method: http://teacher.nsrl.rochester.edu/phy_labs/appendixe/appendixe.ht ml Add to background information Analyze the data Collect data Support Reject hypothesis hypothesis Repeat experiment Do something With the findings. Form a new Hypothesis Create an experiment with a control group and experimental group. Everything in the experiment should be the same except for the independent variable which is the one thing that is different. Copyright © 2010 Ryan P. Murphy • Experiments search for cause and effect relationships in nature. • Experiments search for cause and effect relationships in nature. • These changing quantities are called variables. • Does your grade depend on how much time you spend on your work? • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • Does your grade depend on how much time you spend on your work? – The dependent variable depends on other factors (how much you studied, effort, etc.) – Independent variable is the one you have control over (how much you studied). • You have control over your grades. Variable: Changing quantity of something. - Variable: Changing quantity of something. - Variable: Changing quantity of something. - Variable: Changing quantity of something. - Independent: (Change) The variable you have control over, what you can choose and manipulate. Independent: (Change) The variable you have control over, what you can choose and manipulate. Independent: (Change) The variable you have control over, what you can choose and manipulate. Dependent: (Observe) What you measure in the experiment and what is affected during the experiment. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Control: (Same) Quantities that a scientist wants to remain constant so it’s a fair test. Everything is exactly the same except for the independent variable Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem Independent Variable (Change) Does fertilizer Amount of help a plant fertilizer to grow? (grams) Dependent Variable (Observe) Control Variable (Same) Growth of the plant, Height, number of leaves, flowers, etc Same amount of soil, light, water, space, all the same. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. Problem? Independent Variable (Change) Dependent Variable (Observe) Control Variable (Same) Do Pillbugs prefer a dark or light environment? One environment is dark, the other is light Count the number of Pillbugs that enter dark chamber. Moisture in both should be the same, temp, no food preference. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on his counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the time it takes each one in minutes in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. • A student wants to find out what minerals melt ice the fastest. So the student places halite, calcite, hematite, and pyrite on equal sized cubes of ice on her counter in the kitchen. The student times how long it takes each mineral to melt completely through the ice cube. She records the minutes it takes for each one to melt in her science journal. • Problem? = What minerals melt ice quickly? • Independent Variable =Types of Minerals • Dependent Variable = Time in minutes • Control = Same size ice, temperature acts the same on all of them. – Everything is the same except for the minerals • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The students injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The students records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out how cigarette smoke blown into a small greenhouse of plants damages the plant. The student grows two small plants in separate clear plastic soda bottles. The student injects one with cigarette smoke periodically. Both are watered and given the same light conditions. The student records the height, number of leaves, and flowers of both plants everyday for one month. • Problem? = Does cigarette smoke damage plants? • Independent Variable = Cigarette Smoke • Dependent Variable = Height of plants, leaves, flowers. • Control = Both containers were identical except one was given cigarette smoke (independent variable). • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • A student wants to find out if an egg will crush more easily standing straight-up or on its side. The student creates a chamber that allows weights to be placed on a board that lies on top of the egg. The student places weights in grams on the board with an egg standing straight, and then on its side. The student records the total weight that was on the board when the egg crushed. • Problem? = What side of the egg is strongest? • Independent Variable = Egg straight or on side. • Dependent Variable = Weights in grams • Control = Similar brand of egg, similar size, same temp, everything is the same. • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 http://learningcenter.nsta.org/browse_journals.aspx?j Please•visit at least one of the “learn more” educational links ournal=tst provided in this unit and complete this worksheet • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to and NSTA) • http://www.sciencedaily.com/ • http://www.sciencemag.org/ • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst Areas of Focus within The Science Skills Unit: Lab Safety, Lab Safety Equipment, Magnification, Microscopes, Stereoscopes, Hand Lenses, Electron Microscopes, Compound Light Microscopes, Parts of a Compound Microscope, Metric System, International System of Units, Scientific Notation, Base Units, Mass, Volume, Density, Temperature, Time, Other SI Units, Observation, Inferences, Scientific Method, What is Science? What makes a good scientist? Types of Scientists, Branches of Science, Scientific Method, Hypothesis, Observations, Inferences. http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods.h tml • This PowerPoint is on small part of my Science Skills Unit . This unit includes… • A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more. • 16 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version provided. • Worksheets, curriculum guide, Common Core worksheet. • 15 pages of unit notes with visuals for students who require assistance and support staff. • Many video and academic links • 1 PowerPoint review game with answer key. • Flashcards, rubrics, activity sheets, and much more. • Full Unit can be found at… • http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html • This PowerPoint is on small part of my Science Skills Unit . This unit includes… • A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more. • 16 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version provided. • Worksheets, curriculum guide, Common Core worksheet. • 15 pages of unit notes with visuals for students who require assistance and support staff. • Many video and academic links • 1 PowerPoint review game with answer key. • Flashcards, rubrics, activity sheets, and much more. • Full Unit can be found at… • http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier 5th – 7th grade = More Difficult 6th – 8th grade = Most Difficult 8th – 10th grade Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html • Thank you for your time and interest in this curriculum tour. Please visit the welcome / guide on how a unit works and link to the many unit previews to see the PowerPoint slideshows, bundled homework, review games, unit notes, and much more. Thank you for your interest and please feel free to contact me with any questions you may have. Best wishes. • Sincerely, • Ryan Murphy M.Ed • [email protected] • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed [email protected]