You will need your notebook everyday
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Transcript You will need your notebook everyday
ROOM 208
WELCOME TO HOMEROOM.
1. Find your assigned seat. (Look for your envelope or
see Ms. Seymour.)
2. See Ms. Seymour for your locker combination.
3. Find your locker. Go try it.
4. Take your seat when the bell rings.
ROOM 208 HOMEROOM
EXPECTATIONS
1. Be On Time
2. Be Respectful
3. Sit in Assigned Seat
4. Stay in Assigned Seat
5. No Talking During Announcements
6. Wait to be dismissed.
AUGUST, 31, 2015
Materials:
1. Pen/Pencil
You will need your notebook everyday.
2. Assignment Book:
HW-due Thurs, Sept 3
1.Signed Classroom Rules and Procedures sheet.
2. Signed Lab Safety contract.
3. Science Notebook (bought, made, or used with
plenty of paper)
AUGUST 31, 2015
1.
Sit anywhere for now….. New seats coming in a few minutes
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today :
1.
Welcome to 6th Grade Science!
2.
Attendance
3.
You will need your notebook everyday.
Activities at a Glance (board)
Science Room Tour
Classroom Rules/Procedures
HW- write in assignment book. Have book stamped.
4.
Names on Popsicle Sticks
5.
Review classroom rules/procedures
6.
Wait to be dismissed.
DAILY CLASSROOM
PROCEDURES
Your science class will follow the following format each day.
You will need your notebook everyday.
Welcome
Attendance
Activities At A Glance Board
Materials, Activities, & Homework (assignment books will be stamped)
Essential Skills
Specific Learning Goals and Objectives
Behavior Expectations
Success Criteria
ADVISORY AUGUST 31, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today :
1.
Welcome to 6th Grade Advisory.
2.
Sit anywhere for now. (you will be assigned a seat later)
3.
We will go to Ms. Peck’s room.
Attendance –seat numbers.
Room
Advisory Classroom Rules/Procedures
4.
Questions?
5.
Work on Something quietly/read
6.
Wait to be dismissed.
ROOM 208 BREAK
Sit anywhere for now. New seats coming in a few minutes.
1. Rules
Be On Time
Be Respectful
Sit in Assigned Seat
Stay in Assigned Seat and Desk
Read, Talk Quietly, Have your Snack.
If you need to leave the room (Bathroom/Drink/Locker), You must sign out and
take the pass.
2. At 10:30, you must report to your assigned seats and take out required materials.
At the end of break, throw away your trash and get ready for pd. 4
SEPTEMBER 1, 2015
Materials:
1. Pen/Pencil
2. Classroom Rules and Procedures
packet- we are continuing/reviewing.
You will need your Science notebook everyday
SEPT. 1, 2015
TODAY!
1. Finish Rules/ Procedures
2. Bingo
3. Lab Safety Contract –
read/draw pictures.
4. Partner Work with Sponge Bob.
Thursday- Lab Safety group quiz.
5. Review
SEPTEMBER 1, 2015
1.
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today:
Essential Skills: You will be able to:
You will need your notebook everyday.
C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts)
Learning Goals:
To follow specific teacher given instructions (as compared to creating your own instructions)
Learning Objectives: Students should be able to:
1. To review Rules and Procedures (muscle memory)
2. To earn your first Science Star
Relevance: QuestionWhy should you spend time demonstrating that you understand the classroom rules and procedures?
Success Criteria: Name 3 Expectations and/or rewards/consequences.
HW reminder: Science notebook /Classroom rules and procedures sheet /lab safety contract signed & due by Thursday
REVIEW OF CLASSROOM RULES AND PROCEDURES BINGO
Materials: Rules and Procedures packet/Graph paper/Pen/pencil
1. Make a grid on your graph paper. 5 inches by 5 inches. (Each square is 1 inch by 1
inch)
2. Write a classroom rule/procedure/reward/ consequence in each square.
3. Wait for further instructions.
You will need your notebook everyday.
•Expectations: Review Bingo-At times talking. At times
Quiet
SEPTEMBER 2, 2015
You will need your Science notebook everyday.
Materials:
1. Pen/Pencil
2. Classroom Rules and Procedures
packet- Lab Safety Contract Sheet.
SEPTEMBER 2, 2015
You will need your Science notebook everyday
Materials:
1. Pen/Pencil
2. Bingo Board (if you did not win/or want
to play again).
3. Classroom Rules and Procedures packetLab Safety Contract Sheet.
SEPT. 2, 2015
TODAY!
1. Pds 1,7,8- Bingo finish
2. Lab Safety
Group Work
Contract-read
3. Partner Work
with Sponge Bob.
With pictures
4. Lab Safety Video
5. Review Lab safety around the lab room.
Tomorrow1. Gluing Safety and
Equipment information
our notebook.
2. Goal Setting.
3. Group Work
4. Discussion
SEPTEMBER 2, 2015
1.
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today:
Essential Skills: You will be able to:
You will need your notebook everyday.
C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts)
Learning Goals:
To follow specific teacher given instructions (as compared to creating your own instructions)
Learning Objectives: You should be able to:
1. Know the classroom rules and procedures
2. Know Lab safety.
Relevance: Question- Tell your partner.
Why should you spend time demonstrating that you understand the classroom rules and procedures?
Success Criteria: Name 3 Expectations and/or rewards/consequences.
HW reminder: Science notebook /Classroom rules and procedures sheet /lab safety contract signed & due by Thursday
LAB SAFETY!
1. Read Contract as a class. Discuss….
2. With your partner- Drawing and Sponge Bob Lab
safety.
3. We will go over this as a group.
4. Lab Safety video
4. Group Quiz Thursday.
LAB SAFETY QUIZ
http://www.thatquiz.org/tq/previewtest?G/F/Q/Z/08841314892856
SEPTEMBER 3, 2015
Materials:
1. Pen/Pencil
2. Classroom Rules and Procedures & Lab
Safety Contract Sheet packet.
3. Science Notebook
4. Sponge Bob & Where is Safe-T? sheet.
SEPT. 3, 2015 TODAY!
1. Show & turn in signed rules and
procedures/safety contract
2. Tape or Staple in notebook
Notebook Expectations
Lab Safety Sheet
Picture of students in the classroom
3. Go over Lab safety partner work sheets Sponge Bob.
pictures
4. Lab Safety Group Quiz
Class must get a 100% to do labs.
Can earn a star if we get a 100% the first time.
5. In notebook – Goal Setting!
Tomorrow1. Goal Setting.
2. Group Work
3. Discussion
SEPTEMBER 3, 2015
1.
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today:
Essential Skills: You will be able to:
You will need your notebook everyday.
C-5 Demonstrate Understanding of Concepts (classroom rules and procedures and lab safety)
Learning Objectives: You should be able to:
1. Know the classroom rules and procedures
2. Know Lab safety.
Relevance Question- Tell your partner.
Why should you spend time demonstrating that you understand the classroom rules and
procedures?
Success Criteria: Name 3 Expectations and/or rewards/consequences.
LAB SAFETY QUIZ
http://www.thatquiz.org/tq/previewtest?G/F/Q/Z/08841314892856
Class must get a 100% to do labs.
Can earn a star if we get a 100% the first time.
SEPTEMBER 4, 2015
Materials:
1. Pen/Pencil
2. Science Notebook
SEPT. 5, 2015 TODAY!
1. Pd. 1 and 8 - Lab Safety Group Quiz
Class must get a 100% to do labs.
Can earn a star if we get a 100% the first time.
2. Team Building-Tallest Tower
-Recycled Goods
-Goal Setting!
SEPTEMBER 4, 2015
1.
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today:
Essential Skills: You will be able to:
You will need your notebook everyday.
C-5 Demonstrate Understanding of Concepts (classroom rules and procedures and lab safety)
Learning Objectives: You should be able to:
1. Know the classroom rules and procedures
2. Know Lab safety.
Relevance Question- Tell your partner.
Why should you spend time demonstrating that you understand the classroom rules and
procedures?
Success Criteria: Name 3 Expectations and/or rewards/consequences.
WORKING IN GROUPS!
Expectations
1. Everyone participates.
2. You must stay with your group-drifting to another group disqualifies you
to earn a star.
SCRAP TOWER
1. You will be working with a team of 3 or 2! You will be given
materials to build a freestanding tower .
2. You will be given 15 minutes.
3. The team with the highest freestanding tower wins the
challenge.
4. Careful planning, identifying roles and responsibilities as well as
creative thinking are essential for this exercise.
5. Tower must be freestanding- Not taped to floor or tray.
6. Ms. S will judge the towers at the end of 15 minutes.
RECYCLED GOODS
How it Works
1. In your seat groups–
2. You will choose 3 simple objects: a chair, a fork, and a pencil.
3. You will have 10 minutes to think of as many possible uses for it
as you can-apart from the intended use.
WRITE IN SCIENCE NOTEBOOK
GROUP ACTIVITIES REFLECTION SEPT. 5, 2015
What did you enjoy in working in a group? (I enjoyed…..
What did you not enjoy when working with a group? (I did not
enjoy…)
What recommendations would you give to your fellow group
members? (I recommend that my fellow group members…..)
What recommendations do you think your group members would
give you? (My group members would most likely recommend me
to….)
Do you think we will be doing many group activities in Science Class
this year? (yes or no)
SEPTEMBER 8, 2015
Materials:
Pen/Pencil
Science Notebook
Recycled Goods Sheet
You will need your notebook everyday.
SEPTEMBER 8, 2015
1. Science Start Up
2. Pd. 8- Safety Quiz
3. Go over Recycled Goods!
4. Lab Equipment
Glue/Tape Picture
Lab Safety packet, pgs 5 & 6- Equipment Work
5. Science Cool Down Stretch.
Science Safety
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
Can you unscramble all the phrases below?
Hint: They are all related to safety.
1. R A W E O L G E G S G
2. F W T A, not F W F H I
3. S H A W O R U Y N H A S D
4. L O F L W O I E C R D I T O N S
5. O D T N’ O L F O R U O N A D
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
The answers are ...
1. R AWEAR
WE O
LGEGSG
GOGGLES
2. F WWAFT,
T A, not
FW
FHI
not
WHIFF
3. S HWASH
AW N
H A SHANDS
D
YOUR
4. L O FFOLLOW
L W O I DIRECTIONS
ECRDITONS
5. O D TDON’T
N’ O LFOOL
F O AROUND
R U ONAD
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
Greetings! It’s September 8, 2014
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: CR-1 Recognize that a creative process is as important as a
creative product.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Use creativity in Science Class today!
2. To identify Lab equipment
3. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Start Up- In Your Science Notebook.
See you later! It’s September 8, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: CR-1 Recognize that a creative process is as important as a
creative product.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Use creativity in Science Class today!
2. To identify Lab equipment
3. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down- With your partner.
WHAT ARE YOUR NEW GOALS FOR THIS YEAR?
Personal.
1.
2.
3
Social
1.
2.
3.
Academic
1.
2.
3.
Physical
1.
2.
3.
SEPTEMBER 9, 2015
Materials:
Pen/Pencil
Science Notebook
Lab Safety packet
You will need your notebook everyday.
SEPTEMBER 9, 2015
1. Science Start Up
2. Pd. 8- Finish Lab Equipment- pgs 5 & 6
3. Scientific Method
Notebook Packet work, pgs – 7,8,11,12
4. Paper Air Plane Lab
Science Equipment
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
Name the following pieces of Lab Equipment
3.
1.
5.
2.
4.
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
The answers are ...
1.
Beaker
2.
Test Tube
3.
Flask
4.
Graduated Cylinder
5.
Eye Dropper
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
Greetings! It’s September 9, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SCIENTIFIC METHOD
Scientific Method Practice:
Packet- Pgs 7, 11, 12, 9
Paper Airplane lab:
http://misterguch.brinkster.net/pplane.pdf
See you later! It’s September 9, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! Name the Steps of the Scientific Method
SEPTEMBER 10, 2015
Materials:
Pen/Pencil
Science Notebook
Air Plane Lab
Paper Air Plane
You will need your notebook everyday.
SEPTEMBER 10, 2015
1. Science Start Up
2. Continue Paper Air Plane Lab.
3. Comic your own Scientific Method.
Purpose
Research
Hypothesis
Experiment
Analysis
Conclusion
Scientific Method
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
What step of the Scientific Method is this?
Your dog has run off again.
You think about all the places that he
usually runs off to before looking for him.
.
The answer is ...
1.
Research!
Greetings! It’s September 10, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SCIENTIFIC METHOD
1. Paper Airplane lab:
http://misterguch.brinkster.net/pplane.pdf
2. Scientific Method Comic- In your Science
Notebook.
Create a comic that shows how you used the Scientific
Method to answer a question.
Examples- Where is my Science Notebook?
How can I get an A on the Math test?
Why is my dog’s ear red?
See you later! It’s September 10, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! Give examples of when to use the Scientific Method.
SEPTEMBER 11, 2015
Materials:
Pen/Pencil
Science Notebook
Air Plane Lab
Paper Air Plane
You will need your notebook everyday.
SEPTEMBER 11, 2015
1. Science Start Up
2. Continue Paper Air Plane Lab.
3. Comic your own Scientific Method.
Purpose
Research
Hypothesis
Experiment
Analysis
Conclusion
Scientific Method
T. Trimpe 2008 http://sciencespot.net/
http://www.sciencespot.net/Pages/startersgensci.html
What step of the Scientific Method is this?
You have been watching birds for the past several months.
After counting the birds, you notice that the number of birds
drastically decreases between the months of August to December.
What step is this?
.
The answer is ...
1.
Analysis
Greetings! It’s September 11, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SCIENTIFIC METHOD
1. Paper Airplane lab:
http://misterguch.brinkster.net/pplane.pdf
1.
2.
3.
4.
Second plane- 2 throws
Averages for first and second planes.
Conclusion
Post Lab
2. Scientific Method Comic- In your Science Notebook.
Create a comic that shows how you used the Scientific
Method to answer a question.
Examples- Where is my Science Notebook?
How can I get an A on the Math test?
Why is my dog’s ear red?
See you later! It’s September 11, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! Give examples of when to use the Scientific Method.
SEPTEMBER 15, 2015
Materials:
Pen/Pencil
Science Notebook
Air Plane Lab/Paper Air Plane
Maybe later- Lab Safety Packet
You will need your notebook everyday.
SEPTEMBER 15, 2015
1. Science Start Up
2. Finish Paper Air Plane Lab.
3. Comic your own Scientific Method.
Purpose
Research
Hypothesis
Experiment
Analysis
Conclusion
4. Gallery Walk or Sharing with neighbors.
5. Start Observations and Inferences.
SCIENCE STARTER – DAILY
CHALLENGE
Scientists #1
SCIENTISTS
ANSWER THE
FOLLOWING QUESTIONS ABOUT SCIENTISTS
1. Which of the following scientists studies animals? A. Botanist,
B. Zoologist, C. Geologist
2. What does a volcanologist study? A. Constellations, B. Plants,
C. Volcanoes
3. Which of the following scientists studies insects? A.
Mycologist, B. Ornithologist, C. Entomologist
4. Albert Einstein was a scientist famous for his work on physics.
Where was he born? A. Germany, B. United States, C. France
5. Which of the following scientists studies the oceans?
A. Oceanographer, B. Astronomer, C. Meteorologist
AND THE ANSWERS ARE:
1. Which of the following scientists studies animals? A. Botanist,
B. Zoologist, C. Geologist
2. What does a volcanologist study? A. Constellations, B. Plants,
C. Volcanoes
3. Which of the following scientists studies insects? A.
Mycologist, B. Ornithologist, C. Entomologist
4. Albert Einstein was a scientist famous for his work on physics.
Where was he born? A. Germany, B. United States, C. France
5. Which of the following scientists studies the oceans?
A. Oceanographer, B. Astronomer, C. Meteorologist
Greetings! It’s September 15, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Paper Airplane lab:
http://misterguch.brinkster.net/pplane.pdf
1.
2.
3.
4.
Second plane- 2 throws
Averages for first and second planes.
Conclusion
Post Lab
2. Scientific Method Comic- In your Science Notebook.
Create a comic that shows how you used the Scientific
Method to answer a question.
Examples- Where is my Science Notebook?
How can I get an A on the Math test?
Why is my dog’s ear red?
YOUR SCIENTIFIC METHOD COMIC!
P, R, H, E, A, C-
See you later! It’s September 15, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific
Method
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! Give examples of when to use the Scientific Method.
SEPTEMBER 16, 2015
Materials:
Pen/Pencil
Science Notebook
Lab Safety Packet
You will need your notebook everyday.
SEPTEMBER 16, 2015
1. Science Start Up
2. Finish Paper Comic -own Scientific Method.
Purpose
Research
Hypothesis
Experiment
Analysis
Conclusion
4. Gallery Walk or Sharing with neighbors.
5. Start Observations and Inferences.
“A” Words
T. Trimpe 2008 http://sciencespot.net/
Can you unscramble all the words below?
Hint: They all start with the letter A.
IDAC
1. I have a pH less than 7.
RAI
2. I am composed mostly of
nitrogen.
MAOT
3. I am made of protons, neutrons,
and electrons.
N UAT R TO SA
4. I like my space.
M N S I A LA
5. Zoologists study us.
The answers are …
ACID
1. I have a pH less than 7.
AIR
2. I am composed mostly of
nitrogen.
ATOM
3. I am made of protons, neutrons,
and electrons.
ASTRONAUT
4. I like my space.
ANIMALS
5. Zoologists study us.
Greetings! It’s September 16, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
2. Know the differences between a qualitative and quantitative observations,
and an inference.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Finish Scientific Method Comic- In your Science
Notebook.
2. Intro to Observations and Inference.
1.
2.
3.
Pgs 13 & 14.
Stations- pg. 10
IF you finish early- continue through to pg. 16
YOUR SCIENTIFIC METHOD COMIC!
P, R, H, E, A, C-
See you later! It’s September 16, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. State the steps of the Scientific Method and use them appropriately.
2. Know the differences between a qualitative and quantitative observations,
and an inference.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! Name one Quantitative and Qualitative Inference in
this classroom.
SEPTEMBER 17, 2015
Materials:
Pen/Pencil
Science Notebook
Lab Safety Packet
You will need your notebook everyday.
SEPTEMBER 17, 2015
1. Science Start Up
2. Continue Observations and Inferences.
3. Controls, Independent and Dependent Variables.
T. Trimpe 2008 http://sciencespot.net/
Name: one Qualitative Observation.
One Quantitative Observation. One Inference
Greetings! It’s September 17, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsObservations and Inferences/ Control, Experimental, Independent and
Dependent variables
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
2. Be able to recognize the control, independent, and dependent variables in
an experiment.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! What was the control in our air plane lab?
TODAY- SEPTEMBER 17, 2015
1. Continue Observations and Inference-Pgs 13 & 14, and observation
Stations, p. 10.
2. Cut and tape Observation and Inference Notes, and Experimental,
Control, IV, DV notes in notebook.
3. Stations- pg. 10 (If you finish early- continue pgs 15 & 16.)
4. Start Control, Independent and Dependent Notes
5. Practice.
See you later! It’s September 17, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
2. Be able to recognize the control, independent, and dependent variables in
an experiment.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! What was the control in our air plane lab?
SEPTEMBER 18, 2015
Materials:
Pen/Pencil
Science Notebook
Lab Safety Packet
You will need your notebook everyday.
SEPTEMBER 18, 2015
1. Science Start Up
2. Continue Observations and Inferences.
3. Controls, Independent and Dependent Variables.
Challenge 1
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
Greetings! It’s September 18, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsObservations and Inferences/ Control, Experimental, Independent and
Dependent variables
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
2. Be able to recognize the control, independent, and dependent variables in
an experiment.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
TODAY- SEPTEMBER 18, 2015
1. Finish Observations and Inferences
2. Start Control, Independent and Dependent Notes
3. Practice with Experimental/Control/Independent/Dependent
Variables
1.
2.
Sheet 1 - together as a class.
Sheet 2- together when someone who choose the same sheet as you.
1.
Option a- Sponge Bob
2.
Option 2- Simpsons (more challenging)
3.
If you finish early, see Ms. Seymour for more practice…
See you later! It’s September 18, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
2. Be able to recognize the control, independent, and dependent variables in
an experiment.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! What was the control in our air plane lab?
SEPTEMBER 21, 2015
Materials:
Pen/Pencil
Science Notebook
Sponge Bob/or Simpsons sheet
You will need your notebook everyday.
SEPTEMBER 21, 2015
1. Science Start Up
2. Continue with Controls, Independent and Dependent
Variables.
3. Start Graphing.
Notes
Practice
T. Trimpe 2008 http://sciencespot.net/
Think about a lab you did last year….
1.What was the lab called/or what did you do?
2.What was the control?
3.What was the independent variable?
4.What was the dependent variable?
Greetings! It’s September 21, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts1. Control, Experimental, Independent and Dependent variables
2. Graphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Be able to recognize the control, independent, and dependent variables in
an experiment.
2. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
TODAY- SEPTEMBER 21, 2015
1. Finish Experimental/Control/Independent/Dependent Variables.
Sponge Bob – Go over.
Simpsons – Go over.
2. Start Graphing
Notes – Glue notes sheet
Packet 1 together.
Sheet 1- complete
Sheet 2-complete
See you later! It’s September 18, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
2. Be able to recognize the control, independent, and dependent variables in
an experiment.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down! What was the control in our air plane lab?
SEPTEMBER 22, 2015
Materials:
Pen/Pencil
Science Notebook
3 or 4 colored pencils
Ruler
You will need your notebook everyday.
SEPTEMBER 22, 2015
1. Science Start Up
2. Graphing.
Tape notes.
Go over Notes & add drawings.
Practice
3. Practice Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a lengend)
SCIENCE STARTER – DAILY
CHALLENGE
Science Trivia
SCIENCE TRIVIA
1. In an average lifetime, does a person have more breaths
or heartbeats?
2. TRUE or FALSE? Dead people’s toenails continue to
grow.
3. Would you find your philtrum under your nose, tongue,
or chin?
4. Does the human bladder hold less or more liquid than a
juice box?
5. About how many hours does an adult dream if he sleeps
for 7.5 hours: 1.5, 3, or 5 hours?
THE ANSWERS ARE…
1. In an average lifetime, does a person have more breaths or
heartbeats?
2. TRUE or FALSE? Dead people’s toenails continue to
grow.
3. Would you find your philtrum under your nose, tongue, or
chin?
4. Does the human bladder hold less or more liquid than a
juice box?
5. About how many hours does an adult dream if he sleeps
for 7.5 hours: 1.5, 3, or 5 hours?
Greetings! It’s September 21, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SEPTEMBER 22, 2015
1. Graphing.
Tape the “Choosing the Right Graph Picture”
Tape the “Components of Graphs” and “Types of Graphs” into
Notebook
Notes (more notes- drawings)
Practice
3. Practice Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
DRAW THIS “EXAMPLE OF A LINE
GRAPH WITH A LEGEND”
DRAW THIS “EXAMPLE OF A
BAR GRAPH WITH A LEGEND”
NOW- PRACTICE
. Practice Go over problems.
Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
You may work with someone from your table and move to your
designated locations.
*These sheets will be turned in.
See you later! It’s September 22, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down!
SEPTEMBER 24, 2015
Materials:
You will need your notebook everyday.
Assignment Book
Laptop (don’t get until Ms. S goes over instructions)
Pen/Pencil
Science Notebook
Later- Graphing Sheets/ Ruler
SEPTEMBER 24, 2015
1. Laptops –
Go over online textbook:
Write in front of Science Notebook and Assignment book:
Username: TEScience
Password: 23flowers!
Website & Choices
2. Graphing.
Go over Notes/ drawings.
Continue Practice
3. Practice Front and Back of first sheet
Choose either graph # 3 or # 4. (includes a legend)
Greetings! It’s September 24, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
DRAW THIS “EXAMPLE OF A LINE
GRAPH WITH A LEGEND”
DRAW THIS “EXAMPLE OF A
BAR GRAPH WITH A LEGEND”
PRACTICE
. Practice Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
You may work with someone from your table and move to your
designated locations.
*These sheets will be turned in.
See you later! It’s September 24, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsGraphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down!
SEPTEMBER 25, 2015
Materials:
You will need your notebook everyday.
Assignment Book:
HW: 1. Study for Next Friday’s Quiz (10-2)
2. Notebook check next Friday (10-2)
Pen/Pencil
Science Notebook
Ruler
SEPTEMBER 25, 2015
1. Assignment books stamped (while you are doing
Science Start Up)
2. Science Start Up
3. Graphing.
Go over Notes & add drawings.
Practice
4. Practice-
Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
Challenge 1
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
Greetings! It’s September 25, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SEPTEMBER 25, 2015
1. Graphing.
Review Components of Graphs
Notes (drawings)
2. Practice Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
DRAW THIS “EXAMPLE OF A LINE
GRAPH WITH A LEGEND”
DRAW THIS “EXAMPLE OF A
BAR GRAPH WITH A LEGEND”
NOW- PRACTICE
. Practice Go over problems.
Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
You may work with someone from your table and move to your
designated locations.
*These sheets will be turned in/looked at.(not graded)
See you later! It’s September 25, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down!
SEPTEMBER 28, 2015
Materials:
Science Notebook
You will need your notebook everyday.
Graphing Sheet from Friday & your graph paper
Pen/Pencil
Ruler
SEPTEMBER 28, 2015
*Progress Reports go out Wednesday. If you are missing work,
turn it in today.
1. Science Start Up
3. Graphing.
Go over Notes & add drawings.
Practice
4. Practice-
Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
5. Go over. Turn in (to be looked at/not graded)
T. Trimpe 2008 http://sciencespot.net/
Read Scenario. Answer Question
Four groups of guinea pigs are first massed and then fed
identical diets except for the amount of vitamin A they
receive. Each group gets a different amount. After 3
weeks on the diet, the guinea pigs’ masses are measured
again to see if there has been a decrease.
1.What was the control?
First mass
2.What was the independent variable? Vitamin A
3.What was the dependent variable? Second Mass
Greetings! It’s September 28, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SEPTEMBER 28, 2015
1. Graphing.
Review Components of Graphs
Notes (drawings)
2. PracticeFront and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
DRAW THIS “EXAMPLE OF A LINE
GRAPH WITH A LEGEND”
DRAW THIS “EXAMPLE OF A
BAR GRAPH WITH A LEGEND”
See you later! It’s September 28, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down!
SEPTEMBER 29, 2015
Materials:
Science Notebook
You will need your notebook everyday.
Graphing Sheet from Yesterday & your graph paper
Pen/Pencil
Ruler
SEPTEMBER 29, 2015
*Progress Reports go out Wednesday. If you are missing work, turn
it in today.
1. Science Start Up
2. Graphing.
Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
3. Have finished work checked – in order to get credit.
4. Reminder-
Start seeing Ms. S to go over contract if you are opting for Learning Choices.
We will start Earth’s Waters tomorrow.
Print your Learning Choice sheet before meeting with her so you will know
your options.
T. Trimpe 2008 http://sciencespot.net/
Read Scenario. Answer Question
A researcher is curious to find out what effect classical music has on
people’s level of relaxation (as measured by heart rate). He suspects
that listening to classical music will make people feel more calm and
relaxed. He lets one group listen to classical music for one hour. He
lets another group sit in a quiet room for one hour (i.e they hear no
music). After one hour, he monitors the heart rate of each
participant to measure their level of relaxation.
1. What was the control? Quiet room
2. What was the independent variable? Classical Music
3. What was the dependent variable? Heart rate
Greetings! It’s September 29, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Knowing the parts of a graph, when to use a particular graph correctly,
graphing correctly.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SEPTEMBER 28, 2015
1. Graphing.
2. Practice3. Go over.
Front and Back (pgs. 1 & 2)
Choose either page 3 or 4. (includes a legend)
DRAW THIS “EXAMPLE OF A LINE
GRAPH WITH A LEGEND”
DRAW THIS “EXAMPLE OF A
BAR GRAPH WITH A LEGEND”
See you later! It’s September 29, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
1. Know the differences between a qualitative and quantitative observations,
and an inference.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down!
You will need your notebook everyday.
SEPTEMBER 30, 2015
Materials:
Assignment Book: HW: Notes and Vocab for Ch.
1, sect. 1 (leave assignment open to be stamped)
Progress Reports
Science Notebook
Lab Safety Packet
Pen/Pencil
SEPTEMBER 30, 2015
1. Science Start UP
2. Turn in Lab Safety Packet/Old work returned/Progress Reports
3. Intro to SQ3R reading strategy – Notes go in notebook.
4. New Earth’s Waters Packet – 10 minutes to work on
Notes/Vocab - review where to find notes and vocab.
(Ms. S will be meeting with those who are opting for Learning Contract.
4. Remainder of class- Silent Work. (no group work today. Stay in
your assigned seats unless you are moving up to see the smart
board.)
Finish your graphing and show Ms. S
Secret Life on 118 Green Street: https://www.youtube.com/watch?v=KY6ITXvVaKg
T. Trimpe 2008 http://sciencespot.net/
What would this graph look like? Graph it.
Student
1
2
3
Math
Mark
85
95
75
Science
Mark
70
85
80
What would this graph look like? Graph it.
Answer.
SEPTEMBER 30, 2015
1. Science Start UP
2. Turn in Lab Safety Packet/Old work returned
3. Intro to SQ3R reading strategy – Notes go in notebook.
4. New Earth’s Waters Packet – 10 minutes to work on
Notes/Vocab - review where to find notes and vocab.
(Ms. S will be meeting with those who are opting for Learning Contract.
4. Remainder of class- Silent Work. (no group work today. Stay in
your assigned seats unless you are moving up to see the smart
board for 118 Green Street.)
Finish your graphing and show Ms. S
Secret Life on 118 Green Street: https://www.youtube.com/watch?v=KY6ITXvVaKg
Greetings! It’s September 30, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-7 State Implications and Consequences –
Our Precious Water!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
*Give examples of how people and other living things use water.
*Identify how earth’s water is distributed among salt and fresh
water sources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
See you later! It’s September 30, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: C-7 State Implications and Consequences –
Our Precious Water!
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
*Give examples of how people and other living things use water.
* Identify how earth’s water is distributed among salt and fresh water sources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Cool Down!
SQ3R NOTES
Survey- the section
Question- Write each main title (greenish title) and question
in left column.
Write a minimum of one question.
Read-together as a group.
Recite- (answer your question in the right column.)
Review – R and R’s in packet.
SQ3R CH. 1, SECT. 1 HOW IS WATER IMPORTANT?
*How Do People Use
Water?
write question
Water and Living
Things
write question
Water on Earth
write question
Answer Question (after we read)
You will need your notebook everyday.
OCTOBER 1, 2015
Materials:
Science Notebook
Pen/Pencil
Graph paper-get from bin
OCTOBER 1, 2015
1. Science Start UP
2. Notebook Pre-Check
3. Silent Practice for Quiz
4. Go over
5. Remaining time Study with partner
Or Study Group with Ms. Seymour
T. Trimpe 2008 http://sciencespot.net/
What would this graph look like? Graph it.
Animals
Time 1
(mph)
Dog
26
Cat
15
Hamster 55
Time 2
(mph)
Time 3
(mph)
27
16
30
30
12
20
What would this graph look like? Graph it.
Answer.
Draw together
OCTOBER 1, 2015
1. Science Start UP
2. Notebook Pre-Check
3. Silent Practice for Quiz
4. Go over
5. Remaining time Study with partner
Or Study Group with Ms. Seymour
You will need your notebook everyday.
OCTOBER 2, 2015
Materials:
L.C Group- Assignment Book:
HW: (only if it applies to you)- Search for and print articles for
Ch. 1 Earth’s water. Print and bring to class on Monday.
Science Notebook
Pen/Pencil
OCTOBER 2, 2015
1. Quiz!
Independent
Silent
Talkers/whispers/people making noises lose points for being distracting
to your peers who are trying to concentrate.
2. Notebook check
NR- not ready. i.e- missing dates. (-2)
L- notebook not here in class (but you were not absent yesterday) (-3)
These numbers will increase as the year progresses.
3. After the quiz, work on something else silently
You will need your notebook everyday.
OCTOBER 5, 2015
Materials:
LC Group (advanced research choice)
Assignment book: HW: Due Oct. 16, Annotated
Bibliography 6 websites, 3 books
Science Notebook
Pen/Pencil
Text book
OCTOBER 5, 2015
1. Science Start Up
2. Intro to SQ3R Reading Strategy.
2. Start Ch. 1, section 1 Reading. (pg. 16) Apply SQ3R.
Choose readers/ Read.
3. See a few water Conservation Videos!
T. Trimpe 2008 http://sciencespot.net/
Why is Water Important? Can you list some
reasons
Share Responses
OCTOBER 5, 2015L.C. Group – you may work in back
1. Science Start Up
station
2. Intro to SQ3R Reading
Strategy.
1. Science Start Up (Go to Ms. S’s
website-Daily PPT)
3. Start Ch. 1, section 1
Reading. (pg. 16) Apply SQ3R.
Choose readers/ Read.
2. Choose your reading Strategy.
Make sure you label the chapter
section, and section title.
3. Read Ch. 1, section 1 Reading. (pg.
4. See a few water Conservation 16).
Videos!
4. Start your Learning Choices
(Advanced Research options – may
use computers if needed. Take times
turns (15 minutes)
SQ3R NOTES
Survey- the section
Question- Write each main title (greenish title) and question
in left column.
Write a minimum of one question.
Read-together as a group.
Recite- (answer your question in the right column.)
Review – R and R’s in packet.
SQ3R CH. 1, SECT. 1 HOW IS WATER IMPORTANT?
*How Do People Use
Water?
write question
Water and Living
Things
write question
Water on Earth
write question
Answer Question (after we read)
Greetings! October 5, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
* Give examples of how people and other living things use water.
* Identify how earth’s water is distributed among salt and fresh water sources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R CH. 1, SECTION 1
HOW IS WATER IMPORTANT?
*How Do People Use
Water?
write question
Water and Living
Things
write question
Water on Earth
write question
Answer Question (after we read)
WATER CONSERVATION
VIDEOS
Why waste today when you can save for tomorrow.
http://www.youtube.com/watch?v=hC9uVM162BI
Water Conservation Commercial: http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1
Don’t Waste Water: http://www.youtube.com/watch?v=yruv27B0d4k
Save Water: http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related
~~~~~~~~~
Home water saving tips: http://www.youtube.com/watch?v=rRsiz5ykjuc
Energy Conservation for kids: http://www.youtube.com/watch?v=Xz8sVG6GVWw
LOOK AT THIS!
(ESPECIALLY THE DESIGN YOUR OWN
EXPERIMENT GROUP)
https://www.youtube.com/watch?v=S-WGCSB6VSQ
Thoughts? - Crazy? Weird? Cool? Not a good
idea?
See You Later! October 5, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
* Give examples of how people and other living things use water.
* Identify how earth’s water is distributed among salt and fresh water sources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
You will need your notebook everyday.
OCTOBER 6 & 8, 2015 PD. 4
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet
OCTOBER 6 & 8, 2015
1. Science Start Up
2. ReviewSQ3R Reading Strategy.
3. Continue Ch. 1, section 1
Reading. (pg. 16)/SQ3R.
L.C. Group – you may work in back station
1. Science Start Up (Go to Ms. S’s websiteDaily PPT)
2. Choose your reading Strategy.
Read.
Make sure you label the chapter section,
4. R and R (Review and Reinforce). and section title.
Independent/silent/Go over
3. Read Ch. 1, section 1 Reading. (pg.
16).
5. Personal Water Use chart- in
notebook. Start tomorrow.
6. Hear from LC Groups.
7. Cool experiment video
4. Continue Learning Choices for section 1.
5. Share section 1 choice with class. May use
computers if needed. Take times turns (15
minutes). Next class. Work with LC Group.
T. Trimpe 2008 http://sciencespot.net/
Name the 5 ways that people use water. Give an
example of each
1.
2.
3.
4.
5.
Household UsesAgricultureIndustryTransportationRecreation-
SQ3R NOTES
Survey- the section
Question- Write each main title (greenish title) and question
in left column.
Write a minimum of one question.
Read-together as a group.
Recite- (answer your question in the right column.)
Review – R and R’s in packet.
SQ3R CH. 1, SECT. 1 HOW IS WATER IMPORTANT?
*How Do People Use
Water?
write question
Water and Living
Things
write question
Water on Earth
write question
Answer Question (after we read)
Greetings! October 6 & 8, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
* Give examples of how people and other living things use water.
* Identify how earth’s water is distributed among salt and fresh water sources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R CH. 1, SECTION 1
HOW IS WATER IMPORTANT?
*How Do People Use
Water?
write question
Water and Living
Things
write question
Water on Earth
write question
Answer Question (after we read)
WATER CONSERVATION
VIDEOS
Why waste today when you can save for tomorrow.
http://www.youtube.com/watch?v=hC9uVM162BI
Water Conservation Commercial: http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1
Don’t Waste Water: http://www.youtube.com/watch?v=yruv27B0d4k
Save Water: http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related
~~~~~~~~~
Home water saving tips: http://www.youtube.com/watch?v=rRsiz5ykjuc
Energy Conservation for kids: http://www.youtube.com/watch?v=Xz8sVG6GVWw
LOOK AT THIS!
(ESPECIALLY THE DESIGN YOUR OWN
EXPERIMENT GROUP)
https://www.youtube.com/watch?v=S-WGCSB6VSQ
Thoughts? - Crazy? Weird? Cool? Not a good
idea?
See You Later! October 6, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: You should be able to:
* Give examples of how people and other living things use water.
* Identify how earth’s water is distributed among salt and fresh water sources.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
You will need your notebook everyday.
OCTOBER 8, 2015
Materials:
Assignment Book: leave open for Ms. S to stamp. Copy all of
it.
HW:
1. Ch. 1, section 2 notes and vocab
2. Start studying for next Friday’s Ch. 1, section 1 and 2 Quiz.
Science Notebook
Pen/Pencil
Textbook
SSR Book
OCTOBER 8, 2015 PDS 1,7,8
Tomorrow- Guest Teacher plans
1. See quizzes/Old work
returned/grades
Work on HW
Ch. 1, section 2 SQ.
SSR
2. Science Start Up
3. Water Use Chart Fill out
6. Start Ch. 1, section 2-SQ3R.
7. Read/ Notes
8. Cool experiment video
L.C. Group – you may work in back station
1. See quizzes/Old work returned/grades
2. Science Start Up (Go to Ms. S’s website-Daily
PPT)
3. Water Use Chart Fill out
4. Start Ch. 1, section 2-SQ3R.
Read. Reading Strategy.
Learning Choices for section 2.
5. last of 15 minutes of class to decide a group
project- presenting information from the
chapter that your classmates have not read
about. Decide responsibilities. Go in the hall.
Keep voices low.
SQ3R CH. 1, SECTION 2 PROPERTIES OF WATEROCT. 8, 2015-PG. 23
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
T. Trimpe 2008 http://sciencespot.net/
Think of all the reasons water is amazing. List
them.
Share responses
Greetings! October 8, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 2 – The properties of Water
You should be able to:
*Describe the physical and chemical properties of water.
*Explain how water dissolves other polar substances
*Identify three states in which water exists on Earth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 8, 2015
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
Water Molecule:
2 Hydrogen Atoms
1 Oxygen Atom
Surface Tension
Tightness across the surface:
Polar Molecule : “-” and “+”
Capillary Action
Water the Universal Solvent
Attraction of water molecules
to other materials.
LOOK AT THIS!
(ESPECIALLY THE DESIGN YOUR OWN
EXPERIMENT GROUP)
https://www.youtube.com/watch?v=S-WGCSB6VSQ
Thoughts? - Crazy? Weird? Cool? Not a good
idea?
WATER USE REPORT: HOW MUCH
WATER
DO
I
USE?
Purpose: The purpose of this lab is to:
Identify the many uses of water in our daily lives.
Determine the amount of water that is used in various activities.
Explain that our water supply is limited.
Background Info: How much water do you use everyday in your home? Would you
be surprised to learn that according to the USGS the average American uses between
80-100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in
other parts of the world use more or less water than Americans? Well, this
collaborative project will help you find out the answers to these questions. By
collecting data on water usage from people around the world you will be able to see
how your water use compares to others and determine what you might do to use less
water.
WATER USE REPORT: HOW MUCH
WATER DO I USE?
Research: Use the following water conservation sheet and find 10 facts about water
use (ways to save water, organizations that are trying to save water, etc…)
Hypothesis: (after collecting water use data). Choose one or two of the water
conservation ideas that you can use at your house and make a hypothesis about the
amount of water you could save by making changes.
Experiment:
Part 1- Fill out the Water Use chart for one week.
Part 2- Fill out the Water Use chart after making changes in your water use practices.
Analysis: TBA
Conclusion: TBA
You will need your notebook everyday.
OCTOBER 12, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet
OCTOBER 12, 2015 PDS 4 & 5
1. Old Work Back(pd. 5 - quizzes)
/Friday’s Stars/Notes in Notebook
L.C. Group – you may work in back station
Assignment Book: Thursday, Oct. 22.
SSR while waiting for quiz/finish SQ 3R for section 1. Group Project Presentation
1. SQ for section 2.
2. Group Experiment Presentation
2. Science Start Up
3. Water Use Chart fill out for Sunday
4. Review Friday- how did it go?
Finish reading, R and R, section 1.
Go over
5. Put Ch. 1, section 2 Water Notes in
NB.
6. Start Ch. 1, section 2-SQ3R.
7. Read/ Notes
8. Cool experiment video
1. Old Work Back/Notes in Notebook
2. Science Start Up (Go to Ms. S’s website-Daily
PPT)
3. Water Use Chart Fill out for Sunday
4. Start Ch. 1, section 2-SQ3R.
Read. Reading Strategy.
Learning Choices for section 2.
↕
5. Work on Group Project/ Computer use?
OCTOBER 12, 2015
L.C. Group – you may work in back station
1. Old Work Back/Friday’s
Assignment Book: Thursday, Oct. 22.
Stars/Notes in Notebook
1. Group Project Presentation
2. Science Start Up
2. Group Experiment Presentation
3. Water Use Chart fill out for
1. Old Work Back/Notes in Notebook
Sunday
2. Science Start Up (Go to Ms. S’s website-Daily
4. Review Friday- how did it go?
PPT)
5. Put Ch. 1, section 2 Water Notes 3. Water Use Chart Fill out for Sunday
in NB.
4. Start Ch. 1, section 2-SQ3R.
6. Start Ch. 1, section 2-SQ3R.
Read. Reading Strategy.
7. Read/ Notes
Learning Choices for section 2.
8. Cool experiment video
↕
5. Work on Group Project/ Computer use?
Challenge 3
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
Greetings! October 12, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 2 – The properties of Water
You should be able to:
*Describe the physical and chemical properties of water.
*Explain how water dissolves other polar substances
*Identify three states in which water exists on Earth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
WATER USE CHARTNOTEBOOK – FOR SUNDAY
Fill out Chart for Sunday.
SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
Water Molecule:
2 Hydrogen Atoms
1 Oxygen Atom
Surface Tension
Tightness across the surface:
Polar Molecule : “-” and “+”
Capillary Action
Water the Universal Solvent
Attraction of water molecules
to other materials.
LOOK AT THIS!
(ESPECIALLY THE DESIGN YOUR OWN
EXPERIMENT GROUP)
https://www.youtube.com/watch?v=S-WGCSB6VSQ
Thoughts? - Crazy? Weird? Cool? Not a good
idea?
You will need your notebook everyday.
OCTOBER 13, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet
OCTOBER 13, 2015
1. Science Start Up
L.C. Group – you may work in back
station
1. Science Start Up (Go to Ms. S’s websiteDaily PPT)
2. Water Use Chart fill out for
2. Water Use Chart Fill out for
Sunday (pd. 4 and 5) and Monday Sunday/Monday
3. Continue/Start Ch. 1, section
2-SQ3R.
7. Cool experiment video (pds
1,7,8)
8. Start Properties of Water Lab
9. R and R in packet.
3. Start/Continue Ch. 1, section 2-SQ3R.
Read. Reading Strategy.
Learning Choices for section 2.
4. Properties of Water Lab.
5. Work on Group Project/ Group
Experiment
*See checklist by station
T. Trimpe 2008 http://sciencespot.net/
Besides needing water for the 5 categories we
studied in section 1, why is water interesting…
1. List a few reasons and
explain…..
T. Trimpe 2008 http://sciencespot.net/
Write an example of when you have seen this, and
explain your reasoning for each (in detail). Do not
use examples from the book.
1. Capillary Action2. Surface Tension3. Water, the Universal Solvent-
WATER USE CHART- NOTEBOOK –
FOR SUNDAY/MONDAY
Fill out Chart for Sunday.
Greetings! October 13, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 2 – The properties of Water
You should be able to:
*Describe the physical and chemical properties of water.
*Explain how water dissolves other polar substances
*Identify three states in which water exists on Earth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
Water Molecule:
2 Hydrogen Atoms
1 Oxygen Atom
Surface Tension
Tightness across the surface:
Polar Molecule : “-” and “+”
Capillary Action
Water the Universal Solvent
Attraction of water molecules
to other materials.
LOOK AT THIS!
(ESPECIALLY THE DESIGN YOUR OWN
EXPERIMENT GROUP)
https://www.youtube.com/watch?v=S-WGCSB6VSQ
Thoughts? - Crazy? Weird? Cool? Not a good
idea?
You will need your notebook everyday.
OCTOBER 14, 2015
Materials:
Assignment Book and Study Guide: Make the
change: Quiz is moved to Monday, October 19.
Test is moved to Friday, October 23
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet
OCTOBER 14, 2015
1. Science Start Up
2. Water Use Chart fill out for
Tuesday
L.C. Group – you may work in back
station
1. Science Start Up (Go to Ms. S’s
website-Daily PPT)
2. Water Use Chart Fill out for Tuesday.
3. Finish Ch. 1, section 2-SQ3R/ 3. Properties of Water Lab.
Continue Properties of Water Lab 4. Work on complete your checklist.
Ch. 1, section 2-SQ3R.
(20 minutes). Go over.
4. Station 1 and 6 with Ms. S.
5. Finish reading the section.
6. R and R in packet.
Read. Reading Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment
T. Trimpe 2008 http://sciencespot.net/
Draw this beaker of water and A+B- molecules.
1.
2.
How would water molecules attach to these A+ B- molecules. Draw
them.
What is this process called?
T. Trimpe 2008 http://sciencespot.net/
Write an example of when you have seen this, and
explain your reasoning for each (in detail). Do not
use examples from the book.
1. Capillary Action2. Surface Tension3. Water, the Universal Solvent-
WATER USE CHARTNOTEBOOK – FOR TUESDAY
Fill out Chart for Sunday.
Greetings! October 14, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 2 – The properties of Water
You should be able to:
*Describe the physical and chemical properties of water.
*Explain how water dissolves other polar substances
*Identify three states in which water exists on Earth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
Water Molecule:
2 Hydrogen Atoms
1 Oxygen Atom
Surface Tension
Tightness across the surface:
Polar Molecule : “-” and “+”
Capillary Action
Water the Universal Solvent
Attraction of water molecules
to other materials.
You will need your notebook everyday.
OCTOBER 15, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet – pg. 9
OCTOBER 15, 2015
1. Science Start Up
2. Water Use Chart fill out for
Wednesday
3. Go over properties of water
Lab.
4. Finish reading the section.
2 short videos
States of Matter
Why Ice floats
5. R and R in packet.
L.C. Group – you may work in back
station
1. Science Start Up (Go to Ms. S’s
website-Daily PPT)
2. Water Use Chart Fill out for
Wednesday.
3. Properties of Water Lab.
4. Work on complete your checklist.
Ch. 1, section 2-SQ3R.
Read. Reading Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment – Ms. S will meet with you
today to go over P, R, H, E…
T. Trimpe 2008 http://sciencespot.net/
Review Time!-section 1 (have you been studying?)
1.
2.
3.
4.
How much water is on the planet? 71 %
Of this water on the planet, how much is salt water? 97%
Of this water on the planet, how much is fresh water? 3%
Name the 5 categories of how water is used.
*Household purposes
*Industry
*Agriculture
*Transportation
*Recreation
T. Trimpe 2008 http://sciencespot.net/
Draw this beaker of water and A+B- molecules.
1.
2.
How would water molecules attach to these A+ B- molecules. Draw
them.
What is this process called?
WATER USE CHART- NOTEBOOK –
FOR WEDNESDAY
Fill out Chart for Sunday.
Greetings! October 14, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 2 – The properties of Water
You should be able to:
*Describe the physical and chemical properties of water.
*Explain how water dissolves other polar substances
*Identify three states in which water exists on Earth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
VISUALSWhy does ice float?
https://www.youtube.com/watch?v=ZB-
XBX1S15w
States of Matter:
https://www.youtube.com/watch?v=KCL8zqj
XbME
You will need your notebook everyday.
OCTOBER 16, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Water’s Packet
OCTOBER 16, 2015
L.C. Group – you may work in back
station. Check our Science Fair Info!
* It’s Friday- get your stars from Ms. 1. Science Start Up (Go to Ms. S’s
S if you had a job/chairs.
website-Daily PPT)
1. Science Start Up
2. Water Use Chart Fill out for
Thursday
2. Water Use Chart fill out for
Thursday
3. Ms. S must see you today!
P,R,H,E,A,C go over.
3. Finish reading the section.
2 short videos
States of Matter
Why Ice floats
4. R and R in packet.
5. Review
4. Work on your checklist.
Ch. 1, section 2-SQ3R.
Read. Reading Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment
T. Trimpe 2008 http://sciencespot.net/
Why is this glass wet?
1. Below is a picture of a glass of cold
water.
2. Why is the outside of the glass wet?
Draw a picture and explain…
WATER USE CHARTNOTEBOOK – FOR THURSDAY
Fill out Chart for Sunday.
Greetings! October 16, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 2 – The properties of Water
You should be able to:
*Describe the physical and chemical properties of water.
*Explain how water dissolves other polar substances
*Identify three states in which water exists on Earth.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer Question
VISUALSWhy does ice float?
https://www.youtube.com/watch?v=ZB-
XBX1S15w
States of Matter:
https://www.youtube.com/watch?v=KCL8zqj
XbME
You will need your notebook everyday.
OCTOBER 19, 2015
Materials:
Pen/Pencil
Notebook- (after the quiz)
Textbook-(after the quiz)
Earth’s Water’s Packet
OCTOBER 19, 2015
L.C. Group – you may work in back
station. Check our Science Fair Info!
1. Quiz today. No Science Start UP
1. Quiz today. No Science Start UP.
2. When you are finished with the
Quiz
2. When you are finished with the Quiz.
Water Use Chart- Control Side only. Sat
and Sun filled out. The entire week
should be filled out.
Ch. 1, section 3 notes and vocab
Water Use Chart- Control Side only. Sat
and Sun filled out. The entire week
should be filled out.
Ch. 1, section 3 notes and vocab in
packet
SQ Ch. 1, section 3 –The Water Cycle.
SSR or work on other work/missing
work.
4. Work on your checklist.
Ch. 1, section 3 Read. Reading Strategy.
Learning Choices for section 3.
Work on Group Project/ Group
Experiment
You will need your notebook everyday.
OCTOBER 19, 2015
Materials:
Pen/Pencil
Notebook- (after the quiz)
Textbook-(after the quiz)
Earth’s Water’s Packet
OCTOBER 19, 2015
L.C. Group – you may work in back
station. Check our Science Fair Info!
1. Quiz today. No Science Start UP
1. Quiz today. No Science Start UP.
2. When you are finished with the
Quiz
2. When you are finished with the Quiz.
Water Use Chart- Control Side only. Sat
and Sun filled out. The entire week
should be filled out.
Ch. 1, section 3 notes and vocab
Water Use Chart- Control Side only. Sat
and Sun filled out. The entire week
should be filled out.
Ch. 1, section 3 notes and vocab in
packet
SQ Ch. 1, section 3 –The Water Cycle.
SSR or work on other work/missing
work.
4. Work on your checklist.
Ch. 1, section 3 Read. Reading Strategy.
Learning Choices for section 3.
Work on Group Project/ Group
Experiment
You will need your notebook everyday.
OCTOBER 20, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Due Friday- Earth’s Water’s Packet// LC – Packet
with Vocab/Notes/Learning choices
OCTOBER 20, 2015
1. Science Start Up
2. Water Use Chart
L.C. Group – you may work in back
station.
1. Science Start Up (Go to Ms. S’s
website-Daily PPT)
Explanation on control and experiment.
2. Water Use Chart Fill out
Fill out Experiment chart for Sunday
Finish Control Side
and Monday.
3. Start Ch. 1, section 3
SQ3R
Video
Take notes
4. R and R, section 3
Independent
Silent
Go over.
Experiment side- choose on item you are
going to try to use less water for.
3. Work on your checklist.
Ch. 1, section 3-SQ3R.
Read. Reading Strategy.
Learning Choices for section 3.
Work on Group Project/ Group
Experiment
T. Trimpe 2008 http://sciencespot.net/
Draw a picture of the water cycle. Include all the
terms and drawings that you can remember…
Does your drawing look like this?
WATER USE CHARTFirst- Calculate the Total Number of Times (3rd to last column) and
the Total Weekly Water Use (gallons) (last column). ~Calculators
are by the windows.
HOW? Multiply the Total Number of Times by the Estimated
Amount of Water Used
Second- Experiment:
1. This week your goal is to see if there are areas in which you can use
less water.
2. Choose one item on your experiment chart and
Star/Highlight/Circle it.
WATER USE CHART- NOTEBOOK –
FOR SUNDAY AND MONDAY
Fill out Chart for Sunday.
Greetings! October 20, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 3 – The Water Cycle
You should be able to:
*to describe how earth’s water moves through the water cycle.
*list ways that living things depend on the water cycle.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 3 WATER CYCLE OCT.
Write the Section Headings
Answer Question
1. Water Evaporates
-write question
2. Clouds Form
-write question
3. Water Falls As Precipitation
-write question
4. A Global Process
-write question
THE WATER CYCLE
1.
https://www.youtube.com/watch?v=0_c0ZzZfC8c
https://www.youtube.com/watch?v=7b3NFol01yo
2. Take notes – 3 statements:
1. New Info.
2 Old Info.
3. 3. Interesting Info.
R and R-
Independent
Silent
Go over
“RESTATE” TO THE CLASS
A good way to know if you understand the material is to re-state it to someone else! In groups of 2,
you will be given a topic to restate the class. Restate the most important thing from your topic. (some
topics will be repeated).
How do people use water?
Water and Living Things
Water on Earth
Water’s unique structure
Surface Tension
Capillary Action
Water, the Universal Solvent
Changing State
Why Ice Floats
Specific Heat
Water Evaporates/Clouds Form/Water Falls
You will need your notebook everyday.
OCTOBER 21, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet
Mini White board and your own marker
Due Friday- Earth’s Water’s Packet// LC – Packet with
Vocab/Notes/Learning choices
LC REMINDERS/MODIFICATIONS1. We start a new Chapter Monday. Must have printed Learning choices from website and see Ms. S to go
over the contract before Monday if you plan to start Monday. (Activity, Advisory.)
2. Large numbers of LC members mean you might have to stay in your seat. (but you may go to the LC
corner to get the advanced reading resources to help you.) Ms. S will tell you the times you can work in your
groups (to control noise levels.)
3. Print your articles/materials before you get to class. (only one LC computer.)
4. Experiments must be completely typed and complete with P,R,H,E, & A questions before doing the
experiment.
5. If you are completing experiments in school, they now must be completed during Activity so that Ms. S
can help you.
6. Must maintain grades of 90+ on assignments-such as quizzes.
OCTOBER 21, 2015
1. Science Start Up
L.C. Group – you may work in back
station.
2. Water Use Chart
1. Science Start Up (Go to Ms. S’s
website-Daily PPT)
3. Continue Ch. 1, section 3
2. Water Use Chart Fill out
SQ3R
Video
Take notes
4. R and R, section 3
Independent
Silent
Go over.
3. Work on your checklist.
Ch. 1, section 3-SQ3R.
Read. Reading Strategy.
Learning Choices for section 3.
Work on Group Project/ Group
Experiment
T. Trimpe 2008 http://sciencespot.net/
Look at the Water Cycle Picture
What is missing from this picture?
WATER USE CHARTNOTEBOOK – FOR TUESDAY
Fill out Chart for Sunday.
Greetings! October 21, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 3 – The Water Cycle
You should be able to:
*to describe how earth’s water moves through the water cycle.
*list ways that living things depend on the water cycle.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 3 WATER CYCLE OCT.
Write the Section Headings
Answer Question
1. Water Evaporates
-write question
2. Clouds Form
-write question
3. Water Falls As Precipitation
-write question
4. A Global Process
-write question
THE WATER CYCLE
1.
https://www.youtube.com/watch?v=0_c0ZzZfC8c
https://www.youtube.com/watch?v=7b3NFol01yo
2. Take notes – 3 statements:
1. New Info.
2 Old Info.
3. 3. Interesting Info.
R and R-
Independent
Silent
Go over
“RE-QUESTION” TO THE CLASS
Your task is to write a question that your classmates will
answer. You must know the answer.
How do people use water?
Water and Living Things
Water on Earth
Water’s unique structure
Surface Tension
Capillary Action
Water, the Universal Solvent
Changing State
Why Ice Floats
Specific Heat
Water Evaporates/Clouds Form/Water Falls
You will need your notebook everyday.
OCTOBER 22, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook
Earth’s Waters Packet
Due Friday- Earth’s Water’s Packet// LC – Packet with
Vocab/Notes/Learning choices
LC REMINDERS/MODIFICATIONS1. We start a new Chapter Monday. Must have printed Learning choices from website and see Ms. S to go
over the contract before Monday if you plan to start Monday. (Activity, Advisory.)
2. Large numbers of LC members mean you might have to stay in your seat. (but you may go to the LC
corner to get the advanced reading resources to help you.) Ms. S will tell you the times you can work in your
groups (to control noise levels.)
3. Print your articles/materials before you get to class. (only one LC computer.)
4. Experiments must be completely typed and complete with P,R,H,E, & A questions before doing the
experiment.
5. If you are completing experiments in school, they now must be completed during Activity so that Ms. S
can help you.
6. Must maintain grades of 90+ on assignments-such as quizzes.
OCTOBER 22, 2015
LC Presentation! Pds. 1,7,8
1. Science Start Up
2. Water Use Chart
3. Textbook Review.
Pg. 38
1-16, 19-21. In your notebook.
4. While working on Review- see
quizzes/get stars/grades.
5. Go over textbook review.
6. Finish Bill Nye/White board
questions.
L.C. Group – you may work in back
station.
1. Science Start Up (Go to Ms. S’s
website-Daily PPT)
2. Water Use Chart Fill out
3. Work on Textbook Review Optional
– but remember Must keep grades at 90
+)
4. Work on your checklist. Ch. 1, section
3-SQ3R.
Read. Reading Strategy.
Learning Choices for section 3.
Work on Group Project/ Group
Experiment
WATER USE CHART- NOTEBOOK –
FOR WEDNESDAY
Fill out Chart for Sunday.
Greetings! October 22, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skill: T-3. Organize, apply, produce, and communicate knowledge
accurately and creatively.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives for Ch. 1, section 3 – The Water Cycle
You should be able to:
*to describe how earth’s water moves through the water cycle.
*list ways that living things depend on the water cycle.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
SQ3R SECTION 3 WATER CYCLE OCT.
Write the Section Headings
Answer Question
1. Water Evaporates
-write question
2. Clouds Form
-write question
3. Water Falls As Precipitation
-write question
4. A Global Process
-write question
THE WATER CYCLE
https://www.youtube.com/watch?v=0_c0ZzZfC8c
https://www.youtube.com/watch?v=7b3NFol01yo
Take notes – 3 statements:
1. New Info.
2 Old Info.
3. Interesting Info.
“RE-QUESTION” TO THE CLASS
Your task is to write a question that your classmates will
answer. You must know the answer.
How do people use water?
Water and Living Things
Water on Earth
Water’s unique structure
Surface Tension
Capillary Action
Water, the Universal Solvent
Changing State
Why Ice Floats
Specific Heat
Water Evaporates/Clouds Form/Water Falls
Complete Textbook Review.
Independent and Silent.
Pg. 38
1-16, 19-21. In your notebook. (Notebook
check)
When finished work on:
SSR
Missing Work
Other Work
You will need your notebook everyday.
OCTOBER 23, 2015
Materials:
Science Notebook
Pen/Pencil
Earth’s Waters Packet
LC REMINDERS/MODIFICATIONS1. We start a new Chapter Monday. Must have printed Learning choices from website and see Ms. S to go
over the contract before Monday if you plan to start Monday. (Activity, Advisory.)
2. Large numbers of LC members mean you might have to stay in your seat. (but you may go to the LC
corner to get the advanced reading resources to help you.) Ms. S will tell you the times you can work in your
groups (to control noise levels.)
3. Print your articles/materials before you get to class. (only one LC computer.)
4. Experiments must be completely typed and complete with P,R,H,E, & A questions before doing the
experiment.
5. If you are completing experiments in school, they now must be completed during Activity so that Ms. S
can help you.
6. Must maintain grades of 90+ on assignments-such as quizzes.
OCTOBER 23, 2015
L.C. Group
It’s Friday!
*Turn in Earth’s Water’s Packet*Turn in Earth’s Water’s packet. All All vocab and notes attached to packet.
vocab and notes. All R and R’s, and Learning Choices attached to packet.
Properties of Water Lab completed.
1. Ch. 1 Test
1. Ch. 1 Test.
Independent
Independent
Silent
Notebooks checked
2. Fill out water use chart for
Thursday
3. After the test-SSR. Other work.
Stay silent
4. if time- Mystery Photo Friday
Silent
Notebooks checked- make sure Reading
strategies are in notebook.
2. Fill out water use chart for Thursday
3. After the test-SSR. Other work. Stay
silent
4. if time- Mystery Photo Friday
Challenge 4
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
You will need your notebook everyday.
OCTOBER 26, 2015
Materials:
Assignment Book- HW:
Monday- Ch. 2, section 1 vocab # 1-7 and notes
Tuesday- Ch. 2, section 1 vocab # 8-14
Science Notebook
Pen/Pencil
Textbook
OCTOBER 26, 2015
1. Science start Up.
L.C. Group
2. New Packet! Ch. 2, sect 1 1. Science start Up.
2. New Packet! Ch. 2, section 1
3. Vocab and Notes.
4. SQ for section 2.
3. LC discussion!
4. Start section 1, Ch. 2.
Work on your checklist. Ch. 1, section 1.
Read. Reading Strategy.
Learning Choices for section 1.
Work on ideas for Group Project/
Group Experiment
Challenge 4
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
FILL OUT WATER USE CHART FOR LAST
WEEK- ENTIRE SIDE SHOULD BE FILLED
OUT. CALCULATE TOTALS AS WELL .
Fill out Chart for Sunday.
Now:
Work on Ch. 2, section 1 vocab and notes
Monday HW; # 1-7
Tuesday’s HW: 8-14
SQ section 1 (first part)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Ch. 2, section 1 Streams and Rivers (p. 42)
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
*4. Rivers Shape the Land
-Question
LC Discussion
1. New members. Welcome!
2. Go over Expectations.
Clarifications – what you do during the
class…
Quiet work time unless given permission
to work in groups
Any Questions
3. Changes
Group numbers (drawers, your work
space, other suggestions
Computer schedule
Other Suggestions
Group Time
4. Former LC members What worked
What didn’t work
Suggestions
Advice for new members.
OCTOBER 22, 2014
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be
controlled
Learning Goals: To understand the relationship between the land and water
flow.
Relevance: What can you tell me about rivers or streams?
You will need your notebook everyday.
OCTOBER 28, 2015
Materials:
Science Notebook
Pen/Pencil
Graph paper?
OCTOBER 28, 2015
L.C. Group (Pd. 4,5,8
presentations)
L.C. Group (Pd. 4,5,8 presentations)
1. Science start Up and READ lesson
objectives!
2. Graph Water Use Data
1. Science start Up.
3. Start section 1, Ch. 2.
2. Graph Water Use Data
4. Work on your checklist.
3. Start Ch. 2, section 1 SQ3R.
Pg. 42
4. Tape Lab sheet in Notebook.
Go over tomorrow’s lab.
If it’s your Computer Day/time-use time
wisely.
In hall to discuss graph and schedule.
Work on Ch. 1, section 1.
Read. Reading Strategy. Learning
Choices for section 1. Ideas for
Group Project/ Group Experiment
(you will tape lab sheet in notebook too.
You’ll do your lab the day after the class.)
T. Trimpe 2008 http://sciencespot.net/
Read the information below and then answer the questions.
SpongeBob and Patrick love to go jellyfishing. They
wondered if a new brand of jellyfish bait would help
them catch more jellyfish. To test their idea, they
bought a big container of bait for their next 3 trips to
their top-secret fishing spot. SpongeBob fished without
any bait, while Patrick used the new bait. Both of them
kept track of how many jellyfish they caught in 30
minutes, which is shown in the chart.
1. Which is the control group?
2. What is the independent variable?
3. What is the dependent variable?
4. Based on the data, how would you rate the new bait?
SpongeBob
Patrick
25
24
18
28
26
19
Read the information below and then answer the questions.
SpongeBob and Patrick love to go jellyfishing. They
wondered if a new brand of jellyfish bait would help
them catch more jellyfish. To test their idea, they
bought a big container of bait for their next 3 trips to
their top-secret fishing spot. SpongeBob fished without
any bait, while Patrick used the new bait. Both of them
kept track of how many jellyfish they caught in 30
minutes, which is shown in the chart.
1. Which is the control group?
SpongeBob
Patrick
25
24
18
28
26
19
SpongeBob’s fishing
2. What is the independent variable? Jellyfish Bait
3. What is the dependent variable? Number of jellyfish caught
4. Based on the data, how would you rate the new bait?
The bait appears to have helped a small amount, but shouldn’t be rated as a great
deal. Overall Patrick caught 2 more jellyfish than SpongeBob.
GRAPH YOUR CONTROL AND
EXPERIMENTAL DATA!
1. Put it in your notebook.
2. What kind of graph will you use?
3. What will the x,y and main titles be?
4. Will there be a key?
You will need your notebook everyday.
OCTOBER 29, 2015
Materials:
Assignment Book (maybe?): HW: Finish P, R, H, E,
A, C in Notebook
Science Notebook
Pen/Pencil
Later- textbook, pg. 42
OCTOBER 29, 2015
1. Science start Up and READ lesson
objectives!
1. Science start Up.
-Ms. S will meet with you to go over
location chart.
2. P, R, H, A Water Use Data
(finish E) (15 minutes)
2. P, R, H, A Water Use Data (finish E)
3. Start Ch. 2, section 1 SQ3R.
4. Work on your checklist.
Pg. 42
4. Tape Lab sheet in Notebook.
3. Start section 1, Ch. 2.
If it’s your Computer Day/time-use time
wisely.
In hall to discuss group project/experiment.
Work on Ch. 1, section 1.
Read. Reading Strategy. Learning
Choices for section 1. Ideas for
T. Trimpe 2008 http://sciencespot.net/
Read the information below and then answer the questions.
Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough
insulin being produced by these cells, the amount of glucose in the blood will remain high. A blood
glucose level above 140 for an extended period of time
is not considered normal. This disease, if not brought under control, can lead to severe complications.
Answer the following questions concerning the data below and then graph it.
Time After Eating hours
0.5
1
1.5
2
2.5
3
4
1.
2.
3.
4.
What
What
What
What
Glucose mg /dL of Blood Glucose mg /dL of Blood
Person A
Person B
170
180
155
195
140
230
135
245
140
235
135
225
130
200
is the dependent variable.
is the independent variable?
kind of graph is this?
title would you give the graph?
Read the information below and then answer the questions.
Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not enough
insulin being produced by these cells, the amount of glucose in the blood will remain high. A blood
glucose level above 140 for an extended period of time is not considered normal. This disease,
if not brought under control, can lead to severe complications.
Answer the following questions concerning the data below and then graph it.
Time After Eating hours
0.5
1
1.5
2
2.5
3
4
1.
2.
3.
3.
Glucose mg /dL of Blood Glucose mg /dL of Blood
Person A
Person B
170
180
155
195
140
230
135
245
140
235
135
225
130
200
What is the dependent variable? Glucose levels in the blood
What is the independent variable? Time after eating
What kind of graph Line
What title would you give the graph? The effect of time on amount of glucose in the blood
CONTINUE WITH OUR WATER USE GRAPH
Title
1. On a new page, write the title of this
lab.
2. Write the Purpose of the lab.
3. Write 3 Research statements.
4. Write your Hypothesis.
5. Did you finish your experiment?
(graph with 3 titles)
6. Answer the Analysis questions.
Was it easy or hard to save water? Why?
What changes do you plan to make about
your water use?
How can you share the message about our
limited available water and encourage
others to save water?
7. Write your Conclusion
Purpose:
Research:
1.
2.
3.
Hypothesis: If____________________,
then_________
Experiment: Your graph (make sure it is
finished)
Analysis:
1.
2.
3.
Conclusion:
GREETINGS! OCTOBER 29, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
SQ3R SECTION 1 STREAMS AND RIVERS,
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
*4. Rivers Shape the Land
-Question
Answer Question
LAB TITLE: HOW FAST DOES A STREAM FLOW? (P. 46)
Purpose: How does the slope of a stream and the volume of water it contains affect
its speed?
Research: Name the 3 factors that affect stream speed?
*
*
*
Hypothesis: (2 statements)
1. If the slope is (choose one: high or low)_________, then (explain stream speed) ___________.
2. If there is (choose one: more or less water)_______, then (explain stream speed) __________ .
Experiment: (pg. 46) with a few changes
Data table/Graph
Analyze and Conclude: Answer with complete sentences.
1 GRADUATED CYLINDERS
EXPERIMENT-LOW SLOPE
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
2 GRADUATED CYLINDERS
EXPERIMENT-LOW SLOPE
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
HIGH SLOPE EXPERIMENT
(1 GRADUATED CYLINDER)
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
LOW SLOPE EXPERIMENT
(1 GRADUATED CYLINDER)
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
ANALYZE AND CONCLUDE (PG. 47)
1. Average the three trials for each experiment. Record the average times on
your data table.
2. Calculate the average stream speed for each experiment using the
following formula: = Distance (60 cm)/average time
3. Graph the speeds on one graph.
4. How did the speed of the stream change when you increased the volume
of water?
5. How did the speed of the stream change when you increased the slope?
6. Think About It What errors might have affected your data? How could
they be reduced?
Conclusion:
1. My first hypothesis was ____________: __________________
2. My second hypothesis was ________________:_________________
SEE YOU LATER! OCTOBER 28, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
You will need your notebook everyday.
OCTOBER 30, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook, pg. 42
OCTOBER 30, 2015
1. Science start Up and READ lesson
objectives!
It’s Friday! Stars?
2. Start/Continue section 1, Ch. 2.
1. Science start Up.
3. Tape Lab sheet in Notebook- you will
do the lab after the class does it.
2. Start/continue Ch. 2, section 1
4. Work on your checklist.
SQ3R.
If it’s your Computer Day/time-use time
Pg. 42
4. Tape Lab sheet in Notebook.
5. Intro to lab. (Start Lab on
Monday.)
6. Continue reading.
wisely.
In hall to discuss group project/experiment.
Work on Ch. 1, section 1.
Read. Reading Strategy. Learning
Choices for section 1. Ideas for
Challenge 5
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
GREETINGS! OCTOBER 29, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
SQ3R SECTION 1 STREAMS AND RIVERS,
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
Watershed:
https://www.youtube.com/watch?v
=f63pwrMXkV4
*4. Rivers Shape the Land
-Question
Rivers shape the land:
https://www.youtube.com/watch?v
=n0n3vEul0Hc
Answer Question
LAB TITLE: HOW FAST DOES A STREAM FLOW? (P. 46)
Purpose: How does the slope of a stream and the volume of water it contains affect
its speed?
Research: Name the 3 factors that affect stream speed?
*
*
*
Hypothesis: (2 statements)
1. If the slope is (choose one: high or low)_________, then (explain stream speed) ___________.
2. If there is (choose one: more or less water)_______, then (explain stream speed) __________ .
Experiment: (pg. 46) with a few changes
Data table/Graph
Analyze and Conclude: Answer with complete sentences.
1 GRADUATED CYLINDERS
EXPERIMENT-LOW SLOPE
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
2 GRADUATED CYLINDERS
EXPERIMENT-LOW SLOPE
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
HIGH SLOPE EXPERIMENT
(1 GRADUATED CYLINDER)
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
LOW SLOPE EXPERIMENT
(1 GRADUATED CYLINDER)
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
ANALYZE AND CONCLUDE (PG. 47)
1. Average the three trials for each experiment. Record the average times on
your data table.
2. Calculate the average stream speed for each experiment using the
following formula: = Distance (60 cm)/average time
3. Graph the speeds on one graph.
4. How did the speed of the stream change when you increased the volume
of water?
5. How did the speed of the stream change when you increased the slope?
6. Think About It What errors might have affected your data? How could
they be reduced?
Conclusion:
1. My first hypothesis was ____________: __________________
2. My second hypothesis was ________________:_________________
SEE YOU LATER! OCTOBER 28, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
You will need your notebook everyday.
NOV. 4, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook ?
NOV. 4, 2015
Missing Work?/Old work
returned. Names of people who
must see Ms. S ASAP.
1. Science start Up.
L.C. Group
1. Science start Up and READ
lesson objectives!
2. Complete your Stream Flow Lab.
3. Analyze and Conclude
2. Finish Analysis and Conclusion 4. Work through your checklist
3. Go over. Earn star
4. See Grades.
5. Continue with Ch. 2, section 1
Reading, SQ3R
Science Experiments
T. Trimpe 2008 http://sciencespot.net/
Can you unscramble all the words below?
Hint: They are all related to science experiments.
1. A D T A
2. P O H T E H I S Y S
3. O R C D E R U P
4. N O C U C L I N O S
5. L A Y S N A I S
The answers are ...
1. A D T A
DATA
2. P O H T E H I S Y S
HYPOTHESIS
3. O R C D E R U P
PROCEDURE
4. N O C U C L I N O S
CONCLUSION
5. L A Y S N A I S
ANALYSIS
GREETINGS! OCTOBER 29, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
SQ3R SECTION 1 STREAMS AND RIVERS,
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
Watershed:
https://www.youtube.com/watch?v
=f63pwrMXkV4
*4. Rivers Shape the Land
-Question
Rivers shape the land:
https://www.youtube.com/watch?v
=n0n3vEul0Hc
Answer Question
LAB TITLE: HOW FAST DOES A STREAM FLOW? (P. 46)
Purpose: How does the slope of a stream and the volume of water it contains affect
its speed?
Research: Name the 3 factors that affect stream speed?
*
*
*
Hypothesis: (2 statements)
1. If the slope is (choose one: high or low)_________, then (explain stream speed) ___________.
2. If there is (choose one: more or less water)_______, then (explain stream speed) __________ .
Experiment: (pg. 46) with a few changes
Data table/Graph
Analyze and Conclude: Answer with complete sentences.
1 GRADUATED CYLINDERS
EXPERIMENT-LOW SLOPE
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
2 GRADUATED CYLINDERS
EXPERIMENT-LOW SLOPE
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
HIGH SLOPE EXPERIMENT
(1 GRADUATED CYLINDER)
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
LOW SLOPE EXPERIMENT
(1 GRADUATED CYLINDER)
Trial #
1
2
3
Average
time =
Time (may either estimate seconds or keep
exact time)
ANALYZE AND CONCLUDE (PG. 47)
1. Average the three trials for each experiment. Record the average times on
your data table.
2. Calculate the average stream speed for each experiment using the
following formula: = Distance (60 cm)/average time
3. Graph the speeds on one graph.
4. How did the speed of the stream change when you increased the volume
of water?
5. How did the speed of the stream change when you increased the slope?
6. Think About It What errors might have affected your data? How could
they be reduced?
Conclusion:
1. My first hypothesis was ____________: __________________
2. My second hypothesis was ________________:_________________
SEE YOU LATER! OCTOBER 28, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
You will need your notebook everyday.
NOV. 5, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook pg. 44
Earth’s Water’s Ch.2 Packet
NOV. 5, 2015
1. Science start Up.
2. Continue with Ch. 2, section 1
Reading, SQ3R.
Finish part 1 Reading/video clips
SQ part 2 – Profile of a river, Rivers
and Floods, Can floods be
controlled?
Reading 3 R/Video clips
3. R and R, section 1
Independent
Silent
Go over
L.C. Group
1. Science start Up and READ
lesson objectives!
2. Complete your Analyze and
Conclude
4. Work through your checklist
Ch. 2, section 1 Read. Reading Strategy.
Learning Choices for section 1.
Work on Group Project/ Group
Experiment
If you have to talk to group members,
you must go in the hall.
T. Trimpe 2008 http://sciencespot.net/
READ THE INFORMATION BELOW AND THEN ANSWER THE
QUESTIONS.
1. If you timed a bottle moving from a 90 meter starting point and stopping
point with 30 seconds. What is it’s speed?
3 m/s
2. Which one would have the greater run off (using the same amount of water)?
A. low slope
B. high slope
x
3. Which one would have the lesser run off ?
A. move volume of water?
B. less volume of water?
x
4. In our Stream Flow Lab, which factor that affects runoff was not tested?
How do you know? Nature of the ground surface. We only used the PVC pipe for the entire lab.
GREETINGS! NOV. 5, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
SQ3R SECTION 1 STREAMS AND RIVERS,
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
Watershed:
https://www.youtube.com/watch?v
=f63pwrMXkV4
*4. Rivers Shape the Land
-Question
Rivers shape the land:
https://www.youtube.com/watch?v
=n0n3vEul0Hc
Answer Question
THE 6 PENNSYLVANIA WATERSHEDS
SQ3R SECTION 1 STREAMS AND
RIVERS
*5. Profile of a River
-Question
Meanders and Oxbow lake:
http://www.youtube.com/watch?v=4qKS_Nk7UmY
https://www.youtube.com/watch?v=8a3rcG8Wic
*6. Rivers and Floods
-Question
*7. Can Floods be controlled?
-Question
Flooding:
http://www.youtube.com/watch?v=wC600Dww6_M
What to do during a flood?
http://www.youtube.com/watch?v=1k7ap96CPJk
Answer Question
LABEL THE PROFILE OF THE RIVER. (PACKET, PG.
Open your text book to page 48.
Label the following terms on your pictureHeadwaters
Tributary
Downriver
Meander
The Flood Plain
Oxbow lake
The Mouth
Delta
Waterfall* (we never discussed this, but can you
figure out where it is?)
NOV. 5, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
You will need your notebook everyday.
NOV. 6, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook pg. 48
Earth’s Water’s Ch.2 Packet
NOV. 6, 2015
It’s Friday! End of MP! New Seats
Monday!
1. Science start Up.
2. Continue with Ch. 2, section 1
Reading, SQ3R.
Finish part 2 – Profile of a river, Rivers
and Floods, Can floods be controlled?
Video clips
3. R and R, section 1
Independent
Silent
Go over
4. Microscope notes in notebook
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2. New! Into hall to discuss with group
member. When you return to class-No
talking/whispsering. The classroom is your
independent work time. Pd. 5 only 3 people
in back corner. Decide who will stay
corner. Others-back at desk.
3. Fill out profile of a river chart – pg. 15.
Use textbook, pgs 48-49.
4. Work through your checklist
Ch. 2, section 1-Reading Strategy.
Learning Choices for section 1.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
Challenge 6
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
NOV. 6, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
SQ3R SECTION 1 STREAMS AND
RIVERS
*5. Profile of a River
-Question
Meanders and Oxbow lake:
http://www.youtube.com/watch?v=4qKS_Nk7UmY
https://www.youtube.com/watch?v=8a3rcG8Wic
*6. Rivers and Floods
-Question
*7. Can Floods be controlled?
-Question
Flooding:
http://www.youtube.com/watch?v=wC600Dww6_M
What to do during a flood?
http://www.youtube.com/watch?v=1k7ap96CPJk
Answer Question
LABEL THE PROFILE OF THE RIVER. (PACKET, PG. 15)
Open your text book to page 48.
Label the following terms on your pictureHeadwaters
Tributary
Downriver
Meander
The Flood Plain
Oxbow lake
The Mouth
Delta
Waterfall* (we never discussed this, but can you
figure out where it is?)
NOV. 6, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
You will need your notebook everyday.
NOV. 9, 2015
Materials:
Assignment Book: HW: Study for Next Monday’s Ch.
2, section 1,2,3 Quiz
Science Notebook
Pen/Pencil
Textbook pg. 43
Earth’s Water’s Ch.2 Packet
NOV. 9, 2015
New Seats! MP 2 Expectations
1. Science start Up.
2. Finish Ch. 2, section 1 Reading,
SQ3R.
Finish part 2 – Profile of a river, Rivers and
Floods, Can floods be controlled?
Video clips
3. R and R, section 1
Independent
Silent
Go over
4. Start Ch. 2, section 2 Ponds and
Lakes. Notes and vocab, SQ.
5. Microscope Work
6. Lab prep “What do I see Activity”
L.C. Group
MP 2 Expectations
1. Science start Up Silently/or with class.
READ lesson objectives!
2.. Work through your checklist
3. Finish with Ch. 2, section 1- keeping in
mind the expectations.
Ch. 2, section 1-Reading Strategy.
Learning Choices for section 1.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
4. Microscope Work.
MP 2 EXPECTATIONS ARE
HIGHER
Notebooks are complete with entries, reading strategy
information Ch , section, title.
Notebooks are complete with
entries, reading strategy
information Ch, section, title.
Notebooks are on time. (If
absent you must catch up).
Packets are complete. Will be
returned to be completed with a
note in pinnacle/lost points.
“No names” lose 3 points.
Refocus of behavior.
Reading strategies are thorough with
titles/headings- (remember, Ms. S is expecting
more information from your notebooks books
than the rest of the class)
Notebooks are on time. (If absent you must catch
up).
Packets are complete with LC’s attached. Will be
returned to be completed with a note in pinnacle/lost
points.
LC’s must be of high quality. If the rest of the class is
doing R and R’s, you can do R and R’s but you are also
expected to do more – in length, substance, quality.
Work is high quality. Packets/LC work/etc will
be returned and asked to be improved.
Quiz grades must be high. 90% +.
Refocus your effort and behavior- make sure you
are using your time wisely.
T. Trimpe 2008 http://sciencespot.net/
READ THE INFORMATION BELOW AND THEN ANSWER THE
QUESTIONS.
1. Name the 3 factors that affect Runoff.
2. Name the 3 factors that affect Stream Speed.
3. How are they similar? How are they different?
NOV. 9, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
You will need your notebook everyday.
NOV. 10, 2015
Materials:
Science Notebook
Pen/Pencil
Textbook (later) pg. 53
Earth’s Water’s Packet
NOV. 10, 2015
1. Science start Up.
2. Finish Ch. 2 Ch. 2, section 2
Ponds and Lakes. Notes and
vocab, SQ.
3. Microscope Work
4. Lab prep “What do I see
Activity”
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2.. Work through your checklist
3. Finish with Ch. 2, section 1- keeping in
mind the expectations.
Ch. 2, section 2-Reading Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
5. What Do I see/ Ponds and
Lakes Video
4. Microscope Work.
6. Start Ch. 2, section 2 Ponds
and Lakes SQ3R.
6. Start Ch. 2, section 2 Ponds and Lakes
SQ3R.
5. What Do I see/ Ponds and Lakes Video
T. Trimpe 2008 http://sciencespot.net/
READ THE INFORMATION BELOW AND THEN ANSWER THE
QUESTIONS.
1. Draw/sketch and describe how a meander is formed. (you may
do a comic style drawing.)
2. Draw /sketch and describe how an oxbow lake is formed.
November 10, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the similarities and differences between ponds and lakes.
SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section
2 vocab ( # 15-16) and notes.
SQ- pg. 53.
1. Ponds
2. Lakes
3. Lake Formation (purple)
4. Lake Habitats (purple)
5. Changes in a Lake
Eutrophication:
http://www.youtube.com/wat
ch?v=UGqZsSuG7ao
UNDERSTANDING A
MICROSCOPE
Parts:
https://www.youtube.com/watch?v=RKA8_mif6-E
How to Use the Microscope:
https://www.youtube.com/watch?v=bGBgABLEV4g
WHAT DO I SEE ACTIVITY: (MAKE
A LIST/DRAW OF EVERYTHING
YOU SEE/DESCRIBE)
With my eye
With a hand lens With a
microscope
November 9, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
Relevance: What can you tell me about rivers or streams?
SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section
2 vocab ( # 15-16) and notes.
SQ- pg. 53.
1. Ponds
2. Lakes
3. Lake Formation (purple)
4. Lake Habitats (purple)
5. Changes in a Lake
Eutrophication:
http://www.youtube.com/wat
ch?v=UGqZsSuG7ao
PONDS AND LAKES
Ponds and Lakes: https://www.youtube.com/watch?v=A62BIwSa9_Q
Video Notes: Take notes on at least 2 things that we did not cover in class.
November 10, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
Relevance: What can you tell me about rivers or streams?
You will need your notebook everyday.
NOV. 11, 2015
Materials:
Assignment book change: Quiz will only be on
sections 1 and 2.
Science Notebook
Pen/Pencil
Textbook (later) pg. 53
NOV. 11, 2015
1. Science start Up.
2. Finish Lab prep “What do I see
Activity”
5. What Do I see/ Ponds and
Lakes Video
6. Start Ch. 2, section 2 Ponds
and Lakes SQ3R.
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2. Work through your checklist
3. Finish with Ch. 2, section 2- keeping in
mind the expectations.
Ch. 2, section 2 Ponds and Lakes-Reading
Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
4. What Do I see/ Ponds and Lakes Video
T. Trimpe 2008 http://sciencespot.net/
READ THE INFORMATION BELOW AND THEN ANSWER THE
QUESTIONS.
Profile of a River
1. What part of a river do meanders form?
Flood plain
2. Where is the best place for farming?
Delta
3. Where is the fastest moving water located?
Headwaters
4. Why does water still move swiftly downriver?
Smaller streams have joined the river increasing it’s volume.
November 11, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the similarities and differences between ponds and lakes.
SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section
2 vocab ( # 15-16) and notes.
SQ- pg. 53.
1. Ponds
2. Lakes
3. Lake Formation (purple)
4. Lake Habitats (purple)
5. Changes in a Lake
Eutrophication:
http://www.youtube.com/wat
ch?v=UGqZsSuG7ao
UNDERSTANDING A
MICROSCOPE
Parts:
https://www.youtube.com/watch?v=RKA8_mif6-E
How to Use the Microscope:
https://www.youtube.com/watch?v=bGBgABLEV4g
WHAT DO I SEE ACTIVITY: (MAKE
A LIST/DRAW OF EVERYTHING
YOU SEE/DESCRIBE)
With my eye
With a hand lens With a
microscope
November 11, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
Relevance: What can you tell me about rivers or streams?
SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section
2 vocab ( # 15-16) and notes.
SQ- pg. 53.
1. Ponds
2. Lakes
3. Lake Formation (purple)
4. Lake Habitats (purple)
5. Changes in a Lake
Eutrophication:
http://www.youtube.com/wat
ch?v=UGqZsSuG7ao
PONDS AND LAKES
Ponds and Lakes: https://www.youtube.com/watch?v=A62BIwSa9_Q
Video Notes: Take notes on at least 2 things that we did not cover in class.
November 11, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the relationship between the land and water flow.
Relevance: What can you tell me about rivers or streams?
You will need your notebook everyday.
NOV. 12, 2015
Materials:
Assignment Book- (class votes)When do you want
your microscope quiz?
*Next Wed, Nov. 18? or Thursday, November 19.
Science Notebook
Pen/Pencil
Textbook pg. 53
NOV. 12, 2015
1. Science start Up.
2. Start Ch. 2, section 2 Ponds
and Lakes SQ3R.
3. R and R, section 2.
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2. Work through your checklist
3. Finish with Ch. 2, section 2- keeping in
mind the expectations.
Ch. 2, section 2 Ponds and Lakes-Reading
Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
4. What Do I see Pond Water Activity.
T. Trimpe 2008 http://sciencespot.net/
READ THE INFORMATION BELOW AND THEN ANSWER THE QUESTIONS.
If you saw the Bill Nye Video yesterday. Answer the following
questions.
Size, organisms, plants,
1. What are some differences between ponds and lakes? staying power
2. Besides rain water, where can ponds get their water? Ground water
3. What are the names of the Great Lakes?
Lake Huron, Lake Ontario, Lake Michigan, Lake Erie, Lakes Superior
If you did not see the Bill Nye Video yesterday, answer the following
questions.
Nose piece
1. The objective lenses are attached to the ___________________
2. To sharp focus an image, use the _______________________
Fine objective lens
3. The support structure that connects the lens system to the base is
the_____________.
arm
November 12, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the similarities and differences between ponds and lakes.
SQ3R SECTION 2 PONDS AND LAKES – P. 53
1. Ponds
2. Lakes
3. Lake Formation (purple)
4. Lake Habitats (purple)
5. Changes in a Lake
Eutrophication:
http://www.youtube.com/watch?v
=UGqZsSuG7ao
November 12, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the similarities and differences between ponds and lakes.
You will need your notebook everyday.
NOV. 13, 2015
Materials:
Pen/Pencil
Textbook pg. 53
Science Notebook
NOV. 13, 2015
It’s Friday! Who had a job?
1. Science start Up – one photo
2. Mini White Board Review
3. We are skipping section 2 R
and R
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2. Work through your checklist until Mini
White board Review.
3. Options –
Join Class Review
or write your own questions and answer them on your
own in your notebook (but your work is independent,
silent, and focused for getting ready for Mondayremembering your MP 2 Expectations of a 90% +)
NOV. 13, 2015
It’s Friday. Who had a job?
1. Science start Up.
2. Start Ch. 2, section 2 Ponds
and Lakes SQ3R.
3. Class Quick Review
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2. Work through your checklist
3. Finish with Ch. 2, section 2- keeping in
mind the expectations.
Ch. 2, section 2 Ponds and Lakes-Reading
Strategy.
Learning Choices for section 2.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
Join Class Review.
Challenge 7
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTO IS. NUMBER YOUR PAPER TO 5.
THE ANSWER!:
November 13, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the similarities and differences between ponds and lakes.
CREATE A QUESTION FOR WHITEBOARD
REVIEW.
1. How do Rivers begin –pg. 43
2. Factors that Affect Runoff – pg. 43
3. River Systems – pg. 44
4. Rivers Shape the Land – pg. 45
5. Profile of a River –pg. 48
6. Rivers and Floods – pg. 51
7. Can Floods be controlled? Pg. 52
8. Ponds pg.- 54
9. Lakes pg. 55
10. Lake Formation (purple) – pg. 56
11. Lake Habitats (purple) –pg. 56
12. Changes in a Lake –pg. 57
November 12, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals: To understand the similarities and differences between ponds and lakes.
You will need your notebook everyday.
NOV. 16, 2015
Materials:
Pen/Pencil
Earth’s Water’s Packet after quiz
SSR Book
NOV. 15, 2015
L.C. Group
1. Ch 2, section 1 and 2 Quiz
1. Ch 2, section 1 and 2 Quiz
2. When you are finished-
2. When you are finished-
Section 3 vocab and notes
SSR
No LC group work today.
Section 3 vocab and notes
SSR
You will need your notebook everyday.
NOV. 17, 2015
Materials:
Pen/Pencil
Science Notebook
Textbook pg. 59
NOV. 17, 2015
1. SSU
2. SQ Ch. 2, section 3
3. Reading of section 3 Wetlands
4. Short Video Clips
5. R and R, section 3
L.C. Group
1. Science start Up Silently/or with class.
READ lesson objectives!
2. Continue with Ch. 2, section 3 Wetlandskeeping in mind the expectations.
Strategy.
Learning Choices for section 3.
Work on Group Project/ Group
Experiment
If you have to talk to group members, you
must go in the hall.
4. NEW REQUIREMENT:
L.C members must have their reading
strategies and L.C. checked by their
group members in the notebook and packet.
L.C member- use a different color to edit their
work. Make comments, suggestions.
Owner of notebook, write responses to partner.
T. Trimpe 2008 http://sciencespot.net/
LABEL THE PARTS OF THE MICROSCOPE.
j
NOV. 17, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Identify features of wetlands that make them suitable habitats for
living things
Explain what a wetland is and how wetlands control flooding.
Learning Goals: To understand the importance of wetlands
Relevance: Do you know what a wetland is?
SQ3R. CH. 2, SECTION 3 WETLANDS PG. 59
*1. What is a Wetland?
-Question
*2. Wetland Habitats
-Question
*3. The Importance of Wetlands
-Question
https://www.youtube.com/watch?v=BeUPbGWg2K
U
*4. The Everglades: A
Unique Environment
https://www.youtube.com/watch?v=BDHWpkcpvPo
(a new threat to the Everglades)
https://www.youtube.com/watch?v=ggOl-vaXIFk
Answer Question
You will need your notebook everyday.
NOV. 18, 2015
Materials:
Assignment Book: Notebook Check Friday, Nov. 20
(with MP 2 expectations. )
Also- L.C- Presentations (Experiment and topic)
Wed, Dec. 2. Must be ready and on time.
Pen/Pencil
Science Notebook
Textbook pg. 63
Earth’s Water’s Packet
NOV. 17, 2015
1. SSU
2. SQ Ch. 2, section 3
3. Reading of section 3 Wetlands
4. Short Video Clips
5. R and R, section 3
6. Start Ch. 3, section 4- Glaciers and
Icebergs
L.C. Group
1. SSU with class. READ lesson objectives!
2. Continue with Ch. 2, section 3 Wetlands- keeping
in mind the expectations.
Strategy.
Learning Choices for section 3.
Work on Group Project/ Group Experiment
If you have to talk to group members, you must go
in the hall.
NEW REQUIREMENT: -L.C members must
have their reading strategies and L.C. checked
by their group members in the notebook and
packet.
L.C member- use a different color to edit their
work. Make comments, suggestions.
Owner of notebook, write responses to partner.
3. Start Ch. 2, section 4- Glaciers and Icebergs
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS-
Name and describe the 3 types of freshwater wetlands.
1.
2.
3.
Why are wetlands important?
1.
2.
3.
NOV. 17, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Identify features of wetlands that make them suitable habitats for
living things
Explain what a wetland is and how wetlands control flooding.
Learning Goals: To understand the importance of wetlands
Relevance: Do you know what a wetland is?
SQ3R. CH. 2, SECTION 3 WETLANDS PG. 59
*1. What is a Wetland?
-Question
*2. Wetland Habitats
-Question
*3. The Importance of Wetlands
-Question
https://www.youtube.com/watch?v=BeUPbGWg2K
U
*4. The Everglades: A
Unique Environment
https://www.youtube.com/watch?v=BDHWpkcpvPo
(a new threat to the Everglades)
https://www.youtube.com/watch?v=ggOl-vaXIFk
Answer Question
NOV. 17, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are
dangerous to ships.
Learning Goals: To understand icebergs and glaciers
Next 1. Complete R and R, section 3
Independent
Silent
Go over- We can earn a star if we get them all correct.
2. Vocab and notes for section 4
3. SQ Ch. 2, section 4-
CH. 2, SECTION 4 GLACIERS
AND ICEBERG
*1. Glaciers
-Question
*2. Icebergs
-Question
Answer Question
VIDEO CLIPS
Glacial Movement: http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline: http://www.youtube.com/watch?v=zvUfF9YPG7M
Titanic (Items):
http://www.youtube.com/watch?v=NEhEHZOHKrM&feature=related
Global Warming and Antartica:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&feature=related
You will need your notebook everyday.
NOV. 18, 2015
Materials:
Assignment Book: Notebook Check Friday, Nov. 20
(with MP 2 expectations. )
Also- L.C- Presentations (Experiment and topic)
Wed, Dec. 2. Must be ready and on time.
Pen/Pencil
Science Notebook for after the quiz
NOV. 18, 2015
1. No SSU
2. Microscope Quiz
3. Lock down Locations
4. Finish R and R, section 3.
4. Get ready for Friday’s
notebook check 5. L.C.- members can
not work on L.C until Ms. S sees your
notebook today.
L.C. Group
1. No SSU
2. Microscope Quiz
3. Lock down Locations
4. Get ready for Friday’s notebook check .
L.C.- No L.C work until Ms. S
sees your notebook. You must
work on finishing your notebook
first.-sections 1,2,3 with MP 2
expectations. Start Ups.
And don’t forget - NEW REQUIREMENT: L.C members must have their reading strategies
and L.C. checked by their group members in the
notebook and packet.
L.C member- use a different color to edit their
work. Make comments, suggestions. Owner of
notebook, write responses to partner.
You will need your notebook everyday.
NOV. 19, 2015
Materials:
Pen/Pencil
Science Notebook for after the quiz
Earth’s Water’s packet for after the quiz
NOV. 19, 2015
1. No SSU
2. Microscope Quiz
3. Lock down Locations
4. Finish R and R, section 3.
4. Get ready for Friday’s
notebook check 5. L.C.- members can
not work on L.C until Ms. S sees your
notebook today.
L.C. Group
1. No SSU
2. Microscope Quiz
3. Lock down Locations
4. Get ready for Friday’s notebook check .
L.C.- No L.C work until Ms. S
sees your notebook. You must
work on finishing your notebook
first.-sections 1,2,3 with MP 2
expectations. Start Ups.
And don’t forget - NEW REQUIREMENT: L.C members must have their reading strategies
and L.C. checked by their group members in the
notebook and packet.
L.C member- use a different color to edit their
work. Make comments, suggestions. Owner of
notebook, write responses to partner.
You will need your notebook everyday.
NOV. 19, 2015
Materials:
Pen/Pencil
Science Notebook
Textbook pg. 63
Earth’s Water’s Packet
NOV. 19, 2015
1. SSU
2. SQ Ch. 2, section 3
3. Reading of section 3 Wetlands
4. Short Video Clips
5. R and R, section 3
6. Start Ch. 3, section 4- Glaciers and
Icebergs
L.C. Group
1. SSU with class. READ lesson objectives!
2. Continue with Ch. 2, section 3 Wetlands- keeping
in mind the expectations.
Strategy.
Learning Choices for section 3.
Work on Group Project/ Group Experiment
If you have to talk to group members, you must go
in the hall.
NEW REQUIREMENT: -L.C members must
have their reading strategies and L.C. checked
by their group members in the notebook and
packet.
L.C member- use a different color to edit their
work. Make comments, suggestions.
Owner of notebook, write responses to partner.
3. Start Ch. 2, section 4- Glaciers and Icebergs
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS-
Name and describe the 3 types of freshwater wetlands.
1.
2.
3.
Why are wetlands important?
1.
2.
3.
NOV. 17, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Identify features of wetlands that make them suitable habitats for
living things
Explain what a wetland is and how wetlands control flooding.
Learning Goals: To understand the importance of wetlands
Relevance: Do you know what a wetland is?
SQ3R. CH. 2, SECTION 3 WETLANDS PG. 59
*1. What is a Wetland?
-Question
*2. Wetland Habitats
-Question
*3. The Importance of Wetlands
-Question
https://www.youtube.com/watch?v=BeUPbGWg2K
U
*4. The Everglades: A
Unique Environment
https://www.youtube.com/watch?v=BDHWpkcpvPo
(a new threat to the Everglades)
https://www.youtube.com/watch?v=ggOl-vaXIFk
Answer Question
NOV. 17, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are
dangerous to ships.
Learning Goals: To understand icebergs and glaciers
You will need your notebook everyday.
NOV. 20, 2015
Materials:
Pen/Pencil
Science Notebook
Textbook
Earth’s Water’s Packet
NOV. 20, 2015
It’s Friday! Who had a job?
1. SSU
2. Go over R and R-pds 7, 8.
3. Intro to Ch. 2, section 3,4,5
mini-project.
4. Notebook check. Start
working on project.
L.C. Group
1. SSU with class. READ lesson objectives!
2. Intro to Ch. 2, section 3,4,5 mini-project.- L.C.
options
A. take a quiz on sections 3,4,5 instead.
Do project with variations. See me. Must complete section 6.
3. Notebook check
4. Continue with Ch. 2, section 3 Wetlands- keeping
in mind the expectations.
Reading strategy, learning Choices for section 3.
Work on Group Project/Group Experiment
If you have to talk to group members, you must go
in the hall.
NEW REQUIREMENT: -L.C members must
have their reading strategies and L.C. checked
by their group members in the notebook and
packet.
L.C member- use a different color to edit their
work. Make comments, suggestions.
Owner of notebook, write responses to partner.
Challenge 7
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
FRIDAY, NOV. 20, 2015
Essential Skills:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Section 3- Wetlands
Identify features of wetlands that make them suitable habitats for
living things
Explain what a wetland is and how wetlands control flooding.
Learning Objectives: Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are dangerous to ships.
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground
layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer.
CH. 2 FRESHWATER, SECTION 3,4,5 MINI PROJECT
This is an individual project, but you may work with a partner to share ideas. You are
responsible for turning in your own work. This project will be used to show your
understanding of the topics in sections 3,4, and 5.
Section 3. Wetlands
1. Draw (or find a magazine picture/print a picture) and describe the three types of
freshwater wetlands. Add color.
2. You own a wetland! Make a tiny bird brochure that gives birds reasons for wanting to
come to your wetland. Be specific about the 4-5 reasons the wetland is a great habitat.
Attach your brochure to this sheet! (It can be small - for a bird! Tweet tweet )
Section 4. Glaciers and Icebergs
What are the two types of glaciers? Draw (or find a magazine picture/print a picture) and
describe them.
Section 5. Water Underground
Your family is buying a house. Explain the pros and cons (for your family or the
environment) in the different ways to get ground water. Draw/find a picture of the
method and describe the method.
Section 6. Your choice!
Option A. Running for Public Office!
You are running for a government position and your platform involves improving conditions of wetlands (such as the Florida
Everglades) or aquifers (such as the Ogallala Aquifer). Write a campaign speech that addresses the current problems, why this is
such a problem for the environment and society, changes you plan to make and how you plan to accomplish them, and the
benefits that your changes will bring to the wetlands or the aquifers
Attach your speech to this packet and be prepared to share with your class.
Option B. Lights! Camera! Action! (You may work in a group of 3 or less)
You are producing a commercial that is selling a product that will help improve conditions of wetlands (such as the Florida
Everglades) or aquifers (such as the Ogallala Aquifer). Create a commercial that that addresses the current problems, why this is
such a problem for the environment and society, how your product is made, how your product will benefit the wetlands or
aquifers.
Attach your script to this packet and be prepared to share with your class.
Option C. The Power of the Written Word
There is power in the written word! Write a letter to your congressman/woman describing the current problems that are plaguing
the wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write your letter as though it were going
to a congressman/ woman and should therefore have an introduction, body, and conclusion, and be written in dark blue or black
ink, or typed. Each paragraph should have 5 or more sentences. You must address the current problems, why this is such a
problem for the environment and society, changes you would like to see the government put in place, and the benefits that the
changes will bring to the wetlands or the aquifers.
Attach your speech to this packet and be prepared to share with your class.
You will need your notebook everyday.
NOV. 23, 2015
Materials:
Pen/Pencil
Science Notebook?
Textbook
Ch. 2, section 3,4,5 mini project packet
NOV. 23, 2015
1. SSU
2. Continue Ch. 2, section 3,4,5
mini-project.
3. Finish notebook checks.
4. Stars for Microscope. Quizzes.
L.C. Group
1. SSU with class. READ lesson
objectives!
2. CLEAN CLEAN CLEAN YOUR
AREA! (Will not be dismissed until your
lab stuff is cleaned.)
3. Continue with
Ch. 2, section 3 Wetlands- keeping in
mind the expectations.
Reading strategy, learning Choices for
section 3.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Mini-project work
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS-
1. What section are you on in your project?
2. What do you hope to accomplish today?
3. Do you think you will need the Tuesday we get back from break to work
on your mini project?
4. Do you think you will need to officially read the sections with SQ3R’s,
and complete R and R’s for sections 4 and 5, or would you’d rather turn in
your Ch. 2 packet when we get back from break and move on to Ch. 3?
FRIDAY, NOV. 23, 2015
Essential Skills:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Section 3- Wetlands
Identify features of wetlands that make them suitable habitats for
living things
Explain what a wetland is and how wetlands control flooding.
Learning Objectives: Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are dangerous to ships.
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground
layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer.
CH. 2 FRESHWATER, SECTION 3,4,5 MINI PROJECT
This is an individual project, but you may work with a partner to share ideas. You are
responsible for turning in your own work. This project will be used to show your
understanding of the topics in sections 3,4, and 5.
Section 3. Wetlands
1. Draw (or find a magazine picture/print a picture) and describe the three types of
freshwater wetlands. Add color.
2. You own a wetland! Make a tiny bird brochure that gives birds reasons for wanting to
come to your wetland. Be specific about the 4-5 reasons the wetland is a great habitat.
Attach your brochure to this sheet! (It can be small - for a bird! Tweet tweet )
Section 4. Glaciers and Icebergs
What are the two types of glaciers? Draw (or find a magazine picture/print a picture) and
describe them.
Section 5. Water Underground
Your family is buying a house. Explain the pros and cons (for your family or the
environment) in the different ways to get ground water. Draw/find a picture of the
method and describe the method.
Section 6. Your choice!
Option A. Running for Public Office!
You are running for a government position and your platform involves improving conditions of wetlands (such as the Florida
Everglades) or aquifers (such as the Ogallala Aquifer). Write a campaign speech that addresses the current problems, why this is
such a problem for the environment and society, changes you plan to make and how you plan to accomplish them, and the
benefits that your changes will bring to the wetlands or the aquifers
Attach your speech to this packet and be prepared to share with your class.
Option B. Lights! Camera! Action! (You may work in a group of 3 or less)
You are producing a commercial that is selling a product that will help improve conditions of wetlands (such as the Florida
Everglades) or aquifers (such as the Ogallala Aquifer). Create a commercial that that addresses the current problems, why this is
such a problem for the environment and society, how your product is made, how your product will benefit the wetlands or
aquifers.
Attach your script to this packet and be prepared to share with your class.
Option C. The Power of the Written Word
There is power in the written word! Write a letter to your congressman/woman describing the current problems that are plaguing
the wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write your letter as though it were going
to a congressman/ woman and should therefore have an introduction, body, and conclusion, and be written in dark blue or black
ink, or typed. Each paragraph should have 5 or more sentences. You must address the current problems, why this is such a
problem for the environment and society, changes you would like to see the government put in place, and the benefits that the
changes will bring to the wetlands or the aquifers.
Attach your speech to this packet and be prepared to share with your class.
You will need your notebook everyday.
DEC. 1, 2015
Materials:
Assignment Book: Mini Project due Friday, Dec. 4)
L.C HW:
1. New Topic/Experiment Presentation due tomorrow.
2. Questionnaire due Thursday, Dec. 3.
Pen/Pencil
Science Notebook? – to finish notebook checks
Textbook for mini project
Ch. 2, section 3,4,5 mini project packet
DEC. 1, 2015
1. SSU
2. Continue Ch. 2, section 3,4,5
mini-project.
3. Finish notebook checks.
4. See quizzes/grades get stars
Heads Up! New chapter starting
soon. If you are interested in L.C.
and have never done it before,
please see me before Thursday.
Make sure you print/bring the
learning choice packet with you.
L.C. Group
1. SSU
2. L.C. Questionnaire due Thursday, Dec. 3
3. Work on your New Topic and
Experiment group presentations-due
Tomorrow.
4. Continue with
Ch. 2, section 3 Wetlands- keeping in
mind the expectations.
Reading strategy, learning Choices for
section 3.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Mini-project work
SCIENCE STARTER – DAILY
CHALLENGE
Scientists #2
SCIENCE TRIVIA
1. Robert Bakker is a famous paleontologist. What did he
study? A. Gorillas, B. Birds, C. Dinosaurs
2. Which of the following animals did Diane Fossey
spend her life protecting? A. Bengal Tigers, B. Koalas,
C. Mountain Gorillas
3. What does a herpetologist study? A. Insects, B. Birds,
C. Reptiles
4. What does a lepidopterist study? A. Beetles, B. Bees and
wasps, C. Moths and butterflies
5. Which of the following scientists would study motion,
forces, & energy? A. Physicist, B. Chemistry, C. Biologist
AND THE ANSWERS ARE….
1. Robert Bakker is a famous paleontologist. What did he
study? A. Gorillas, B. Birds, C. Dinosaurs
2. Which of the following animals did Diane Fossey
spend her life protecting? A. Bengal Tigers, B. Koalas,
C. Mountain Gorillas
3. What does a herpetologist study? A. Insects, B. Birds,
C. Reptiles
4. What does a lepidopterist study? A. Beetles, B. Bees and
wasps, C. Moths and butterflies
5. Which of the following scientists would study motion,
forces, & energy? A. Physicist, B. Chemistry, C. Biologist
TUESDAY, DEC. 1, 2015
Essential Skills:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Objectives: Section 3- Wetlands
Identify features of wetlands that make them suitable habitats for
living things
Explain what a wetland is and how wetlands control flooding.
Learning Objectives: Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are dangerous to ships.
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground
layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer.
CH. 2 FRESHWATER, SECTION 3,4,5 MINI PROJECT
This is an individual project, but you may work with a partner to share ideas. You are
responsible for turning in your own work. This project will be used to show your
understanding of the topics in sections 3,4, and 5.
Section 3. Wetlands
1. Draw (or find a magazine picture/print a picture) and describe the three types of
freshwater wetlands. Add color.
2. You own a wetland! Make a tiny bird brochure that gives birds reasons for wanting to
come to your wetland. Be specific about the 4-5 reasons the wetland is a great habitat.
Attach your brochure to this sheet! (It can be small - for a bird! Tweet tweet )
Section 4. Glaciers and Icebergs
What are the two types of glaciers? Draw (or find a magazine picture/print a picture) and
describe them.
Section 5. Water Underground
Your family is buying a house. Explain the pros and cons (for your family or the
environment) in the different ways to get ground water. Draw/find a picture of the
method and describe the method.
Section 6. Your choice!
Option A. Running for Public Office!
You are running for a government position and your platform involves improving conditions of wetlands (such as the Florida
Everglades) or aquifers (such as the Ogallala Aquifer). Write a campaign speech that addresses the current problems, why this is
such a problem for the environment and society, changes you plan to make and how you plan to accomplish them, and the
benefits that your changes will bring to the wetlands or the aquifers
Attach your speech to this packet and be prepared to share with your class.
Option B. Lights! Camera! Action! (You may work in a group of 3 or less)
You are producing a commercial that is selling a product that will help improve conditions of wetlands (such as the Florida
Everglades) or aquifers (such as the Ogallala Aquifer). Create a commercial that that addresses the current problems, why this is
such a problem for the environment and society, how your product is made, how your product will benefit the wetlands or
aquifers.
Attach your script to this packet and be prepared to share with your class.
Option C. The Power of the Written Word
There is power in the written word! Write a letter to your congressman/woman describing the current problems that are plaguing
the wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write your letter as though it were going
to a congressman/ woman and should therefore have an introduction, body, and conclusion, and be written in dark blue or black
ink, or typed. Each paragraph should have 5 or more sentences. You must address the current problems, why this is such a
problem for the environment and society, changes you would like to see the government put in place, and the benefits that the
changes will bring to the wetlands or the aquifers.
Attach your speech to this packet and be prepared to share with your class.
You will need your notebook everyday.
DEC. 2, 2015
Materials:
Science Notebook
Earth’s Water’s Packet – (you can turn them in today or
tomorrow. We did notes and vocab for sections 1,2, & 3,
and R and R for section 1. We are getting a new packet
tomorrow! )
DEC. 2, 2015
1. SSU
2. L.C Presentations!
3. Short video clips on Glaciers,
Icebergs, Wells, Aquifers
4. See quizzes/grades get stars/work on
projects that are due Friday.
5. Tomorrow- Start Chapter 3 – Fresh
Water Resources!
Heads Up! New chapter starting soon.
If you are interested in L.C. and have
never done it before, please see me
before Thursday’s class. Make sure you
print/bring the learning choice packet
with you. Tomorrow Ms. S is meeting with L.C
members to go over requirements.
L.C. Group
1. SSU
2. L.C. Presentations!
3. Short video clips on Glaciers, Icebergs,
Wells, Aquifers
4. See quizzes/grades get stars/work on
projects that are due Friday.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS-
1. State 2 facts that you learned about Glaciers and Icebergs from your Ch.
2, section 3,4,5 mini project.
2. State 2 facts that you learned about wells, aquifers, or geysers from your
Ch. 2, section 3,4,5 mini project.
VIDEO CLIPS
Section 4- Glaciers and Icebergs
Section 5- Water Underground
Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2Z_iDI
Dry Well:
https://www.youtube.com/watch?v=UZooAynI98o
Glacial Movement:
http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline:
http://www.youtube.com/watch?v=zvUfF9YPG7M
* If there is time - Extra Titanic:
https://www.youtube.com/watch?v=aQdzymfVT9E
Global Warming and Antartica:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&featu
re=related
How Aquifers work:
http://www.youtube.com/watch?v=guqinVOHTqc
Ogallala Aquifer:
http://www.youtube.com/watch?v=XXFsS94HF08
Artesian Well:
http://www.youtube.com/watch?v=KMtEQqbi4CI
You will need your notebook everyday.
DEC. 3, 2015
Materials:
Science Notebook
Earth’s Water’s Packet – turn in today if you did not turn
it in yesterday!
DEC. 3, 2015
L.C. Group
1. SSU
1. SSU
2. Finish /Re do L.C
Presentations!
3. L.C. Discussions for Ch. 3 L.C work.
3. Short video clips on Glaciers,
Icebergs, Wells, Aquifers
4. See quizzes/grades get
stars/work on projects that are
due Friday.
2. Finish /Re do L.C Presentations!
4. Short video clips on Glaciers, Icebergs,
Wells, Aquifers
5. See quizzes/grades get stars/work on
projects that are due Friday.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS-
1. Name 2 things you learned from the L.C.
Presentations!
VIDEO CLIPS
Section 4- Glaciers and Icebergs
Section 5- Water Underground
Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2Z_iDI
Dry Well:
https://www.youtube.com/watch?v=UZooAynI98o
Glacial Movement:
http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline:
http://www.youtube.com/watch?v=zvUfF9YPG7M
Seconds from Disaster:
https://www.youtube.com/watch?v=aQdzymfVT9E
Global Warming and Antarctica:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&featu
re=related
How Aquifers work:
http://www.youtube.com/watch?v=guqinVOHTqc
Ogallala Aquifer:
http://www.youtube.com/watch?v=XXFsS94HF08
Artesian Well:
http://www.youtube.com/watch?v=KMtEQqbi4CI
You will need your notebook everyday.
DEC. 7, 2015
Materials:
Science Notebook
Mini project packet/props if you did not present on
Friday
DEC. 7, 2015
1. SSU
2. Finish mini project
presentations!
3. Finish short video clips on
Glaciers, Icebergs, Wells, Aquifers
4. Time to work on Ch. 3, section
1 vocab and notes
5. Notebook prep Ch. 3, section
1, Water to Drink with a word
Web
L.C. Group
1. 1. SSU
2. Finish mini project presentations!
3. Start Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch.
3, section 1.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Mini-project work
Reminders to sign up your experiment idea
and topic
T. Trimpe 2008 http://sciencespot.net/
SCIENCE STARTER – DAILY
CHALLENGE
Science Trivia
#3
SCIENCE TRIVIA
1. What do we call the study of solar system and the objects in it?
A. Astrology, B. Astronomy, C. Meteorology
2. Which scientist would study rocks and minerals?
Geologist, B. Botanist, C. Meteorologist
A.
3. Which of the following is NOT a branch of biology? A.
Botany, B. Zoology, C. Seismology
4. Which of these machines did Johannes Gutenberg invent? A.
Ball point pen, B. Printing press, C. Cotton Gin
5. When was the ENIAC computer turned on for the first time?
A. 1936, B. 1946, C. 1956
AND THE ANSWERS ARE…
1. What do we call the study of solar system and the objects in it?
A. Astrology, B. Astronomy, C. Meteorology
2. Which scientist would study rocks and minerals?
A. Geologist, B. Botanist, C. Meteorologist
3. Which of the following is NOT a branch of biology?
A. Botany, B. Zoology, C. Seismology
4. Which of these machines did Johannes Gutenberg invent? A.
Ball point pen, B. Printing press, C. Cotton Gin
5. When was the ENIAC computer turned on for the first time?
A. 1936, B. 1946, C. 1956 (it weighed 30 tons!)
VIDEO CLIPS
Section 4- Glaciers and Icebergs
Section 5- Water Underground
Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2Z_iDI
Dry Well:
https://www.youtube.com/watch?v=UZooAynI98o
Glacial Movement:
http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline:
http://www.youtube.com/watch?v=zvUfF9YPG7M
Seconds from Disaster:
https://www.youtube.com/watch?v=aQdzymfVT9E
Global Warming and Antarctica:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&featu
re=related
How Aquifers work:
http://www.youtube.com/watch?v=guqinVOHTqc
Ogallala Aquifer:
http://www.youtube.com/watch?v=XXFsS94HF08
Artesian Well:
http://www.youtube.com/watch?v=KMtEQqbi4CI
You will need your notebook everyday.
DEC. 8, 2015
Materials:
Science Notebook
Textbook
DEC. 8, 2015
1. SSU
2. Ch. 2 packets returned/New
packets passed out - Time to work
on Ch. 3, section 1 vocab and
notes
3. Notebook prep Ch. 3, section
1, Water to Drink with a word
Web.
4. Start Ch. 3, section 1.
5. Notebook prep tomorrow’s lab.
L.C. Group
1. 1. SSU
2. Continue Ch. 3 Work- keeping in mind
the expectations.
Reading strategy, learning Choices for Ch.
3, section 1.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Mini-project work
Reminders to sign up your experiment idea
and topic
T. Trimpe 2008 http://sciencespot.net/
You will need your notebook everyday.
DEC. 7, 2015
Materials:
Science Notebook
Mini project packet/props if you did not present on
Friday
DEC. 7, 2015
1. SSU
2. Finish mini project
presentations!
3. Finish short video clips on
Glaciers, Icebergs, Wells, Aquifers
4. Time to work on Ch. 3, section
1 vocab and notes
5. Notebook prep Ch. 3, section
1, Water to Drink with a word
Web
L.C. Group
1. 1. SSU
2. Finish mini project presentations!
3. Start Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch.
3, section 1.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Mini-project work
Reminders to sign up your experiment idea
and topic
You will need your notebook everyday.
DEC. 8, 2015
Materials:
Maybe assignment book- Ch. 3, section 1 notes and
vocab. We are working on these in class.
Pen or Pencil
Science Notebook
Textbook later (pg. 80)
DEC. 8, 2015
1. SSU
2. Old Work returned/new
Packets turned back.
3. Time to work on Ch. 3, section
1 vocab and notes (see quizzes if
you have not seen it yet)
4. Notebook prep Ch. 3, section
1, Water to Drink with a word
Web
5. Start Reading Ch. 3, section 1
6. Pause to prep tomorrow’s
Hardness lab.
L.C. Group
1. 1. SSU
2. Old work returned/Fix packets. Ignore
comments about section 2 LC.
3. Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch.
3, section 1.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Reminders to sign up your experiment idea
and topic – read Ms. S’s comments
4. Lab prep Your notebook for tomorrow's
lab
T. Trimpe 2008 http://sciencespot.net/
Do you know how water gets cleaned
before it comes out of your faucet or
shower?
If yes, please explain. Feel free to draw
pictures and add captions!
DEC. 8, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 1- Water to Drink
Describe the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
CH. 3, SECTION 1 WATER TO DRINK WORD WEBGREEN HEADINGS
https://www.brainpop.com/science/matterandchem
istry/acidsandbases/
Water Treatment Video
http://www.youtube.com/watc
h?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1E
UZns&feature=related
HARD WATER VS. SOFT WATER
Purpose: The purpose of the lab is to determine the
difference of soap sud height between hard and soft water.
Research: Define Hardness. Refer to reading pg. 84.
Hypothesis: If the water is (choose one: hard or soft), then the
soap sud height will be : (choose one higher or lower)
EXPERIMENT
Water
Soap Sud
Height (cm)
Trial 1
Soap Sud
Height (cm)
Trial 2
Soap Sud
Height (cm)
Trial 3
Average
Distilled
Distilled with
Epsom Salt
TE Water
Graph Data when you have completed collecting data. Determine the type of graph you will need.
Remember your titles and headings.
ANALYSIS-ANSWER QUESTION WITH
COMPLETE/FULL SENTENCES
1. Graph your data. Determine the type of graph you will
need. Remember your titles and headings.
2. What does your data show? Give evidence and explain
For example, “We found that the sud height for TE water
was.…. The sud height of the distilled water was….., and
the sud height of the distilled water and Epsom salt was….
3. How does your data relate to the purpose of your lab?
“The purpose of the lab was…., therefore, this lab reveals
that….
4. In homes which have hard water, minerals including calcium and
magnesium can precipitate out of the water and stick to hard surfaces
inside appliances. How might hard water impact the lifespan of an
appliance?
5. How will you apply your new knowledge of water hardness in your
lives? (fopr example-this evening- can you actually apply your
knowledge? )
6. Based on your results, what are some of the benefits of soft
water'?
7. What possible errors were made in this lab? What would you do
to prevent the errors?
Conclusion: Write your conclusion using the correct format.
You will need your notebook everyday.
DEC. 9, 2015
Materials:
Pen or Pencil
Science Notebook
Textbook (pg. 80)
DEC. 9, 2015
1. SSU
2. Continue Reading Ch. 3,
section 1 (part 1)
3. Prep Hardness lab in notebook.
4. Go over lab instructions.
5. Get started!
*Reminders- Progress reports
go out on Friday. Blanks will
turn to Z’s.
L.C. Group
1. SSU
2. Continue with Ch. 3 Work- keeping in
mind the expectations.
Reading strategy, learning Choices for Ch. 3,
section 1.
Work on Group Project/Group Experiment
If you have to talk to group members, you
must go in the hall.
Reminders to sign up your experiment idea
and topic – read Ms. S’s comments
4. Listen for then the class starts lab. You will
prep the lab in your notebook and complete
the lab with the class.
*Reminders- L.C choices from packet should be
a minimum of 1 page of quality information.
Expectations are growing progressively higher.
Progress reports go out on Friday. Blanks will
turn to Z’s.
T. Trimpe 2008 http://sciencespot.net/
What are 2 statements that you can
share about the sources of drinking
water.
1.
2.
DEC. 9, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 1- Water to Drink
Describe the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
CH. 3, SECTION 1 WATER TO DRINK WORD WEBGREEN HEADINGS
https://www.brainpop.com/science/matterandchem
istry/acidsandbases/
Water Treatment Video
http://www.youtube.com/watc
h?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1E
UZns&feature=related
HARD WATER VS. SOFT WATER
Purpose: The purpose of the lab is to determine the
difference of soap sud height between hard and soft water.
Research: Define Hardness. Refer to reading pg. 84.
Hypothesis: If the water is (choose one: hard or soft), then the
soap sud height will be : (choose one higher or lower)
EXPERIMENT
Water
Soap Sud
Height (cm)
Trial 1
Soap Sud
Height (cm)
Trial 2
Soap Sud
Height (cm)
Trial 3
Average
Distilled
Distilled with
Epsom Salt
TE Water
Graph Data when you have completed collecting data. Determine the type of graph you will need.
Remember your titles and headings.
ANALYSIS-ANSWER QUESTION WITH
COMPLETE/FULL SENTENCES
1. Graph your data. Determine the type of graph you will
need. Remember your titles and headings.
2. What does your data show? Give evidence and explain
For example, “We found that the sud height for TE water
was.…. The sud height of the distilled water was….., and
the sud height of the distilled water and Epsom salt was….
3. How does your data relate to the purpose of your lab?
“The purpose of the lab was…., therefore, this lab reveals
that….
4. In homes which have hard water, minerals including calcium and
magnesium can precipitate out of the water and stick to hard surfaces
inside appliances. How might hard water impact the lifespan of an
appliance?
5. How will you apply your new knowledge of water hardness in your
lives? (fopr example-this evening- can you actually apply your
knowledge? )
6. Based on your results, what are some of the benefits of soft
water'?
7. What possible errors were made in this lab? What would you do
to prevent the errors?
Conclusion: Write your conclusion using the correct format.
SECTION 1 VIDEOS
Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm
http://www.youtube.com/watch?v=_PWnnlVj77Y
You will need your notebook everyday.
DEC. 10, 2015
Materials:
Pen or Pencil
Science Notebook
Textbook (later)
DEC. 10, 2015
1. SSU
2. Go over Analysis and
Conclusion.
L.C. Group
1. SSU
2. Go over Analysis and Conclusion.
3. Finish lab. Answer Analysis and Conclusion. Go
over. Get star.
4. Continue with Ch. 3, section 1 reading and word web.
5. Continue with Ch. 3, section 1
reading and word web.
Continue with Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch. 3, section
1.
Work on Group Project/Group Experiment
If you have to talk to group members, you must go in
the hall.
Reminders to sign up your experiment idea and topic
– read Ms. S’s comments
*Reminders- Progress reports
go out on Friday. Blanks will
turn to Z’s.
*Reminders- L.C choices from packet should be a
minimum of 1 page of quality information.
Expectations are growing progressively higher.
Progress reports go out on Friday. Blanks will turn
to Z’s.
3. Finish lab. Answer Analysis and
Conclusion questions.
4. Go over. Get star.
T. Trimpe 2008 http://sciencespot.net/
When treating Drinking Water,
What are the 5 things that are considered?
1.
2.
3.
4.
5.
DEC. 9, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 1- Water to Drink
Describe the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
CH. 3, SECTION 1 WATER TO DRINK WORD WEBGREEN HEADINGS
https://www.brainpop.com/science/matterandchem
istry/acidsandbases/
Water Treatment Video
http://www.youtube.com/watc
h?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1E
UZns&feature=related
HARD WATER VS. SOFT WATER
Purpose: The purpose of the lab is to determine the
difference of soap sud height between hard and soft water.
Research: Define Hardness. Refer to reading pg. 84.
Hypothesis: If the water is (choose one: hard or soft), then the
soap sud height will be : (choose one higher or lower)
EXPERIMENT
Water
Soap Sud
Height (cm)
Trial 1
Soap Sud
Height (cm)
Trial 2
Soap Sud
Height (cm)
Trial 3
Average
Distilled
Distilled with
Epsom Salt
TE Water
Graph Data when you have completed collecting data. Determine the type of graph you will need.
Remember your titles and headings.
ANALYSIS-ANSWER QUESTION WITH
COMPLETE/FULL SENTENCES
1. Graph your data. Determine the type of graph you will
need. Remember your titles and headings.
2. What does your data show? Give evidence and explain
For example, “We found that the sud height for TE water
was.…. The sud height of the distilled water was….., and
the sud height of the distilled water and Epsom salt was….
3. How does your data relate to the purpose of your lab?
“The purpose of the lab was…., therefore, this lab reveals
that….
4. In homes which have hard water, minerals including calcium and
magnesium can precipitate out of the water and stick to hard surfaces
inside appliances. How might hard water impact the lifespan of an
appliance?
5. How will you apply your new knowledge of water hardness in your
lives? (fopr example-this evening- can you actually apply your
knowledge? )
6. Based on your results, what are some of the benefits of soft
water'?
7. What possible errors were made in this lab? What would you do
to prevent the errors?
Conclusion: Write your conclusion using the correct format.
SECTION 1 VIDEOS
Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm
http://www.youtube.com/watch?v=_PWnnlVj77Y
You will need your notebook everyday.
DEC. 14, 2015
Materials:
Assignment Book: Progress Reports due Tomorrow
(5/5)
Pen or Pencil
Science Notebook
Textbook (pg. 93 later)
Earth’s Water’s Packet
DEC. 14, 2015
L.C. Group
1. Progress Reports
2. SSU
It’s Monday- If you had a job from last
week, get your stars.
3. Progress report/Read Ch. 3, section 2- pgs.93-94.
Progress report/Vocab and notes for ch. 4. Continue with Ch. 3, section 1 reading and word web.
3, section 2. Read Ch. 3, section 25. Topic PPTs due on Friday to show your LC Group.
pgs.93-94. Word web for Desalination
(Experiment presentations will be due next Monday.)
and Ice bergs. (1 topic for each)
6. Continue with Ch. 3 Work- keeping in mind the
1. SSU
expectations.
Reading strategy, learning Choices for Ch. 3, section
2. Go Ch. 3, section 1 word web.
1.
3. Finish Videos
Work on Group Project/Group Experiment
If you have to talk to group members, you must go in
4. R and R, section 1 go over.
the hall.
5. Go over Analysis and Conclusion
Reminders to sign up your experiment idea and topic
answers.
– read Ms. S’s comments
6. Vocab, notes, word web for Ch. 3,
7. Go over Analysis and Conclusion answers.
section 2- Freshwater for the Future.
WHILE WAITING FOR YOUR PROGRESS REPORT,
1. Complete Vocab and notes for Ch. 3, section 2.
2. Complete Word Web for Ch. 3, section 2 Balancing
Water Needs . Read section and write one statement. *It
is very short and not difficult. Independent and Silent
1. Icebergs
2. Desalination
Challenge 9
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
DEC. 14, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 1- Water to Drink
Describe the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
CH. 3, SECTION 1 WATER TO DRINK WORD WEBGREEN HEADINGS
https://www.brainpop.com/science/matterandchem
istry/acidsandbases/
Water Treatment Video
http://www.youtube.com/watc
h?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1E
UZns&feature=related
CH. 3, SECTION 1WORD WEB RESPONSES
A Typical Treatment Plant
1. Typical treatment plants have the steps of first filtration, coagulation,
second filtration, chlorination, aeration, and additional treatment.
2. Public health officials regularly test samples from water treatment
plants to assess water quality.
Water Distribution
1. Water pressure causes the water to move through the system of pipes
that goes to homes and businesses
2. Some communities store water in a water tower.
Treating Waste Water
1. Once water gets used, the sewage gets carried away from homes in a
network of pipes called sewer carriers.
2. The wastewater treatment process has the steps of primary
treatment, secondary treatment, and additional treatment.
Septic Systems
1. Some people rely on other methods of disposing of sewage rather
than a public sanitary sewer and will use a septic system which includes
a septic tank.
2. A septic tank is an underground tank containing bacteria that treat
waster water as it passes through.
HARD WATER VS. SOFT WATER
Purpose: The purpose of the lab is to determine the
difference of soap sud height between hard and soft water.
Research: Define Hardness. Refer to reading pg. 84.
Hypothesis: If the water is (choose one: hard or soft), then the
soap sud height will be : (choose one higher or lower)
EXPERIMENT
Water
Soap Sud
Height (cm)
Trial 1
Soap Sud
Height (cm)
Trial 2
Soap Sud
Height (cm)
Trial 3
Average
Distilled
Distilled with
Epsom Salt
TE Water
Graph Data when you have completed collecting data. Determine the type of graph you will need.
Remember your titles and headings.
ANALYSIS-ANSWER QUESTION WITH
COMPLETE/FULL SENTENCES
1. Graph your data. Determine the type of graph you will
need. Remember your titles and headings.
2. What does your data show? Give evidence and explain
For example, “We found that the sud height for TE water
was.…. The sud height of the distilled water was….., and
the sud height of the distilled water and Epsom salt was….
3. How does your data relate to the purpose of your lab?
“The purpose of the lab was…., therefore, this lab reveals
that….
4. In homes which have hard water, minerals including calcium and
magnesium can precipitate out of the water and stick to hard surfaces
inside appliances. How might hard water impact the lifespan of an
appliance?
5. How will you apply your new knowledge of water hardness in your
lives? (for example-this evening- can you actually apply your
knowledge? )
6. Based on your results, what are some of the benefits of soft
water'?
7. What possible errors were made in this lab? What would you do
to prevent the errors?
Conclusion: Write your conclusion using the correct format.
SECTION 1 VIDEOS
Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm
http://www.youtube.com/watch?v=_PWnnlVj77Y
DEC. 14, 2015
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 2- Balancing Water Needs
Describe conditions that can result in a water shortage and list sources
of fresh water for the future.
Learning Goals: What have we discussed are possible fresh water sources for the
future.
DEC. 14, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Section 2- Balancing Water Needs
Students should be able to:
Describe conditions that can result in a water shortage and list sources of fresh water for the
future.
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
WORD WEB FOR CH. 3,
SECTION 2 BALANCING
WATER NEEDS
1. Icebergs
https://www.youtube.com/watch?v=07imCx95vXg
2. Desalination
https://www.youtube.com/watch?v=mZ7bgkFgqJQ
WORD WEB FOR CH. 3,
SECTION 2 BALANCING
WATER NEEDS
1. Icebergs – Tug boats could tow icebergs to dry
regions
https://www.youtube.com/watch?v=07imCx95vXg
2. Desalination – A method of obtaining salt water from
freshwater is distillation, which is the process of boiling
water so that it evaporates, leaving the salt behind, and
collecting the liquid fresh water.
https://www.youtube.com/watch?v=mZ7bgkFgqJQ
You will need your notebook everyday.
DEC. 15, 2015
Materials:
Assignment Book: Start studying for next
Tuesdays, Ch. 3, section 1,2,3 Quiz
Pen or Pencil
Science Notebook
Textbook (pg. 93 later)
Earth’s Water’s Packet
DEC. 15, 2015
Study Guides passed out
1. SSU
2. Go over lab, R and R, videos
from section 1.
3. Desalination and Iceberg Word
Web and videos.
4. Start Ch. 3, section 3
Freshwater Pollution.
Notes and Vocab
Table Topics
L.C. Group
1. Progress Reports
2.
3. Continue with Ch. 3, section 2 reading and word web.
4. Topic PPTs due on Friday to show your LC Group.
(Experiment presentations will be due next Monday.)
5. Continue with Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch. 3, section
1.
Work on Group Project/Group Experiment
If you have to talk to group members, you must go in
the hall.
Reminders to sign up your experiment idea and topic
– read Ms. S’s comments
6. Go over Analysis and Conclusion answers.
T. Trimpe 2008 http://sciencespot.net/
What are the steps in treating drinking water?
What happens in each step??
Filtration – water is filtered through screens that remove fish, leaves, and
1. First
trash
– Alum is added to form sticky flocs. Mud, bacteria, and other particles to the flocs.
2. Coagulation
The water then passes into settling basins, where the flocs sink.
Filtration – The water trickles down through sand or gravel,
3. Second
which filters out algae, bacteria, and some chemicals.
4. Chlorination – Chlorine is added to kill remaining organisms.
– forcing air through the water releases gases, reducing unpleasant
5. Aeration
odors and taste.
Treatment- Sodium or lime may be used to soften hard water. Some communities
6. Additional
Add fluoride, which helps prevent tooth decay.
Challenge 9
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
DEC. 15, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Students should be able to:
Section 1- Water to Drink
Describe the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
CH. 3, SECTION 1 WATER TO DRINK WORD WEBGREEN HEADINGS
https://www.brainpop.com/science/matterandchem
istry/acidsandbases/
Water Treatment Video
http://www.youtube.com/watc
h?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1E
UZns&feature=related
CH. 3, SECTION 1WORD WEB RESPONSES
A Typical Treatment Plant
1. Typical treatment plants have the steps of first filtration, coagulation,
second filtration, chlorination, aeration, and additional treatment.
2. Public health officials regularly test samples from water treatment
plants to assess water quality.
Water Distribution
1. Water pressure causes the water to move through the system of pipes
that goes to homes and businesses
2. Some communities store water in a water tower.
Treating Waste Water
1. Once water gets used, the sewage gets carried away from homes in a
network of pipes called sewer carriers.
2. The wastewater treatment process has the steps of primary
treatment, secondary treatment, and additional treatment.
Septic Systems
1. Some people rely on other methods of disposing of sewage rather
than a public sanitary sewer and will use a septic system which includes
a septic tank.
2. A septic tank is an underground tank containing bacteria that treat
waster water as it passes through.
HARD WATER VS. SOFT WATER
Purpose: The purpose of the lab is to determine the
difference of soap sud height between hard and soft water.
Research: Define Hardness. Refer to reading pg. 84.
Hypothesis: If the water is (choose one: hard or soft), then the
soap sud height will be : (choose one higher or lower)
EXPERIMENT
Water
Soap Sud
Height (cm)
Trial 1
Soap Sud
Height (cm)
Trial 2
Soap Sud
Height (cm)
Trial 3
Average
Distilled
Distilled with
Epsom Salt
TE Water
Graph Data when you have completed collecting data. Determine the type of graph you will need.
Remember your titles and headings.
ANALYSIS-ANSWER QUESTION WITH
COMPLETE/FULL SENTENCES
1. Graph your data. Determine the type of graph you will
need. Remember your titles and headings.
2. What does your data show? Give evidence and explain
For example, “We found that the sud height for TE water
was.…. The sud height of the distilled water was….., and
the sud height of the distilled water and Epsom salt was….
3. How does your data relate to the purpose of your lab?
“The purpose of the lab was…., therefore, this lab reveals
that….
4. In homes which have hard water, minerals including calcium and
magnesium can precipitate out of the water and stick to hard surfaces
inside appliances. How might hard water impact the lifespan of an
appliance?
5. How will you apply your new knowledge of water hardness in your
lives? (for example-this evening- can you actually apply your
knowledge? )
6. Based on your results, what are some of the benefits of soft
water'?
7. What possible errors were made in this lab? What would you do
to prevent the errors?
Conclusion: Write your conclusion using the correct format.
SECTION 1 VIDEOS
Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm
http://www.youtube.com/watch?v=_PWnnlVj77Y
DEC. 15, 2015
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 2- Balancing Water Needs
Describe conditions that can result in a water shortage and list sources
of fresh water for the future.
Learning Goals: What have we discussed are possible fresh water sources for the
future.
DEC. 15, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives: Section 2- Balancing Water Needs
Students should be able to:
Describe conditions that can result in a water shortage and list sources of fresh water for the
future.
Learning Goals: What makes water “different” in different locations? How do these
differences impact daily water use?
Relevance: Do you know what a wetland is?
WORD WEB FOR CH. 3,
SECTION 2 BALANCING
WATER NEEDS
1. Icebergs
https://www.youtube.com/watch?v=eOs-gSVvPWA
2. Desalination
https://www.youtube.com/watch?v=mZ7bgkFgqJQ
WORD WEB FOR CH. 3,
SECTION 2 BALANCING
WATER NEEDS
1. Icebergs – Tug could boats could tow icebergs to dry regions
to supply millions of liters of pure water that could be piped to
shoe as the ice berg melted.
https://www.youtube.com/watch?v=07imCx95vXg
2. Desalination – A method of obtaining salt water from
freshwater is distillation, which is the process of boiling water so
that it evaporates, leaving the salt behind, and collecting the
liquid fresh water.
https://www.youtube.com/watch?v=mZ7bgkFgqJQ
DEC. 15, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Learning Objectives and Goal: Ch.3, sect. 3
Describe what water pollution is and list some of its sources.
Explain how runoff affects ponds and streams.
Describe how polluted water can be prevented and cleaned up.
Relevance: Do you know what a wetland is?
SECTION 3- FRESHWATER POLLUTION TABLE TOPICS
Your table needs to come up with:
3 to 4 statements from your section. Write on poster sheet. neat/legible.
Group 1: What is Pollution? (p. 97)
Group 2: Point and Nonpoint Sources (p.98) and Cleaning Up Polluted Water
(p. 103)
Group 3: Human Wastes (p. 99)
Group 4: Industrial Wastes (p. 100)
Group 5: Agricultural Chemicals and Runoff From Roads (p. 102)
Group 6: Preventing Pollution (p. 103)
CH. 3, SECTION 3 TABLE
TOPICS RULES
5 minutes of silent time- to read/let other read. Even if you finish early, other people
are still reading.
Take notes on your topic while you are reading.
When you are allowed to talk, agree on the 3 or 4 points you want on your poster.
When your poster is finished, give to Ms. S.
Work on HW or something else when you are done.
When all have finished, Ms. S will put the sheets up and you will walk around and get
the notes.
You will need your notebook everyday.
DEC. 17, 2015
Materials:
Assignment Book: Ch. 3 packet due next Tuesday
(day of the quiz)
Pen or Pencil
Science Notebook
Textbook pg. 97
DEC. 17, 2015
1. SSU
2. Continue Ch. 3, section 3
Freshwater Pollution.
Table Topics
Present
Take Notes
3. When finished-
R and R, section 3
Crossword (3 pts extra credit)
Word search packet (3 pts extra
credit)
For extra credit- it must be complete.
Half done or missing some is not
complete.
L.C. Group
1. SSU
2. Topic PPTs due on Friday to show your LC Group.
(Experiment presentations will be due next Monday.)
3. Continue with Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch. 3, section 2
(Icebergs and Desalination) and section 3.
Work on Group Project/Group Experiment
If you have to talk to group members, you must go in
the hall.
Reminders to sign up your experiment idea and topic
– read Ms. S’s comments
T. Trimpe 2008 http://sciencespot.net/
Review! (are you studying?)
1. When treating drinking water, what are the 5 things that are
looked for?
Appearance and taste, hardness, acidity,
disease causing organisms, standards of quality
2. Name the steps of water treatment-can you explain them?
First filtration, coagulation, second filtration, chlorination,
aeration, additional treatment
3. What is Desalination? Name one way. –be able to explain how
it works
Getting fresh water from salt water. One way is distillation or
reverse osmosis or freezing the water
DEC. 17, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Learning Objectives and Goal: Ch.3, sect. 3 Freshwater Pollution
Describe what water pollution is and list some of its sources.
Explain how runoff affects ponds and streams.
Describe how polluted water can be prevented and cleaned up.
Relevance: Do you know what a wetland is?
SECTION 3- FRESHWATER POLLUTION TABLE TOPICS
Your table needs to come up with:
3 to 4 statements from your section. Write on poster sheet. neat/legible.
Group 1: What is Pollution? (p. 97)
Group 2: Point and Nonpoint Sources (p.98) and Cleaning Up Polluted Water
(p. 103)
Group 3: Human Wastes (p. 99)
Group 4: Industrial Wastes (p. 100)
Group 5: Agricultural Chemicals and Runoff From Roads (p. 102)
Group 6: Preventing Pollution (p. 103)
CH. 3, SECTION 3 TABLE
TOPICS RULES
5 minutes of silent time- to read/let other read. Even if you finish early, other people
are still reading.
Take notes on your topic while you are reading.
When you are allowed to talk, agree on the 3 or 4 points you want on your poster.
When your poster is finished, give to Ms. S.
Work on HW or something else when you are done.
When all have finished, Ms. S will put the sheets up and you will walk around and get
the notes.
You will need your notebook everyday.
DEC. 18, 2015
Materials:
Pen or Pencil
Science Notebook
Textbook (possible later -pg. 97)
Ch. 3 Packet
DEC. 18, 2015
It’s Friday- If you had a job, get
your stars
1. SSU
2. Table Topics
Take Notes
3. When finished-
Vocab and notes, section 3
R and R, section 3
Crossword (3 pts extra credit)
Word search packet (3 pts extra
credit)
For extra credit- it must be complete.
Half done or missing some is not
complete.
L.C. Group
1. No SSU
2. Topic PPTs
Show the LC groups.
Critiques on visual, content, questions, how to
make it more interesting.
3. Continue with Ch. 3 Work- keeping in mind the
expectations.
Reading strategy, learning Choices for Ch. 3,
section 2 (Icebergs and Desalination) and section
3.
Work on Group Project/Group Experiment
If you have to talk to group members, you must go
in the hall.
Reminders to sign up your experiment idea and
topic – read Ms. S’s comments
T. Trimpe 2008 http://sciencespot.net/
WRITE THE FOLLOWING HEADINGS IN YOUR NOTEBOOK –
SECTION 3- FRESHWATER POLLUTION TABLE TOPICS
What is Pollution? (p. 97)
Point and Nonpoint Sources (p. 98) 2 sections on each page- leave space for writing 3 to 4 statements
Cleaning Up Polluted Water (p. 103)
Human Wastes (p. 99)
Industrial Wastes (p. 100)
Agricultural Chemicals (p. 102)
Runoff From Roads (p. 102)
Preventing Pollution (p. 103)
DEC. 18, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Learning Objectives and Goal: Ch.3, sect. 3 Freshwater Pollution
Describe what water pollution is and list some of its sources.
Explain how runoff affects ponds and streams.
Describe how polluted water can be prevented and cleaned up.
Relevance: Do you know what a wetland is?
You will need your notebook everyday.
DEC. 21, 2015
Materials:
Pen or Pencil
Science Notebook
Mini white board/ eraser (share classroom’s eraser)
Your own white board marker (or borrow a friend’s
white board marker)
Textbook (from pgs. 81-104)
Ch. 3 Packet – for after review
DEC. 21, 2015
L.C. Group
1. SSU
1. SSU
2. You may do the White board review or -
2. White board Review
3. Continue with Ch. 3 Work- keeping in
mind the expectations.
Reading strategy, learning Choices for Ch.
3, section 2 (Icebergs and Desalination)
and section 3.
Work on Group Project/Group
Experiment
If you have to talk to group members, you
must go in the hall.
Reminders to sign up your experiment idea
and topic – read Ms. S’s comments
3. When finishedVocab and notes, section 3
R and R, section 3
Crossword (3 pts extra credit)
Word search packet (3 pts extra
credit)
For extra credit- it must be complete.
Half done or missing some is not
complete.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTION
1. How do you feel about tomorrow's quiz?
A. I have no idea about any of it!
B. I have a question on the following: _________________________
C. I feel pretty good.
DEC. 21, 2015
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 1- Water to Drink
Describe the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Section 2- Balancing Water Needs
Describe conditions that can result in a water shortage and list sources of fresh water for the future.
Section 3 -Freshwater Pollution
Describe what water pollution is and list some of its sources.
Explain how runoff affects ponds and streams.
Describe how polluted water can be prevented and cleaned up.
FOR YOUR WHITE BOARD REVIEW- WRITE ONE QUESTION
FOR YOUR #.
1. Sources of Drinking Water
(p. 81)
2. Treating Drinking Water (p.
81)
3. A Typical Treatment plant
(p. 85)
4. Water Distribution (p. 86)
8. What is Pollution? (p. 97)
9. Point and Nonpoint Sources
(p. 98)
10. Cleaning Up Polluted Water
(p. 103)
11. Human Wastes (p. 99)
12. Industrial Wastes (p. 100)
5. Treating Waste Water (p. 87)
13. Agricultural Chemicals (p.
102)
6. Septic Systems (p. 89)
14. Runoff From Roads (p. 102)
7. Freshwater for the Future
(p. 93)
15. Preventing Pollution (p.
103)
You will need your notebook everyday.
DEC. 22, 2015
Materials:
We are going to LGR- make sure you take the followingPen or Pencil
SSR Book/other work for after the quiz
Ch. 3 Packet
DEC. 22, 2015
L.C. Group
1. No SSU
We will not meet on Friday. Who had a
job this week?
1. No SSU –pd. 1 Rebecca’s and Caitlin’s
question.
2. Quiz
2. Quiz
3. When finished- turn in Ch. 3 packet
NO GROUP WORKWORK ON YOUR LC’s
& reading strategies
Independent
Silent
Vocab and notes, section 3
R and R, section 3
Crossword (3 pts extra credit)
Word search packet (3 pts extra credit)
For extra credit- it must be complete. Half
done or missing some is not complete.
4. Work on other work-study for other
quizzes
Independent and Silent
3. Continue with Ch. 3 Work- keeping in
mind the expectations.
Reading strategy, learning Choices for Ch.
3, section 3
You will need your notebook everyday.
JAN 4, 2016
Materials:
Assignment Book: Ch. 1, section 2 vocab and notes
Pen or Pencil
Science Notebook
Cells and Heredity Textbook (p. 16)
JAN 4, 2016
1. SSU
2. Intro to Cells/video
clip/reading.
3. Time to work on Vocab and
notes for Ch. 1, section 2
4. Intro/Start Cell Analogy
Project
*New L.C Group starts next
week. If you are interested in
joining, you must see Ms. S to get
the contract before next Monday.
L.C. Group
1. SSU
2. Intro to Cells
3. Continue with Ch. 3 Workkeeping in mind the
expectations.
Reading strategy, learning
Choices for Ch. 3, section 3
4. L.C presentations due
tomorrow.
SCIENCE STARTER – DAILY
CHALLENGE
Science trivia
#4
SCIENCE TRIVIA
1. By the time you are 75 years old, how many years
will you have spent sleeping: 17, 25, 37, or 42?
2. Which part of your eye receives no blood at all: the
cornea, iris, or retina?
3. How many feet does food travel in the average
adult’s digestive tract: 10, 20, or 30 feet?
4. Who has more bones: an adult, a teenager, or a
baby?
SCIENCE TRIVIA
1. By the time you are 75 years old, how many years will you have spent
sleeping: 17, 25, 37, or 42?
2. Which part of your eye receives no blood at all: the cornea, iris, or retina?
3. How many feet does food travel in the average adult’s digestive tract: 10, 20,
or 30 feet?
4. Who has more bones: an adult, a teenager, or a baby?
1. Intro to Cells! http://www.youtube.com/watch?v=gFuEo2ccTPA
2. Text book-pg. 16. Read intro/Go over names of organelles.
3. Vocab and notes.
4. Start Cell Analogy project
You will need your notebook everyday.
JAN 5, 2016
Materials:
Pen or Pencil
Science Notebook
Some colored pencils
Cells and Heredity Textbook (p. 20)
Cells and Heredity Packet (p. 11)
JAN 5, 2016
1. SSU
2. Intro to organelles – textbook
read
3. Intro/Start Cell Analogy
Project
*New L.C Group starts next
week. If you are interested in
joining, you must see Ms. S to get
the contract before next Monday.
L.C. Group
1. SSU
2. Intro to organelles – textbook
read
3. Intro/Start Cell Analogy
Project
3. L.C presentations due
tomorrow.
4. Continue with Ch. 3 Workkeeping in mind the
expectations.
Reading strategy, learning
Choices for Ch. 3, section 3
T. Trimpe 2008 http://sciencespot.net/
TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS
JAN 5, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
TODAY1. Read over the organelles as a class. (No word
web or SQ3R)
2. Start Cell Analogy Project –pg. 13
Instructions
Start Rough Draft
You will need your notebook everyday.
JAN 6, 2016
Materials:
Pen or Pencil
Science Notebook
Cells and Heredity Textbook (p. 20)
Cells and Heredity packet- pg. 13
JAN 5, 2016
L.C. Group
1. SSU
1. SSU
2. L.C presentations continue
2.Continue Cell Analogy Project
3. See quizzes. Get stars
3. See quizzes. Get stars.
4. Finish with Ch. 3 Earth’s
Water’s Work- keeping in mind
the expectations.
Reading strategy, learning
Choices for Ch. 3, section 3
*New L.C Group starts next
week. If you are interested in
joining, you must see Ms. S to get
the contract before next Monday.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS.
1. What is inside the nucleus? (Be specific and explain.)
Chromatin – strands containing genetic material-the instructions for directing
the cells’ project.
Nucleolus – produces ribosomes
2. Which organelle controls the substances that go into and out of the cell.
Cell membrane
3. What are ribosomes?
Factories that produce proteins
4. What organelles have enzymes that break down certain materials in the cell?
Lysosomes
TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS
JAN 6, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
TODAY1. Read over the organelles as a class. (No word
web or SQ3R)
2. Start Cell Analogy Project –pg. 13
Instructions
Start Rough Draft
You will need your notebook everyday.
JAN 7, 2016
Materials:
Pen or Pencil
Science Notebook
Cells and Heredity Textbook (p. 20)
Cells and Heredity packet- pg. 13
JAN 5, 2016
L.C. Group
1. SSU
1. SSU
2. L.C presentations continue
2.Continue Cell Analogy Project
3. Get rough draft checked!
3. Get rough draft checked!
4. Finish with Ch. 3 Earth’s
Water’s Work- keeping in mind
the expectations.
Reading strategy, learning
Choices for Ch. 3, section 3
*New L.C Group starts next
week. If you are interested in
joining, you must see Ms. S to get
the contract before next Monday.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS.
1. What is the network of passageways that carries materials from one part of the cell to another?
Endoplasmic Reticulum
2. Which organelle receives materials from the endoplasmic reticulum and sends them to other parts of
the cell?
Golgi bodies
3. Where is most of the cells’ energy produced?
Mitochondria
4. What organelles store food, waste, and other materials?
Vacuoles
TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS
JAN 7, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
TODAY1. Finish Rough Draft.
2. Start Final Copy
3. You may type the 33 sentences at home.
4. Due date will be determined tomorrow.
(tomorrow is HERO + LC presentations….)
You will need your notebook everyday.
JAN 8, 2016
Materials:
Pen or Pencil
Science Notebook
Cells and Heredity Textbook (p. 20)
Cells and Heredity packet- pg. 13
JAN 5, 2016
L.C. Group
1. SSU
1. SSU
2. L.C presentations continue
2.Continue Cell Analogy Project
3. Get rough draft checked!
3. Get rough draft checked!
4. Finish with Ch. 3 Earth’s
Water’s Work- keeping in mind
the expectations.
Reading strategy, learning
Choices for Ch. 3, section 3
*New L.C Group starts next
week. If you are interested in
joining, you must see Ms. S to get
the contract before next Monday.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS.
1. What is the network of passageways that carries materials from one part of the cell to another?
Endoplasmic Reticulum
2. Which organelle receives materials from the endoplasmic reticulum and sends them to other parts of
the cell?
Golgi bodies
3. Where is most of the cells’ energy produced?
Mitochondria
4. What organelles store food, waste, and other materials?
Vacuoles
TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS
JAN 8, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
TODAY1. Finish Rough Draft.
2. Start Final Copy
3. You may type the 33 sentences at home.
4. Due date –Friday, Jan 15. You will present your
projects to your classmates (2 small circles)
*Monday will be your last class day to work on it.
What you don’t finish in class will be your homework.
You will need your notebook everyday.
JAN 11, 2016
Materials:
Assignment Book:
1. Cell analogy project due Friday, Jan 15, 2016
2. Organelle diagram and matching quiz next Tues, Jan
19
Pen or Pencil
Science Notebook
Cell Analogy Materials:
Cells and Heredity Textbook (p. 20)
Cells and Heredity packet- pg. 13
Cell analogy poster
JAN 11, 2016
L.C. Group
1. SSU
1. SSU
2.Continue Cell Analogy Project
2.Continue Cell Analogy Project.
3. Get rough draft checked!
If you are finished early, R and R,
section 2 in packet. Cross word, word
search.
3. Get rough draft checked!
4. Start final copy!
*New L.C Group starts
tomorrow- Computer/Laptops
schedule, groups, seating chart.
4. Start final copy!
*New L.C Group starts
tomorrow- Computer/Laptops
schedule, groups, seating chart.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS.
1. How would you recognize the nucleus in another Science book? Draw it.
2. How would you recognize the chloroplast in another Science book? Draw it
3.How would you recognize the mitochondria in another Science book? Draw it
4. How would you recognize the ER in another Science book? Draw it
TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS
JAN 11, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
TODAY1. Finish Rough Draft/ Start Final Copy
2. You may type the 33 sentences at home.
3. Due date –Friday, Jan 15. You will present your
projects to your classmates (2 small circles)
*Today is your last class day to work on it. What you
don’t finish in class will be your homework – due
Friday, Jan 15.
Tour of an animal Cell:
https://www.youtube.com/watch?v=N4D06JfGS8Q
You will need your notebook everyday.
JAN 13, 2016
Materials:
Pen or Pencil
Science Notebook
Cells Packet for later (pg. 8)
JAN 13, 2016
1. SSU
2. Finish Cells of your bodyMicro-viewer lab
Go over-earn star
4. Complete R and R, section 2.
Go over
5. Crossword
6. Word Search
7. Start Ch. 1, section 1- Discovering
Cells
*Vocab and Notes
L.C. Group
1. SSU
2. Start L.C work for Ch. 1,
section 1,2, and 3
3. Microviewer lab (after class
finishes)
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done
experiment)
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
Compare a bacterial cell to a plant
or animal cell.
You will need your notebook everyday.
JAN 11/13, 2016
Materials:
Assignment Book:
1. Cell analogy project due Friday, Jan 15, 2016
2. Organelle diagram and matching quiz next Tues, Jan
19
Pen or Pencil
Science Notebook
Cell Analogy Materials:
Cells and Heredity Textbook (p. 20)
Cells and Heredity packet- pg. 13
Cell analogy poster
JAN 11/13, 2016
L.C. Group
1. SSU
1. SSU
2.Continue Cell Analogy Project
2.Continue Cell Analogy Project.
3. Get rough draft checked!
If you are finished early, R and R,
section 2 in packet. Cross word, word
search.
3. Get rough draft checked!
4. Start final copy!
*New L.C Group starts
tomorrow- Computer/Laptops
schedule, groups, seating chart.
4. Start final copy!
*New L.C Group starts
tomorrow- Computer/Laptops
schedule, groups, seating chart.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING QUESTIONS.
1. How would you recognize the golgi body in another Science book? Draw it.
2. How would you recognize the cell wall in another Science book? Draw it
3.How would you recognize the ribosome in another Science book? Draw it
4. How would you recognize the lysosome in another Science book? Draw it
TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS
JAN 12, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
JAN 12, 2016
L.C. Group
1. SSU
1. SSU
2.Finish section 2 Word web
2. Finish section 2- Word Web
3. Listen for Micro-viewer lab
instructions.
3. Cells of your body- Microviewer lab
Instructions
Get started.
4. Complete R and R, section 2.
Crossword
Wordsearch
4. Work on your
computer/laptop, seating chart,
locations.
5. Start L.C work for Ch. 1,
section 1,2, and 3
CH. 1, SECTION 2- LOOKING INSIDE CELLS – WORD WEB
Specialized Cells
Bacterial Cells
SPECIALIZED CELLS IN YOUR BODY MICROVIEWER LAB – IN YOUR LAB
NOTEBOOK
Cell picture (and label the A’s and
B’s if present)
Where are they located?
What do they do/how do they work?
Where are they located?
What do they do/how do they work?
Cheek Cells (900x)
Blood Cells (500x)
Lymph Gland Cells (1200x)
Bone Cells (300x)
Cell
Voluntary Muscle Cells (900x)
Involuntary Muscle Cells (900x)
Nerve Cells (60x)
Gland Cells (360x)
After R and R, section 2
Tour of an animal Cell:
https://www.youtube.com/watch?v=N4D
06JfGS8Q
TODAY, JAN
Essential Skills:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Learning Objectives and Goal: Ch. 1, section 1 Discovering Cells
• Explain how the invention of the microscope contributed to the scientists’ understanding of living things
• State the three points of cell theory
• Describe how a microscope works, including how a lenses magnifies an object.
You will need your notebook everyday.
JAN 14, 2016 (PD. 5)
Materials:
Pen or Pencil
Science Notebook
Cells and Heredity packet- pg. 8
JAN 14, 2016
1. SSU
2. Finish Cells of your bodyMicro-viewer lab
Go over
4. Complete R and R, section 2.
Crossword
Word search
Go over
5. Cell Analogy work, section 1
vocab and notes work…
L.C. Group
1. SSU
2. L.C work for Ch. 1, section
1,2, and 3
3. Microviewer lab (after class
finishes)
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done
experiment)
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
Compare a bacterial cell to a plant
or animal cell.
JAN 14, 2016
1. SSU
2. Finish Cells of your bodyMicro-viewer lab
Go over
4. Complete R and R, section 2.
Crossword
Word search
Go over
5. Cell Analogy work, section 1
vocab and notes work…
L.C. Group
1. SSU
2. L.C work for Ch. 1, section
1,2, and 3
3. Microviewer lab (after class
finishes)
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done
experiment)
You will need your notebook everyday.
JAN 14, 2016 (PDS. 4,7,8)
Materials:
Pen or Pencil
Science Notebook
Cells and Heredity textbook (maybe) pgs. 44 or 49.
JAN 14, 2016
1. SSU
2. Options:
A. Cell Analogy project (If you need to
finish your coloring or handwriting 33
sentences in pen. No computers)
B. Photosynthesis and Respiration group
work.
Depending on the numbers, you will be
assigned a group to read and present on the
process of either Photosynthesis (Ch. 2, section
1, p. 44) or Respiration (Ch. 2, section 2, pg. 49)
Read section
Create a visual (words and pictures) that
explains it and its importance Highlight the
organelles involved, steps, formulas, outcome,
etc.
Create questions for students to answer in their
notebooks during/after the presentation. Make
sure you go over the answers.
Poster Paper will be provided for you.
L.C. Group
1. SSU
2. Start L.C work for Ch. 1,
section 1,2, and 3
3. Microviewer lab (after class
finishes)
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done
experiment)
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
Write your own question and
answer relating to section 2-Cells.
A classmate will answer it. (Ms. S
will use the name sticks to call on
people)
JAN 14, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
Or Ch. 2, section 1 Photosynthesis – key events
Or Ch. 2, section 2 Respiration – key events
SPECIALIZED CELLS IN YOUR BODY MICROVIEWER LAB – IN YOUR LAB
NOTEBOOK
Cell picture (and label the A’s and
B’s if present)
Where are they located?
What do they do/how do they work?
Where are they located?
What do they do/how do they work?
Cheek Cells (900x)
Blood Cells (500x)
Lymph Gland Cells (1200x)
Bone Cells (300x)
Cell
Voluntary Muscle Cells (900x)
Involuntary Muscle Cells (900x)
Nerve Cells (60x)
Gland Cells (360x)
You will need your notebook everyday.
JAN 15, 2016
Materials:
Pen or Pencil
Science Notebook
Cell Analogy Project
Cells Packet
JAN 15, 2016
It’s Friday! Who had a job?
1. SSU
2. Cell Analogy Presentations-
3. Cell/Photosynthesis/
Respiration presentation/video
clip
4. New Seats. Old Work back.
5. Notebook prep Ch. 1, section 1
outline
L.C. Group
1. SSU
2. Cell Analogy Presentations3. Cell/Photosynthesis/
Respiration presentation/video clip
4. New Seats. Old Work back.
5. Notebook prep Ch. 1, section 1 outline
6. L.C work for Ch. 1, section 1,2, and 3
7. Microviewer lab (after class finishes)
8. Keep in mind the high LC expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
Challenge 10
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
JAN 15, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Section 2- Section 2-Looking Inside Cells
• Identify the roll of the cell membrane and nucleus in the cell
• Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
Or Ch. 2, section 1 Photosynthesis – key events
Or Ch. 2, section 2 Respiration – key events
JAN 15, 2016
It’s Friday! Who had a job?
1. SSU
2. Cell Analogy Presentations-
3. Cell/Photosynthesis/
Respiration presentation/video
clip
4. New Seats. Old Work back.
5. Notebook prep Ch. 1, section 1
outline
L.C. Group
1. SSU
2. Cell Analogy Presentations3. Cell/Photosynthesis/
Respiration presentation/video clip
4. New Seats. Old Work back.
5. Notebook prep Ch. 1, section 1 outline
6. L.C work for Ch. 1, section 1,2, and 3
7. Microviewer lab (after class finishes)
8. Keep in mind the high LC expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
Photosynthesis and Respiration
https://www.youtube.com/watch?v=YAFv
nBKif3o
You will need your notebook everyday.
JAN 19, 2016
Materials:
Assignment Book: Ch. 1, section 1 vocab and notes
Pen or Pencil
Science Notebook
Textbook (after the quiz- pg. 6)
JAN 19, 2016
L.C. Group
1. No SSU
1. No SSU
2. Cell Analogy Quiz
2. Cell Analogy Quiz
3. Cell Analogy presentations
3. Cell Analogy presentations
4. Start Ch. 1, section 1 outline
work
4. L.C work for Ch. 1, section 1,2, and 3
5. Microviewer lab (after class finishes)
6. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
JAN 19, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 Discovering Cells
• Explain how the invention of the microscope contributed to the scientists’ understanding of living things
• State the three points of cell theory
• Describe how a microscope works, including how a lenses magnifies an object.
DOING AN OUTLINE
Step 1- One heading with your partner and go over all sections.
5-10 minutes of silent time to read and work, and then you may
talk. Go over questions
Step 2- All headings with your partner. Go over all sections.
More silent time to read and work, and then we will go over the
answers as a class.
Step 3- Try it by yourself. Go over all sections.
.
CH. 1, SECTION 1 DISCOVERING CELLS (P. 6) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. An Overview of Cells
A. Cells and Structure
B. Cells and Function
C. Many and Small
II. First Observation of Cells
A. Robert Hooke
B. Anton van Leeuwenhoek
III. Development of Cell Theory
A. Schleiden, Schwann, and Virchow
B What the Cell Theory Says
https://www.youtube.com/watch?v=4OpBylwH9DU
IV. Light and Electron Microscopes
A. Magnification and Lenses
B. Compound Microscope Magnification
C. Resolution
D. Electron Microscopes
. https://www.youtube.com/watch?v=GW9XTd2Ardc
JAN 18, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 Discovering Cells
• Explain how the invention of the microscope contributed to the scientists’ understanding of living things
• State the three points of cell theory
• Describe how a microscope works, including how a lenses magnifies an object.
You will need your notebook everyday.
JAN 20, 2016
Materials:
Assignment Book: Ch. 1, section 3 vocab and notes
Pen or Pencil
Science Notebook
Textbook pg. 6
JAN 20, 2016
L.C. Group
1. SSU
1. SSU
2. L.C work for Ch. 1, section 1,2, and 3
2. Finish Ch. 1, section 1 outline
work.
3. Microviewer lab (if you have not done it
already.)
3. Video clips.
4. Start Ch. 1, section 3-outline!
6. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
Year of Science
T. Trimpe 2008 http://sciencespot.net/
Can you unscramble all the words below?
Hint: They are all science terms we will study this year.
1. ODOFWBE
6. PTSLAN
2. LECOGOY
7. EIGESNTC
3. MSREYCHIT
8. AND
4. ELIMS
9. RSECPMIOSCO
5. INASMAL
10. CSEONDISTI
The answers are ...
1. FOODWEB
6. PLANTS
2. ECOLOGY
7. GENETICS
3. CHEMISTRY
8. DNA
4. SLIME
9. MICROSCOPE
5. ANIMALS
10. DISSECTION
JAN 20, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 Discovering Cells
• Explain how the invention of the microscope contributed to the scientists’ understanding of living things
• State the three points of cell theory
• Describe how a microscope works, including how a lenses magnifies an object.
DOING AN OUTLINE
Step 1- One heading with your table mates and go over all sections as a
class.
5-10 minutes of silent time to read and work, and then you may talk. Go
over statements. (you can write as many statements as you want! with a minimum of 1)
Step 2- All headings with your partner. Go over all sections as a class
More silent time to read and work, and then we will go over the answers
as a class.
Step 3- All headings by yourself. Go over all sections as a class.
.
CH. 1, SECTION 1 DISCOVERING CELLS (P. 6) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. An Overview of Cells
A. Cells and Structure
B. Cells and Function
C. Many and Small
II. First Observation of Cells
A. Robert Hooke
B. Anton van Leeuwenhoek
III. Development of Cell Theory
A. Schleiden, Schwann, and Virchow
B What the Cell Theory Says
https://www.youtube.com/watch?v=4OpBylwH9DU
IV. Light and Electron Microscopes
A. Magnification and Lenses
B. Compound Microscope Magnification
C. Resolution
D. Electron Microscopes
. https://www.youtube.com/watch?v=GW9XTd2Ardc
JAN 20, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 Discovering Cells
• Explain how the invention of the microscope contributed to the scientists’ understanding of living things
• State the three points of cell theory
• Describe how a microscope works, including how a lenses magnifies an object.
JAN 20, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section Section 3- Chemical Compounds in Cells
• Describe the four main kinds of organic molecules in living things
• Explain how water is essential to the functioning of cells
You will need your notebook everyday.
JAN 21, 2016
Materials:
Assignment Book: 1. Ch. 1, section 4 vocab and notes
2. Study for next Thursday’s Ch. 1,
section 1,3,4 quiz
Pen or Pencil
Science Notebook
Textbook pg. 25
JAN 21, 2016
L.C. Group
1. SSU
1. SSU
2. L.C work for Ch. 1, section 1,2, and 3
2. Finish Ch. 1, section 3 outline
work.
3. Presentation to LC group due Monday,
Jan 25.
3. Video clip/Go over
4. Graphic Organizer
5. Lab prep tomorrow’s lab.
6. Start Ch. 1, section 4 work
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
Write the Cell Theory.
1. All living organisms are composed of
one or more cells.
2. The cell is the basic unit of structure
and function in living things.
3. Cells come from preexisting cells.
JAN 21, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 3- Chemical Compounds in Cells
• Describe the four main kinds of organic molecules in living things
• Explain how water is essential to the functioning of cells
CH. 1, SECTION 3 CHEMICAL COMPOUNDS IN CELLS(P. 25) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I.
A.
B.
C.
Elements and Compounds
Elements
Compounds
Organic and Inorganic Compounds
II. Carbohydrates
III. Lipids
IV. Proteins
A. Structure of Proteins
B. Functions of Proteins
V. Nucleic Acids
https://www.youtube.com/watch?v=NWmdwuW4R2Y
VI. Water and Living Things
You will need your notebook everyday.
JAN 22, 2016
Materials:
Assignment Book: 1. Notebook check same day as the
quiz
Pen or Pencil
Science Notebook
Textbook pg. 25
JAN 22, 2016
L.C. Group
1. SSU
1. SSU
2. L.C work for Ch. 1, section 1,2, and 3
2. Finish Ch. 1, section 3 outline
work.
3. Presentation to LC group due Monday,
Jan 25.
3. Video clip/Go over
4. Lab prep Monday's lab and
activity sheet in notebook.
5. Start Ch. 1, section 4 work –
outline
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
Challenge 11
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
JAN 21, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 3- Chemical Compounds in Cells
• Describe the four main kinds of organic molecules in living things
• Explain how water is essential to the functioning of cells
CH. 1, SECTION 3 CHEMICAL COMPOUNDS IN CELLS(P. 25) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I.
A.
B.
C.
Elements and Compounds
Elements
Compounds
Organic and Inorganic Compounds
II. Carbohydrates
III. Lipids
IV. Proteins
A. Structure of Proteins
B. Functions of Proteins
V. Nucleic Acids
https://www.youtube.com/watch?v=NWmdwuW4R2Y
VI. Water and Living Things
JAN 27, 2016
You will need your notebook everyday.
Materials:
Assignment Book: Ch. 1, section 1,3,4 new quiz date,
notebook check date & Science packet due- Feb 3, 2016.
Write this down: New Username and password:
TEScienceStudent
TEMS2016!
Pen or Pencil
Science Notebook
Textbook pg. 32
JAN 27, 2016
L.C. Group
1. SSU
1. SSU
2. L.C work for Ch. 1, section 1,2, and 3
2. Finish Ch. 1, section 4 outline
work. Go over as a class.
3. Presentation to LC group due Monday,
Jan 25.
3. Start Osmosis with a Potato
Lab
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
T. Trimpe 2008 http://sciencespot.net/
START UP- GRAPHIC ORGANIZER –
Scientist
1.
Section 1 Scientists
What they
Contributions
did/looked at
Section 2- Organic compounds
Type of
Compound
1.
2.
2.
3.
3.
4.
5.
4.
Elements
Functions
JAN 27, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 3- Chemical Compounds in Cells
• Describe the four main kinds of organic molecules in living things
• Explain how water is essential to the functioning of cells
CH. 1, SECTION 3 CHEMICAL COMPOUNDS IN CELLS(P. 25) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I.
A.
B.
C.
Elements and Compounds
Elements
Compounds
Organic and Inorganic Compounds
II. Carbohydrates
III. Lipids
IV. Proteins
A. Structure of Proteins
B. Functions of Proteins
V. Nucleic Acids
https://www.youtube.com/watch?v=NWmdwuW4R2Y
VI. Water and Living Things
JAN 27, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 4- The Cell in its Environment
• Explain how small molecules cross the cell membrane
• Explain why osmosis is important to cells
• Describe the difference between Active and Passive Transport.
CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
II. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
III.Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
I. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
I. Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Mendels’ Experiment
A. Crossing Pea Plants
B. The F 1 Offspring
C. The F2 Offspring
D. Experiments with Other Traits
II. Dominant and Recessive Alleles
A. Genes and Alleles
B. Genes and Alleles in Mendel's Crosses
C. Symbols for Alleles
D. Significance of Mendel's Contribution
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Principals of Probability
A. Mathematics of Probability
B. Independence of Events
II. Probability and Genetics
A. Punnett Squares
B. Using a Punnett Square
C. Predicting Probabilities
III.Phenotypes and Genotypes
IV. Codominance
CH. 1, SECTION 3 THE CELL AND INHERITANCE (P. 92) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Chromosomes and Inheritance
A. Chromosome Pairs
B. Genes on Chromosomes
II. Meiosis
A. What happens during Meiosis
B. Meiosis and Punnett Squares
III.A Lineup of Genes
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. The Genetic Code
A. Genes and DNA
B. Order of the Bases
II. How Cells Make Proteins
A. The Role of RNA
B. Types of RNA
C. Translating the Code
III.Mutations
A. Types of Mutations
B. Effects of Mutations
JAN 29, 2016
Materials:
Colored pencils
Pen or Pencil
Science Notebook
Textbook pg. 32
You will need your notebook everyday.
JAN 29, 2016
It’s Friday! Who had a job?
1. No SSU- We are writing thank
you cards to Mr. Levin!
2. Finish Ch. 1, section 4 outline
work. Go over as a class.
3. Start Osmosis with a Potato
Lab-collect data!
L.C. Group
1. No SSU- We are writing thank you cards
to Mr. Levin.
2. L.C work for Ch. 1, section 1,2, and 3
3. LC presentations Thursday, Feb. 4, 2016
(make sure you show LC group members
for critique before then.)
4. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
WRITING THANK YOUS TO MR.
LEVIN!
Thank him for taking time out of his week to come in.
Share information about what you learned or found
interesting.
Draw pictures
Cut out creative card shapes.
Add color.
Turn in.
JAN 29, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 4- The Cell in its Environment
• Explain how small molecules cross the cell membrane
• Explain why osmosis is important to cells
• Describe the difference between Active and Passive Transport.
CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
II. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
III.Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
I. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
I. Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
Answer worksheet questions.
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
Answer worksheet questions.
FEB 1, 2016
Materials:
Pen or Pencil
Science Notebook – Osmosis Lab
Later - Textbook pg. 39
You will need your notebook everyday.
FEB 1, 2016
1. SSU
2. Finish Osmosis Lab and “3
beaker sheet” in notebook.
Go over
3.Start Textbook Review (p. 39, #
1-18 in notebook)
4. Tomorrow
Finish Textbook review
Go over emergency questions
White board review
L.C. Group
1. SSU
2. Finish Osmosis Lab and “3 beaker sheet”
in notebook
3. L.C work for Ch. 1, section 1,2, and 3
4. LC presentations Thursday, Feb. 4, 2016
(make sure you show LC group members
for critique before then.)
5. Keep in mind the high LC
expectations.
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
T. Trimpe 2008 http://sciencespot.net/
START UP- GRAPHIC ORGANIZER –
Scientist
1.
Section 1 Scientists
What they
Contributions
did/looked at
Section 2- Organic compounds
Type of
Compound
1.
2.
2.
3.
3.
4.
5.
4.
Elements
Functions
JAN 29, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 4- The Cell in its Environment
• Explain how small molecules cross the cell membrane
• Explain why osmosis is important to cells
• Describe the difference between Active and Passive Transport.
CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
II. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
III.Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
I. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
I. Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
Answer worksheet questions.
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
Answer worksheet questions.
FEB 2, 2016
You will need your notebook everyday.
Materials:
Pen or Pencil
Pds 1,4,5,8 - Science Notebook – Osmosis Lab and 3
beakers sheet.
Later - Textbook pg. 39
FEB 2, 2016
Reminder about Activity
1. SSU
2. Go over Osmosis Lab and “3
beaker sheet” in notebook.
Go over
L.C. Group
1. SSU
2. Finish Osmosis Lab and “3 beaker sheet”
in notebook
3. L.C work for Ch. 1, section 1,2, and 3
4. LC presentations Thursday, Feb. 4, 2016
(make sure you show LC group members
for critique before then.)
3. Textbook Review (p. 39, # 1-18 5. Keep in mind the
expectations.
in notebook)
Independent
Silent
Go over
See Quizzes
4. Emergency questions/white
board review
high LC
Reading strategy,
learning choices
Topic
Experiment (already been done experiment)
T. Trimpe 2008 http://sciencespot.net/
NOTEBOOK PRE-CHECK
1. How many start ups do we have? (start date is Dec. 1, 2015)
2. Do you have all of your entries? - See the board. Are they all completed?
Recommendation- after you check your notebook, have your partner check it.
Make comments and suggestions.
3. Notebooks due tomorrow or late. (Remember it is MP 3.)
4. Grading –
A –perfect
B- missing 1 thing (i.e.- a heading title or section number or chapter number)
something
C-missing several somethings
Z- Unacceptable. Must redo and resubmit with the highest grade being a C.
JAN 29, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 4- The Cell in its Environment
• Explain how small molecules cross the cell membrane
• Explain why osmosis is important to cells
• Describe the difference between Active and Passive Transport.
CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
II. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
III.Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
I. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
I. Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
Answer worksheet questions.
TITLE: OSMOSIS WITH A POTATO LAB
Purpose: The purpose of this lab is to
Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period
of time.
Background Info: A Solution is a mixture of two or more substances blended homogenously. The
substance in which other substances are dissolved in is called a solvent and the substances which are dissolved
are called solutes.
There are different types of Solutions. In general, solutions are categorized into:
Hypertonic solution: A solution having higher concentration of solute.
Hypotonic solution: A solution which has lower concentration of solute.
Isotonic solution: These are two solutions having similar solute concentration.
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water:
3. Osmosis with a potato that is submersed in salt water:
THE EFFECT OF SOLUTION
ON POTATO FLEXIBILITY.
The effect of solution on potato flexibility.
Solution
Distilled Water
Salt Solution
Sugar Solution
Potato observation before
solution
Potato observation after
being soaked in the
solution
ANALYSIS AND CONCLUSION
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an
explanation of why you think this happened.
3. Why do you think some of the potatoes stayed the same?
4. Which solution was hypertonic? Which solution was hypotonic. Which solution was
isotonic.
5. If potato changed in flexibility, what process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and
use arrows to show the direction of water movement across the potato cell membranes.
7. Which solution served as the control for this experiment & why?
8. In which solutions was there a greater solute concentration outside of the cells?
9. Why is it not good to drink salt water?
What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement. Use the correct format.
Answer worksheet questions.
TEXT BOOK REVIEW –
NOTEBOOK
Pg. 39
# 1-18.
I.
WHITE BOARD REVIEW & FIND THE PAGE
An Overview of Cells
A. Cells and Structure
B. Cells and Function
C. Many and Small
II. First Observation of Cells
A. Robert Hooke
B. Anton van Leeuwenhoek
III. Development of Cell Theory
A. Schleiden, Schwann, and Virchow
B What the Cell Theory Says
IV. Light and Electron Microscopes
A. Magnification and Lenses
B. Compound Microscope Magnification
C. Resolution
D. Electron Microscopes
I.
Elements and Compounds
A. Elements
B. Compounds
C. Organic and Inorganic Compounds
II.
Carbohydrates
III. Lipids
IV. Proteins
A. Structure of Proteins
B. Functions of Proteins
V. Nucleic Acids
VI. Water and Living Things
I. Diffusion
A. What causes Diffusion
B. Diffusion of Oxygen
II. Osmosis
A. Osmosis and Diffusion
B. Effects of Osmosis
III. Active Transport
A. Transport Proteins
B. Transport by Engulfing
C. Why Cells are so Small
FEB 4, 2016
You will need your notebook everyday.
Materials:
* Pen or Pencil
* Science Packet –place packet in the bin on the front desk.
Make sure your name is on in. (-3 points for no names. It
is marking period 3..)
•Science Notebook
•*SSR book
FEB 3, 2016
L.C. Group
1. No SSU
1. No SSU
2. Turn in Ch. 1 packets.
2. Turn in Ch. 1 packets.
3. Return Cell Analogy Project
3. Return Cell Analogy Project
4. Quiz
Buy back 100%, colored, neat
projects.
5. SSR/Silent Work
4. Quiz
7. LC presentations Thursday, Feb. 4, 2016
(make sure you show LC group members
for critique before then.)
5. SSR/Silent Work
6. See quizzes (hopefully)
6. See quizzes (hopefully)
8. Keep in mind the high LC
expectations.
PD. 7 SHORT ANSWER PART A
PICTURE. DRAW THIS PICTURE
ON QUIZ.
After the quizSSR or work on
something silently.
Cell Analogy
quizzes will also be
viewed (hopefully)
PD. 8 SHORT ANSWER PART A
PICTURE. DRAW THIS PICTURE
ON QUIZ
After the
quiz- SSR or
work on
something
silently.
Cell Analogy
quizzes will
also be viewed
(hopefully)
SHORT ANSWER PART A
PICTURE.-DRAW THIS PICTURE
ON QUIZ
After the quizSSR or work on
something silently.
Cell Analogy
quizzes will also be
viewed (hopefully)
FEB 8, 2016
Materials:
Science Textbook (pg. 76)
Science Packet
Science Notebook
Pen or Pencil
You will need your notebook everyday.
FEB 8, 2016
Jobs/stars from Friday
1. SSU
L.C. Group
1.SSU
2. Silent Work for Ch. 3/See quizzes get
stars.
3. Silent Work/LC group meeting
2. Silent Work – reading
strategies/vocab for 1 and 2/ See
quizzes get stars.
4. Continue Ch. 3 LC work.
3. Silent Work/LC group meeting
5. Keep in mind the high LC
expectations.
4. Go over section 1
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
Add to your notes if you are missing
helpful information
5. Take a Class Survey
Seating chart
questions
experiment
Topic idea
Challenge 12
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
FEB 8, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 1- Mendels’ Work
To describe Mendel’s genetics experiments
To identify the factors that control the inheritance of traits in organisms
To explain how geneticists use symbols to represent alleles.
Learning Goals: What is Genetics? How did the study of genetics start?
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Mendels’ Experiment
A. Crossing Pea Plants
B. The F 1 Offspring
C. The F2 Offspring
D. Experiments with Other Traits
II. Dominant and Recessive Alleles
A. Genes and Alleles
B. Genes and Alleles in Mendel's Crosses
C. Symbols for Alleles
D. Significance of Mendel's Contribution
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Mendels’ Experiment
A. Crossing Pea Plants
B. The F 1 Offspring
C. The F2 Offspring
D. Experiments with Other Traits
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Dominant and Recessive Alleles
A. Genes and Alleles
B. Genes and Alleles in Mendel's Crosses
C. Alleles in Mendel’s crosses
Purebred-the same alleles
Hybrid-two different alleles
D. Symbols for Alleles
Dominant –capital letter
Recessive – lower case letter
E. Significance of Mendel's Contribution
DOMINANT AND RECESSIVE
ALLELES
TITLE: TAKE A CLASS SURVEY (P. 82)
Purpose: The purpose of this lab is to determine if traits controlled by dominant
alleles are more common than traits controlled by recessive alleles.
Research: (write and answer)
What are Dominant Alleles?
What are Recessive Alleles?
Hypothesis: Write your hypothesis:
If the traits are (choose one) Dominant/Recessive, then they will show up (choose
one) more/less in this class.
Experiment: Copy Data Table on page 83. Listen to instructions
Analysis: Answer questions from page 82-83.
YOUR DATA/
CLASS DATA
FEB 9, 2016
Materials:
Science Textbook (pg. 82)
Science Notebook
Pen or Pencil
You will need your notebook everyday.
FEB 9, 2016
1. SSU
2. Take a Class Survey
L.C. Group
1.SSU
2. Take a Class Survey
Instructions
Complete
Instructions
Complete
3. Dragon Genetics
Instructions
Complete-attach to packet.
3. Dragon Genetics
4. Continue Ch. 3 LC work.
Instructions
Complete-attach to packet.
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
TITLE: TAKE A CLASS SURVEY (P. 82)
Purpose: The purpose of this lab is to determine if traits controlled by dominant
alleles are more common than traits controlled by recessive alleles.
Research: (write and answer)
What are Dominant Alleles?
What are Recessive Alleles?
Hypothesis: Write your hypothesis:
If the traits are (choose one) Dominant/Recessive, then they will show up (choose
one) more/less in this class.
Experiment: Copy Data Table on page 83. Listen to instructions
Analysis: Answer questions from page 82-83.
FEB 9, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 1- Mendels’ Work
To describe Mendel’s genetics experiments
To identify the factors that control the inheritance of traits in organisms
To explain how geneticists use symbols to represent alleles.
Learning Goals: What is Genetics? How did the study of genetics start?
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Mendels’ Experiment
A. Crossing Pea Plants
B. The F 1 Offspring
C. The F2 Offspring
D. Experiments with Other Traits
II. Dominant and Recessive Alleles
A. Genes and Alleles
B. Genes and Alleles in Mendel's Crosses
C. Symbols for Alleles
D. Significance of Mendel's Contribution
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Mendels’ Experiment
A. Crossing Pea Plants
B. The F 1 Offspring
C. The F2 Offspring
D. Experiments with Other Traits
CH. 2, SECTION 1 MENDELS’ WORK (P. 76)OUTLINE –WRITE YOUR OUTLINE AS YOU READ BECAUSE
YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Dominant and Recessive Alleles
A. Genes and Alleles
B. Genes and Alleles in Mendel's Crosses
C. Alleles in Mendel’s crosses
Purebred-the same alleles
Hybrid-two different alleles
D. Symbols for Alleles
Dominant –capital letter
Recessive – lower case letter
E. Significance of Mendel's Contribution
DOMINANT AND RECESSIVE
ALLELES
TITLE: TAKE A CLASS SURVEY (P. 82)
Purpose: The purpose of this lab is to determine if traits controlled by dominant
alleles are more common than traits controlled by recessive alleles.
Research: (write and answer)
What are Dominant Alleles?
What are Recessive Alleles?
Hypothesis: Write your hypothesis:
If the traits are (choose one) Dominant/Recessive, then they will show up (choose
one) more/less in this class.
Experiment: Copy Data Table on page 83. Listen to instructions
Analysis: Answer questions from page 82-83.
YOUR DATA/
CLASS DATA
AFTER WE HAVE OUR DATA
1. Complete Analysis and Conclusion
questions (p. 82-83) # 1-3. READ the
questions.
2. Complete Dragon Genetics
3. Go over both of these.
FEB 10, 2016
Materials:
Science Textbook (pg. 84)
Science Notebook
Pen or Pencil
Pds. 1 and 4-Dragon Genetics sheet
Genetics packet
You will need your notebook everyday.
FEB 10, 2016
L.C. Group
1.SSU
2. Dragon Genetics-finish
2. Take a Class Survey
Instructions
Complete
3. Go over Ch. 3, section 2
reading strategies.
3. Dragon Genetics
Instructions
Complete-attach to packet.
(do we need a few minutes to finish
our strategies)
4. Continue Ch. 3 LC work.
1. SSU
4. Practice pages 17, 18, & 19 in
packet.
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
Write out Mendel’s Experiment –
Include generations
Descriptions
Symbols
FEB 10, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 2- Probability and Heredity
To describe probability and how it helps explain the results of genetic crosses
To explain the difference between genotype and phenotype
To describe Codominance
Learning Goals: What is Genetics? How did the study of genetics start?
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Principals of Probability
A. Mathematics of Probability
B. Independence of Events
II. Probability and Genetics
A. Punnett Squares
B. Using a Punnett Square
C. Predicting Probabilities
III.Phenotypes and Genotypes
IV. Codominance
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Principals of Probability – a number that describes how likely it is that an event
will occur.
A. Mathematics of Probability – laws of probability predict what is likely to
occur, not necessarily what will occur- example of tossing the coin 20 times…)
B. Independence of Events – the result of one event will not effect the results
of the next event
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Probability and Genetics
A. Punnett Squares
B. Using a Punnett Square
C. Predicting Probabilities
HYBRID
PUREBRED
SET UP A PUNNETT SQUARE.
TRY THESE.
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Phenotypes and Genotypes
A. Phenotype- the appearance – Brown or Tall or Pink
B. Genotype- genetic makeup, or allele combinations
• Homozygous- identical alleles – examples bb or HH or TT
• Heterozygous- different alleles –examples Bb or Hh or Tt
GENOTYPE AND PHENOTYPE
WHAT IS THE PHENOTYPE AND GENOTYPE
PERCENTAGE?
“T” stands for Tall.
“t” stands for short.
“D” stands for Brown
“d” stands for tan
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Codominance – alleles are neither dominant or recessive. Both alleles
expressed.
FINISH THISFIND THE GENOTYPE AND
PHENOTYPE PERCENTAGES
“P” stands for Purple
“W” stands for White
FEB 11, 2016
Materials:
Science Textbook (pg. 84)
Science Notebook
Pen or Pencil
Genetics packet
You will need your notebook everyday.
FEB 11, 2016
L.C. Group
1.SSU
1. SSU
2. Practice pages in packet
2. Go over Ch. 3, section 2
reading strategies.
4. Paper Pet work.
3. Practice pages 17, 18, & 19 in
packet.
4. Paper Pets start
3. Continue Ch. 3 LC work.
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
If Green (G) is dominant to
Red(g), what possible allele
combinations would a Green
dragon have?
FEB 11, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 2- Probability and Heredity
To describe probability and how it helps explain the results of genetic crosses
To explain the difference between genotype and phenotype
To describe Codominance
Learning Goals: What is Genetics? How did the study of genetics start?
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Principals of Probability
A. Mathematics of Probability
B. Independence of Events
II. Probability and Genetics
A. Punnett Squares
B. Using a Punnett Square
C. Predicting Probabilities
III.Phenotypes and Genotypes
IV. Codominance
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Principals of Probability – a number that describes how likely it is that an event
will occur.
A. Mathematics of Probability – laws of probability predict what is likely to
occur, not necessarily what will occur- example of tossing the coin 20 times…)
B. Independence of Events – the result of one event will not effect the results
of the next event
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Probability and Genetics
A. Punnett Squares
B. Using a Punnett Square
C. Predicting Probabilities
HYBRID
PUREBRED
SET UP A PUNNETT SQUARE.
TRY THESE.
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Phenotypes and Genotypes
A. Phenotype- the appearance – Brown or Tall or Pink
B. Genotype- genetic makeup, or allele combinations
• Homozygous- identical alleles – examples bb or HH or TT
• Heterozygous- different alleles –examples Bb or Hh or Tt
GENOTYPE AND PHENOTYPE
WHAT IS THE PHENOTYPE AND GENOTYPE
PERCENTAGE?
“T” stands for Tall.
“t” stands for short.
“D” stands for Brown
“d” stands for tan
CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. Codominance – alleles are neither dominant or recessive. Both alleles
expressed.
FINISH THISFIND THE GENOTYPE AND
PHENOTYPE PERCENTAGES
“P” stands for Purple
“W” stands for White
PRACTICE!
Pgs. 17, 18, & 19.
You may work with your
table mate.
PAPER PETS
Part 1. Parental Generation
Create the genotype and phenotype for your paper pet. Make your pet. (we won’t make
them until after you have made all of your crosses…)
Your pet gets a mate! After getting a mate, copy the genotype and phenotype for your
paper pet’s mate.
Part 2. Creating the F 1 Generation
Complete Punnett squares to show the possible traits for gender, eyes, nose, teeth, and
hair of the offspring. List the probability for the genotype and phenotype.
FEB 12, 2016
You will need your notebook everyday.
Materials:
Assignment book1. Punnett Square review sheet- due Wed. Feb 17
2. Punnett Square Quiz Thurs. Feb 18.
3. Glue/tape if you plan on attaching
accessories/items to your paper pets.
Science Notebook
Pen or Pencil
Pd. 7- Paper Pet Packet
FEB 12, 2016
It’s Friday. Who had a job?
1. SSU
2. Start Paper Pets project
*Parts 1 and 2
3. Create Pet and your Pet’s mate
4. Work on Study Guide
L.C. Group
1.SSU
2. Paper Pet work – follow
instructions. Create your own pet
and mate.
3. Continue Ch. 3 LC work.
4.Keep in mind the high LC
expectations.
Full page learning choices with
high quality.
Full reading strategies
Experiment – research someone
else’s experiment
Topic idea
Challenge 13
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
PAPER PETS
First!
Part 1. Parental Generation
Create the genotype and phenotype for your paper pet. Make your pet. (we won’t make them
until after you have made all of your crosses…)
Your pet gets a mate! After getting a mate, copy the genotype and phenotype for your paper
pet’s mate.
Part 2. Creating the F 1 Generation
Complete Punnett squares to show the possible traits for gender, eyes, nose, teeth, and hair of
the offspring. List the probability for the genotype and phenotype.
Second!
Create your construction paper pet and pet’s mate. You must create both of them. Do not
loose them.
We will start Part 3 on Tuesday.
FEB 16, 2016
Materials:
Science Notebook
Pen or Pencil
Paper Pets Packet
Later- Punnett Square practice problems
You will need your notebook everyday.
FEB 16, 2016
1. SSU
2. Go over Paper Pets Part 3.
Gender
Genotype
Phenotype
(do not make them yet.)
3. Work on Punnett Square
practice problems/ make up your
own if you have already done the
practice one/find some online.
Very important! Tomorrow is
Wednesday!
L.C. Group
1. SSU
2. Go over Paper Pets Part 3.
Gender
Genotype
Phenotype
(do not make them yet.)
3. Work on Punnett Square practice problems.
4. LC work
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
If the red haired mom rabbit is “Rr” and
the brown haired dad rabbit is “rr”, what is
the probability that they will have a baby
bunny with red hair?
FEB 16, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 2- Probability and Heredity
To describe probability and how it helps explain the results of genetic crosses
To explain the difference between genotype and phenotype
To describe Codominance
Learning Goals: What is Genetics? How did the study of genetics start?
PAPER PETS WORK
Today1. Sit with your paper pet’s partner/paper pet mate.
2. Go over Part 3.
3. Determine gender, phenotype, genotype. Fill in
your Paper Pet Packet
4. Do not make the children yet- work on practice
Punnett Square problems.
FEB 17, 2016
Materials:
Punnett Square HW
Pen or Pencil
Paper Pets Packet
You will need your notebook everyday.
FEB 17, 2016
1. SSU-Turn in HW. Ms. S will
check and give feedback and
record in pinnacle.
2. Create family. Put pets on
paper.
3. Go over Punnett Square
problems as a class.
L.C. Group
1. SSU-Turn in HW
2. Create family. Put pets on paper.
3. Go over Punnett Square problems as a class.
(do not make them yet.)
4. LC work
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
FEB 17, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 2- Probability and Heredity
To describe probability and how it helps explain the results of genetic crosses
To explain the difference between genotype and phenotype
To describe Codominance
Learning Goals: What is Genetics? How did the study of genetics start?
PAPER PETS WORK
Today1. Make the children.
On the front desk are the baby tracers and colors. Take the number
of blues and yellows that you need and get a baby tracer.
2. Place on photo album paper.
3. While working- Ms. S will look over your HW and make
comments on Pinnacle.
4. There are bins on the side of the room for you to place your
photos.
5. Once everyone is finished with the quiz tomorrow, you may
continue to work.
FEB 18, 2016
Materials:
Pen or Pencil
For after the quiz
-SSR book or other work
-Paper Pets Packet
-Paper Pets
You will need your notebook everyday.
FEB 18, 2016
1. No SSU- Punnett Square quiz
2. After the quiz,
SSR or work on other work. (No
Paper Pets. Rustling papers is a
distraction to people who are
trying to concentrate…)
3. Once all have finished the
quiz.
Paper Pets/continue SSR
4. Discuss tomorrow’s class
Paper Pets?
Genetics video?
Time to work on HW?
Split the time for each?
L.C. Group
1. No SSU- Punnett Square quiz
2. After the quiz,
SSR or work on other work. (No Paper
Pets. Rustling papers is a distraction to
people who are trying to concentrate…)
3. Once all have finished the quiz.
work on Paper Pets
4. LC work
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
FEB 17, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 2- Probability and Heredity
To describe probability and how it helps explain the results of genetic crosses
To explain the difference between genotype and phenotype
To describe Codominance
Learning Goals: What is Genetics? How did the study of genetics start?
FEB 19, 2016
You will need your notebook everyday.
Materials:
Assignment book: Paper Pets due
Monday, Feb 22
Science Notebook
Science Packet
Science Textbook
(Pds. 1,7,8) Later – Paper Pet work
FEB 19, 2016
L.C. Group
It’s Friday. Who had a job?
1. SSU
1. SSU
2. Independent Silent Time- work on
homework, SSR. Must stay silent. Ms.
S is showing quizzes/grades.
2. Independent Silent Timework on Ch. 3, section3 vocab
and notes, SSR. Must stay
silent. Ms. S is showing
quizzes/grades.
3. Once quizzes/grades
shownPds. 1,7,8- Paper Pet work.
Pds. 4 and 5- Genetics Video
3. Once quizzes/grades shown work on Paper Pets
4. LC work
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
Challenge 13
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
TODAY
1. Independent Silent Time- work on Ch. 3, section 3
vocab and notes/SSR. Must stay silent. Ms. S is
showing quizzes/grades.
2. Once quizzes/grades shownPds. 1,7,8- Paper Pet work.
Pds. 4 and 5- Genetics Video – bring chairs to the
Smart Board.
FEB 22, 2016
You will need your notebook everyday.
Materials:
1. Assignment book: Ch. 3,
section 3 vocab and notes
2. Paper Pet Photo
3. Science Notebook
4. (Later) Science Textbook pg. 92
FEB 22, 2016
1. SSU
2. Paper Pet Presentations
3. Genetics Video- Bring chairs to
the Smart Board.
4. Start Ch. 3, section 3- The Cell
and It’s inheritance (p. 92)
Choose your own strategy
Independent Silent Reading Time
Go over information
Practice
L.C. Group
1. SSU
2. Paper Pet Presentations
3. Optional Video
4. LC Work
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
“B” Words
T. Trimpe 2008 http://sciencespot.net/
Can you unscramble all the words below?
Hint: They all start with the letter B.
CAERTBIA
1. I can make you sick.
LOBOD
2. I flow through your body.
OBLIOGSIT
3. I study living things.
S E BA
4. I have a pH over 7.
NOBES
5. We support your body.
The answers are …
BACTERIA
1. I can make you sick.
BLOOD
2. I flow through your body.
BIOLOGIST
3. I study living things.
BASE
4. I have a pH over 7.
BONES
5. We support your body.
NEXT1. Paper Pets Presentations
2. Genetics Video
3. Independent Silent time to read Ch. 3,
section 3 The Cell and Inheritance.Choose your strategy.
Do not forget your headings.
FEB 22, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 3- The Cells and Inheritance
To describe the role of chromosomes and inheritance
To explain the events that occur in Meiosis
Learning Goals: What is Genetics? How did the study of genetics start?
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
I. Chromosomes and Inheritance
A. Chromosome Pairs
B. Genes on Chromosomes
II. Meiosis
A. What happens during Meiosis
B. Meiosis and Punnett Squares
III.A Lineup of Genes
CH. 1, SECTION 3 THE CELL AND INHERITANCE (P. 92)
I. Chromosomes and Inheritance
Chromosomes- is a packaged and organized structure containing most of the DNA of a living
organism. It is not usually found on its own, but rather is structured by being wrapped around
protein complexes called nucleosomes, which consist of proteins called histones.
A. Chromosome Pairs- one of a pair of chromosomes that match up at meiosis
and are identical in morphology and arrangement; a chromosome with the same
gene sequence as another, each derived from one parent
B. (Grasshopper- 12 pairs. 23 chromosomes. 12 chromosomes from
mom. 12 chromosomes from dad.)
B. Genes on Chromosomes-Alleles are different forms of a gene. One
allele in a pair comes from female parents and the other allele in the
pair comes from the male parent. The paired alleles are carried on
the paired chromosomes.
Chromosome Theory of Inheritance- genes are carried from their parents to their offspring on
chromosomes.
CH. 1, SECTION 3 THE CELL AND INHERITANCE (P. 92) OUTLINE –WRITE YOUR OUTLINE AS YOU
READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
How do sex cells end up with half the number of chromosomes as body cells?
I. Meiosis – the process by which the number of chromosomes is reduced by hald
to form sex cells-sperm and egg
A. What happens during Meiosis
A. Meiosis and Punnett Squares
I. A Lineup of Genes
YOUR TURN!- PRACTICE WITH
CHROMOSOMES AND DEFINITIONS!
* Complete pages 15 & 16 in your packet.
•You may work with your table mate.
•We will go over this as a class.
•Make sure you know how to do this. You will
see it again on a quiz. Do not just copy off of
your partner.
FEB 23, 2016
Materials:
1.
2.
3.
Pen or Pencil
Science Notebook
Science Textbook pg. 92
You will need your notebook everyday.
FEB 23, 2016
L.C. Group
1. SSU/Paper Pets that were not
presented yesterday.
1. SSU
2. Continue Ch. 3, section 3- The
Cell and It’s inheritance (p. 92)
3. Optional Video
Choose your own strategy
Independent Silent Reading Time
Go over information
Practice
3. Practice in packet. Work on
sheet with your partner. Go over
as a class.
4. If time, a Genetics video.
2. Paper Pet Presentations
4. LC Work
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
In class we watched the “Power Of Genes” video
yesterday.
1. What did you find interesting?
2. What are some questions that you have?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
If you were not here1. What do you find interesting about Genetics so far.
2. What are some questions that you still have?
NEXT1. Pds 1,5,7,8- Independent Silent time to read Ch. 3, section 3
The Cell and Inheritance.pg. 92
Choose your strategy.
Do not forget your headings.
3. Go over Ch. 3, section 3
2. Practice in packet. Work on sheet with your partner. Go
over as a class.
3. End with questions!
FEB 23, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 3- The Cells and Inheritance
To describe the role of chromosomes and inheritance
To explain the events that occur in Meiosis
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
I. Chromosomes and Inheritance
A. Chromosome Pairs
B. Genes on Chromosomes
II. Meiosis
A. What happens during Meiosis
B. Meiosis and Punnett Squares
III.A Lineup of Genes
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
I. Chromosomes and Inheritance
Chromosomes- is a packaged and organized structure containing most of the DNA of a living
organism. It is not usually found on its own, but rather is structured by being wrapped around
proteins called histones.
A. Chromosome Pairs- one of a pair of chromosomes that match up at
meiosis and are identical in arrangement –they have the same gene
sequence as another, each derived from one parent
- (Grasshopper- 12 pairs. 24 chromosomes. 12 chromosomes from mom. 12
chromosomes from dad.)
B. Genes on Chromosomes-Alleles are different forms of a gene. One
allele in a pair comes from female parents and the other allele in the
pair comes from the male parent. The paired alleles are carried on
the paired chromosomes.
Chromosome Theory of Inheritance- genes are carried from their parents to their offspring
on chromosomes.
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
How do sex cells end up with half the number of chromosomes as body cells?
I. Meiosis – the process by which the number of chromosomes is reduced by half
to form sex cells-sperm and egg
A. What happens during Meiosis
Pg. 94
A. Meiosis and Punnett Squares
I. A Lineup of Genes-chromosomes are made up of many genes joined
together like beads on a string. The genes are lines up in the same
order on both chromosomes. However the alleles for some of the
genes might be different. For example, the organism may have the
A allele on one chromosome and the a alleles on the other
YOUR TURN!- PRACTICE WITH
CHROMOSOMES AND DEFINITIONS!
* Complete pages 15 & 16 in your packet.
•First 8 minutes silent time.
•Then time to talk to you r table mates
•Go over this as a class.
•Make sure you know how to do this.
FEB 24, 2016
You will need your notebook everyday.
Materials:
Assignment Book: Study for Next Friday’s Ch. 3,
section 1 (2), 3, and 4 quiz.
1.
2.
3.
Pen or Pencil
Science Notebook
Science Textbook pg. 92
FEB 24, 2016
1. SSU/Paper Pets that were not
presented yesterday. 2. Pds 1,7,8 –
Go over Ch. 3, section 3- The Cell
and It’s inheritance (p. 92)
3. Practice in packet. Go over as a
class.
4. Genetics video – The Mystery
of Twins
*Talk to a Twin if there is one in
your class!
5. Start Ch. 3, section 4
HW//study
L.C. Group
1. SSU
2. Optional Video – The Mystery of Twins
4. LC Work – Presentations will be on
Monday, March 7. Yay!!!
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE FOLLOWING
1. What are chromosomes? Why are they important
when discussing Inheritance?
2. What is the Chromosome Theory of Inheritance.
(Refer to your book if your class has not gone over
this information)
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
& Pd. 8 – 5 silent minutes to finish you
reading/reading strategy for Ch. 3, section 3
NEXT1. Pds 1,5,8- Go over Ch. 3, section 3
2. Practice in packet. 8 minutes of silent time to work, and
then you may work with your partner. Go over as a class.
3. Mystery of Twins video.
4. End with questions!
FEB 24, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 3- The Cells and Inheritance
To describe the role of chromosomes and inheritance
To explain the events that occur in Meiosis
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
I. Chromosomes and Inheritance
A. Chromosome Pairs
B. Genes on Chromosomes
II. Meiosis
A. What happens during Meiosis
B. Meiosis and Punnett Squares
III.A Lineup of Genes
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
I. Chromosomes and Inheritance
Chromosomes- is a packaged and organized structure containing most of the DNA of a living
organism. It is not usually found on its own, but rather is structured by being wrapped around
proteins called histones.
A. Chromosome Pairs- one of a pair of chromosomes that match up at
meiosis and are identical in arrangement –they have the same gene
sequence as another, each derived from one parent
- (Grasshopper- 12 pairs. 24 chromosomes. 12 chromosomes from mom. 12
chromosomes from dad.)
B. Genes on Chromosomes-Alleles are different forms of a gene. One
allele in a pair comes from female parents and the other allele in the
pair comes from the male parent. The paired alleles are carried on
the paired chromosomes.
Chromosome Theory of Inheritance- genes are carried from their parents to their offspring
on chromosomes.
CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92)
How do sex cells end up with half the number of chromosomes as body cells?
I. Meiosis – the process by which the number of chromosomes is reduced by half
to form sex cells-sperm and egg
A. What happens during Meiosis
Pg. 94
A. Meiosis and Punnett Squares
I. A Lineup of Genes-chromosomes are made up of many genes joined
together like beads on a string. The genes are lines up in the same
order on both chromosomes. However the alleles for some of the
genes might be different. For example, the organism may have the
A allele on one chromosome and the a alleles on the other
YOUR TURN!- PRACTICE WITH
CHROMOSOMES AND DEFINITIONS!
* Complete pages 15 & 16 in your packet.
•First 8 minutes silent time.
•Then time to talk to you r table mates
•Go over this as a class.
•Make sure you know how to do this.
•And then The Mystery of Twins video
FEB 29, 2016
You will need your notebook everyday.
Materials:
Assignment Book: Notebook check on Friday
(same day as your quiz)
1.
2.
3.
4.
Pen or Pencil
Science Notebook
Later Science Textbook pg. 97
Packet pg. 13 and 14.
FEB 29, 2016
L.C. Group
1. SSU/ We did not meet last Friday.
Who had a job?
1. SSU
2. Finish genetics video – The Mystery
of Twins
3. Start Ch. 3, section 4
2. Optional Video – The Mystery of Twins
Reading strategy
Packet work.
*Talk to a Twin if there is one in your
class!
4. LC Work – Presentations will be on
Monday, March 7. Yay!!!
3. Start Ch. 3, section 4 – reading
strategy.
5. Keep in mind the high LC expectations.
Full page learning choices with high
(See Quizzes- you have until
Wednesday for a new score)
4. Go over the information.
5. Practice in packet. pgs. 13 and 14.)
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
QUIZ ON FRIDAY!
REVIEW-
1. What is another way to say
Heterozygous?
2. What looks the same as a
Homozygous allele combination?
FEB 29, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 4- The DNA Connection
To describe what forms the genetic code
To explain how a cell produces protein
To explain how mutations can affect organisms
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. The Genetic Code
A. Genes and DNA
B. Order of the Bases
II. How Cells Make Proteins
A. The Role of RNA
B. Types of RNA
C. Translating the Code
III.Mutations
A. Types of Mutations
B. Effects of Mutations
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code – the main function of genes is to control the production of
proteins in an organism’s cells. Proteins help determine the size, shape, color,
and many other traits in an organisms
A. Genes and DNA
A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G),
and cytosine (C )
B. The bases in a gene are arranged in a specific order.
B. Order of the Bases
A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of
protein will be produced
*Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine.
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code – the main function of genes is to control the production of
proteins in an organism’s cells. Proteins help determine the size, shape, color,
and many other traits in an organisms
B. Order of the Bases
A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of
protein will be produced
*Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins – Protein synthesis. The cell uses information from a
gene on a chromosome to produce specific proteins.
* Protein synthesis takes place ON the ribosome in the cytoplasm of the
cell. (but remember that chromosomes are inside of the nucleus…)
A. The Role of RNA – a messenger must carry the genetic code from the DNA
inside the nucleus to the cytoplasm. This messenger is RNA.
A. RNA- Ribonucleic Acid has a different sugar than DNA
A. Is also single stranded
B. Has a Uracil nitrogen base instead of thymine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins – Protein synthesis. The cell uses information from a
gene on a chromosome to produce specific proteins.
* Protein synthesis takes place ON the ribosome in the cytoplasm of the
cell. (but remember that chromosomes are inside of the nucleus…)
B. Types of RNA
A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries
it to the cytoplasm.
B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing
protein chain.
A. Translating the Code
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins – Protein synthesis. The cell uses information from a
gene on a chromosome to produce specific proteins.
* Protein synthesis takes place ON the ribosome in the cytoplasm of the
cell. (but remember that chromosomes are inside of the nucleus…)
A. Translating the Code
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
C. Translating the Code -
https://www.y
outube.com/w
atch?v=gG7u
CskUOrA
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE
III. Mutations – mutations can cause a cell to produce an incorrect protein during
protein synthesis. As a result, the organisms trait, or phenotype, may be different
from what it normally would have been.
A. Types of Mutations
• Substitution
• Deletion
• Addition
B. Effects of Mutations
*Harmful –lemur with a white color in the wild.
*Helpful – antibiotic resistance in bacteria
*Neither Harmful or helpful- brown lemur in the zoo
DNA COLORING- TRANSCRIPTION AND TRANSLATION
Colors you will need:
Orange
Dark Green
Purple
Yellow
Brown
Dark Blue
Light Blue
Gray
Red
Pink
Light Green
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Instructions:
1. Read Page 13 as a class, and then read it again independently and silently.
2. Color the appropriate sections on page 14.
3. Answer the question son the bottom of page 13.
4. Go over the answers
STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM.
I. Mendels’ Experiment
II. Dominant and Recessive Alleles
III.Chromosomes and Inheritance
IV. Meiosis
V. A Lineup of Genes
VI. The Genetic Code
VII.How Cells Make Proteins
VIII.Mutations
MARCH 1, 2016
You will need your notebook everyday.
Materials:
Assignment Book: Ch. 3, section 4 vocab and
notes
1.
2.
3.
4.
Pen or Pencil
Science Notebook
Science Textbook pg. 97
Packet pg. 13 and 14.
MARCH 1, 2016
L.C. Group
1. SSU
1. SSU
2. Continue Ch. 3, section 4 – reading
strategy.
2. Optional Video – The Mystery of Twins
3. Start Ch. 3, section 4
Reading strategy
Packet work.
(Pd. 1 See Quizzes- (Reminder to all
classes - you have until Thursday for a
new score)
4. LC Work – Presentations will be on
Monday, March 7. Yay!!!
3. Go over the Ch. 3, section 4. The
DNA Connection
5. Keep in mind the high LC expectations.
Full page learning choices with high
4. Practice in packet. pgs. 13 and 14.
Instructions
5. Genetics video
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
QUIZ ON FRIDAY!
REVIEW-
Explain Mendel’s Experiment.
MARCH 1, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 4- The DNA Connection
To describe what forms the genetic code
To explain how a cell produces protein
To explain how mutations can affect organisms
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. The Genetic Code
A. Genes and DNA
B. Order of the Bases
II. How Cells Make Proteins
A. The Role of RNA
B. Types of RNA
C. Translating the Code
III.Mutations
A. Types of Mutations
B. Effects of Mutations
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code – the main function of genes is to control the production of
proteins in an organism’s cells. Proteins help determine the size, shape, color,
and many other traits in an organisms
A. Genes and DNA
A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G),
and cytosine (C )
B. The bases in a gene are arranged in a specific order.
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code –
B. Order of the Bases
A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of
protein will be produced
*Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97)
II. How Cells Make Proteins – Protein synthesis. The cell uses information from a
gene on a chromosome to produce specific proteins.
* Protein synthesis takes place ON the ribosome in the cytoplasm of the
cell. (but remember that chromosomes are inside of the nucleus…)
A. The Role of RNA – a messenger must carry the genetic code from the DNA
inside the nucleus to the cytoplasm. This messenger is RNA.
* RNA- Ribonucleic Acid has a different sugar than DNA
A. Is also single stranded
B. Has a Uracil nitrogen base instead of thymine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
B. Types of RNA
A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries
it to the cytoplasm.
B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing
protein chain.
A. Translating the Code-
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
A. Translating the Code
https://www.y
outube.com/w
atch?v=gG7u
CskUOrA
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE
III. Mutations – mutations can cause a cell to produce an incorrect protein during
protein synthesis. As a result, the organisms trait, or phenotype, may be different
from what it normally would have been.
A. Types of Mutations
• Substitution
• Deletion
• Addition
B. Effects of Mutations
*Harmful –lemur with a white color in the wild.
*Helpful – antibiotic resistance in bacteria
*Neither Harmful or helpful- brown lemur in the zoo
DNA COLORING- TRANSCRIPTION AND TRANSLATION
Colors you will need:
Orange
Dark Green
Purple
Yellow
Brown
Dark Blue
Light Blue
Gray
Red
Pink
Light Green
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Instructions:
1. Read Page 13 as a class, and then read it again independently and silently.
2. Color the appropriate sections on page 14.
3. Answer the question son the bottom of page 13.
4. Go over the answers
GENETICS VIDEO/ STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM.
I. Mendels’ Experiment
II. Dominant and Recessive Alleles
III.Chromosomes and Inheritance
IV. Meiosis
V. A Lineup of Genes
VI. The Genetic Code
VII.How Cells Make Proteins
VIII.Mutations
MARCH 2, 2016
Materials:
1.
2.
3.
4.
Pen or Pencil
Science Notebook
Science Textbook pg. 97
Packet pg. 13 and 14.
You will need your notebook everyday.
MARCH 2, 2016
1. SSU
2. Continue going over the Ch. 3,
section 4. The DNA Connection
3. Practice in packet. pgs. 13 and 14.
Instructions
4. Genetics video-Genes and
Environment
L.C. Group
1. SSU
2. Continue going over the Ch. 3, section 4. The DNA
Connection
3. Practice in packet. pgs. 13 and 14.
Instructions
4. Genetics video-Genes and Environment
Reading strategy
Packet work.
5. LC Work – Presentations will be on Monday,
March 7. Yay!!!
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
QUIZ ON FRIDAY!
REVIEW-
If an animal’s somatic chromosome
number is 401. How many pairs are there?
2. How many chromosomes are in
the haploid cell?
MARCH 2, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 4- The DNA Connection
To describe what forms the genetic code
To explain how a cell produces protein
To explain how mutations can affect organisms
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. The Genetic Code
A. Genes and DNA
B. Order of the Bases
II. How Cells Make Proteins
A. The Role of RNA
B. Types of RNA
C. Translating the Code
III.Mutations
A. Types of Mutations
B. Effects of Mutations
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code – the main function of genes is to control the production of
proteins in an organism’s cells. Proteins help determine the size, shape, color,
and many other traits in an organisms
A. Genes and DNA
A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G),
and cytosine (C )
B. The bases in a gene are arranged in a specific order.
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code –
B. Order of the Bases
A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of
protein will be produced
*Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97)
II. How Cells Make Proteins – Protein synthesis. The cell uses information from a
gene on a chromosome to produce specific proteins.
* Protein synthesis takes place ON the ribosome in the cytoplasm of the
cell. (but remember that chromosomes are inside of the nucleus…)
A. The Role of RNA – a messenger must carry the genetic code from the DNA
inside the nucleus to the cytoplasm. This messenger is RNA.
* RNA- Ribonucleic Acid has a different sugar than DNA
A. Is also single stranded
B. Has a Uracil nitrogen base instead of thymine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
B. Types of RNA
A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries
it to the cytoplasm.
B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing
protein chain.
A. Translating the Code-
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
A. Translating the Code
https://www.y
outube.com/w
atch?v=gG7u
CskUOrA
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE
III. Mutations – mutations can cause a cell to produce an incorrect protein during
protein synthesis. As a result, the organisms trait, or phenotype, may be different
from what it normally would have been.
A. Types of Mutations
• Substitution
• Deletion
• Addition
B. Effects of Mutations
*Harmful –lemur with a white color in the wild.
*Helpful – antibiotic resistance in bacteria
*Neither Harmful or helpful- brown lemur in the zoo
DNA COLORING- TRANSCRIPTION AND TRANSLATION
Colors you will need:
Orange
Dark Green
Purple
Yellow
Brown
Dark Blue
Light Blue
Gray
Red
Pink
Light Green
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Instructions:
1. Read Page 13 as a class, and then read it again independently and silently.
2. Color the appropriate sections on page 14.
3. Answer the question son the bottom of page 13.
4. Go over the answers
GENETICS VIDEO START/ STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM.
(WE WILL BE USING THIS FOR OUR CLASS WHITE BOARD REVIEW TOMORROW.)
I. Mendels’ Experiment
II. Dominant and Recessive Alleles
III.Chromosomes and Inheritance
IV. Meiosis
V. A Lineup of Genes
VI. The Genetic Code
VII.How Cells Make Proteins
VIII.Mutations
MARCH 2, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 4- The DNA Connection
To describe what forms the genetic code
To explain how a cell produces protein
To explain how mutations can affect organisms
MARCH 3, 2016
You will need your notebook everyday.
Materials:
1.
2.
3.
4.
5.
Pen or Pencil
Notebook
Pds 1- DNA coloring to go over.
Mini White board/eraser/whiteboard marker.
Textbook.
MARCH 3, 2016
1. SSU
2. Pd. 1 Go over DNA coloring.
3. Mini White board review.
You and your partner get a topic.
Ask the class.
Class writes answer on whiteboard
You check the class answers.
4. Options
Study with a partner
Genetics video-Genes and
Environment
L.C. Group
1. SSU
2. Continue going over the Ch. 3, section 4. The DNA
Connection
3. Optional-Review with the class.
4. LC Work – Presentations will be on Monday,
March 7. Yay!!!
5. Keep in mind the high LC expectations.
Full page learning choices with high quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
QUIZ ON FRIDAY!
REVIEW-
Explain the process of Transcription
and Translation. Remember location
and vocab.
You may also draw a picture with
labels.
MARCH 3, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 4- The DNA Connection
To describe what forms the genetic code
To explain how a cell produces protein
To explain how mutations can affect organisms
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
I. The Genetic Code
A. Genes and DNA
B. Order of the Bases
II. How Cells Make Proteins
A. The Role of RNA
B. Types of RNA
C. Translating the Code
III.Mutations
A. Types of Mutations
B. Effects of Mutations
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code – the main function of genes is to control the production of
proteins in an organism’s cells. Proteins help determine the size, shape, color,
and many other traits in an organisms
A. Genes and DNA
A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G),
and cytosine (C )
B. The bases in a gene are arranged in a specific order.
CH. 3, SECTION 4 THE DNA CONNECTION (P.97)
I. The Genetic Code –
B. Order of the Bases
A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of
protein will be produced
*Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97)
II. How Cells Make Proteins – Protein synthesis. The cell uses information from a
gene on a chromosome to produce specific proteins.
* Protein synthesis takes place ON the ribosome in the cytoplasm of the
cell. (but remember that chromosomes are inside of the nucleus…)
A. The Role of RNA – a messenger must carry the genetic code from the DNA
inside the nucleus to the cytoplasm. This messenger is RNA.
* RNA- Ribonucleic Acid has a different sugar than DNA
A. Is also single stranded
B. Has a Uracil nitrogen base instead of thymine.
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
B. Types of RNA
A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries
it to the cytoplasm.
B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing
protein chain.
A. Translating the Code-
CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE –WRITE YOUR OUTLINE AS YOU READ
BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)
II. How Cells Make Proteins –
A. Translating the Code
https://www.y
outube.com/w
atch?v=gG7u
CskUOrA
CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE
III. Mutations – mutations can cause a cell to produce an incorrect protein during
protein synthesis. As a result, the organisms trait, or phenotype, may be different
from what it normally would have been.
A. Types of Mutations
• Substitution
• Deletion
• Addition
B. Effects of Mutations
*Harmful –lemur with a white color in the wild.
*Helpful – antibiotic resistance in bacteria
*Neither Harmful or helpful- brown lemur in the zoo
DNA COLORING- TRANSCRIPTION AND TRANSLATION
Colors you will need:
Orange
Dark Green
Purple
Yellow
Brown
Dark Blue
Light Blue
Gray
Red
Pink
Light Green
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Instructions:
1. Read Page 13 as a class, and then read it again independently and silently.
2. Color the appropriate sections on page 14.
3. Answer the question son the bottom of page 13.
4. Go over the answers
GENETICS VIDEO START/ STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM.
I. Mendels’ Experiment
II. Dominant and Recessive Alleles
III.Chromosomes and Inheritance
IV. Meiosis
V. A Lineup of Genes
VI. The Genetic Code
VII.How Cells Make Proteins
VIII.Mutations
MARCH 3, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 3 Genetics: Section 4- The DNA Connection
To describe what forms the genetic code
To explain how a cell produces protein
To explain how mutations can affect organisms
MARCH 4, 2016
You will need your notebook everyday.
Materials:
1.
2.
3.
Pen or Pencil
No Notebook – Notebook check postponed until
Ch. 4 quiz.
SSR book (or something to work on silently after
your quiz.)
MARCH 4, 2016
L.C. Group
It’s Friday! Who had a job?
1. Ch. 3, quiz.
1. Ch. 3, quiz.
Independent
Silent
Independent
Silent
2. After your quiz, work on something silently.
(Ch. 3 packets will be due on Monday but you
may turn them in today.)
2. After your quiz, work on
something silently.
3. LC Work – Presentations will be on
Monday, March 7. Yay!!!
Ch. 3 packets will be due on
Monday but you may turn them
in today.
3. When all have finishedGenetics video-Genes and
Environment
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
MARCH 7, 2016
You will need your notebook everyday.
Materials:
Assignment Book: Ch. 4, section 1 vocab and
notes. You will get the packet in class today.
1.
2.
3.
Pen or Pencil
Notebook
Textbook – pg. 110
MARCH 7, 2016
1. L.C Presentations for pds.
1,4,8//SSU for pds 5 and 7.
2. Start Ch. 4, section 1reading strategy (pg. 110.)
3. When everyone has
finished-we go over notes as a
class. (Work on homework
while you wait.)
4. When all have finished - Go
over section notes.
5. Practice with X linked.
L.C. Group
l. L.C Presentations for pds. 1,4,8//SSU
for pds 5 and 7.
2. Start Ch. 4- New LC meeting while class
works on reading strategy.
3. Start Ch. 4 L.C. work
(In packet- Practice with X linked.
4. Paper People Start
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
Challenge 3
SEE IF YOU CAN DETERMINE WHAT THE
FOLLOWING MAGNIFIED PHOTO IS.
THE ANSWERS:
MARCH 7, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Human Inheritance
To describe patterns of human inheritance
To explain the function of the sex chromosomes
To explain the relationship between genes and the environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
I. Patterns of Inheritance
A. Single Genes with Two Alleles
B. Single Genes with Multiple Alleles
C. Traits controlled by many genes
II. The Sex chromosomes
A. Girl or Boy?
B. Sex chromosomes and fertilization
C. Sex-linked Genes
D. Inheritance of Color Blindness
III.The Effect of Environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
I. Patterns of Inheritance – Some human traits are controlled by single genes
with two alleles, and others by single genes with multiple alleles. Still other
traits are controlled by many genes that act together.
A. Single Genes with Two Alleles – a number of human traits are controlled by a
single genes with one dominant allele and one recessive allele. These human
traits have two distinctly different phenotypes, or physical appearances.
(example- widows’ weak hairline)
B. Single Genes with Multiple Alleles – some human traits are controlled by a
single gene that has more than two alleles. (two or three forms of a gene)
(example – Blood Types A, B, AB, and O)
C. Traits controlled by many genes – Some human traits show large numbers of
phenotypes (height, hair color, shades of skin color)
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
II. The Sex chromosomes - the sex chromosome carry genes that determine
whether a person is male or female. They also carry the genes that determine
other traits.
A. Girl or Boy?
XX-girl
XY-boy
B. Sex chromosomes and fertilization
Sperm cells carry 1 X and 1 Y chromosomes
Egg carry 2 X chromosomes
(the sperm determines if the baby will be XX or XY)
C. Sex-linked Genes
- X linked. Genes carried on the X only. Not carried n the Y.
- X linked can have dominant and recessive allies. In females, the dominant on
the X will masked a recessive on the other X.
In males, there is usually no matching alleles on the Y chromosomes, so any allele
on the X, even a recessive, will show up on the male who inherits it
Example- color blindness
D. Inheritance of Color Blindness
Colorblindness is a trait controlled by a recessive
allele on the X chromosome.
Carrier- a person who has one recessive allele for one trait .
A carrier of a allele does not have the trait, but they can pass the recessive the
recessive allele to his or her offspring.
PRACTICE IN
PACKET. WORK
WITH A PARTNER.
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
III. The Effect of Environment – many of a person’s characteristics are
determined by interaction between genes and environment.
* People’s heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain
vitamins can prevent a person from growing as tall as a person might be.
* Environmental factors can affect human skills-a person may be born with
strong muscle coordination and a good sense of hearing, but the musician
must have instruction to play the instrument.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders –
A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes.
Some genetic disorders are caused by mutations in the DNA of genes.
A. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were
removed from a DNA molecule
B. Sickle-Cell Disease – affects hemoglobin, a protein in red blood cells that carries oxygen. When
oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape.
These cells can clog vessels and can not carry as much oxygen as normal cells.
*The allele for the sickle cell trait is Codominant.
* A person with two sickle cells alleles will have the disease.
* A person with one sickle-cell with produce both normal hemoglobin and abnormal hemoglobin-this
person will usually not have the symptoms.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I.
Causes of Genetic Disorders –
C. Hemophilia – A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a
recessive allele on the X chromosome.
D. Down Syndrome – a persons cells have an extra copy of chromosome 21. Most often occurs when
chromosomes fail to separate properly during meiosis.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular
trait.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
III. Managing Genetic Disorders
A. Karyotypes
A. Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to
help them.
B. Dealing with Genetic Disorders – Medical treatments help with some disorders (physical
therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid,
vitamins for people with sickle cells, education, and job training for adults with Down Syndrome
can help then find places of employment.
Good news! Most genetic disorders do not prevent people from living active, productive lives.
MARCH 8, 2016
Materials:
1.
2.
3.
4.
Pen or Pencil
Notebook
Textbook – pg. 110
Ch. 4 Packet
You will need your notebook everyday.
MARCH 8, 2016
1. Pds 1,5,7 –No SSU// LC
presentation for pds 4 and 8
2. Continue Ch. 4, section 1reading strategy (pg. 110.)
3. Go over section notes.
5. Practice with X linked.
Independent.
With a partner.
Go over
6. Paper People Start
L.C. Group
l. L.C Presentations for pds. 4,8//No SSU
for pds 1, 5 and 7.
2. Pd. 1 - Start Ch. 4- New LC meeting while
class works on reading strategy.
3. Start Ch. 4 L.C. work
(In packet- Practice with X linked. Pds 9
and 10)
4. Paper People Start
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
MARCH 7, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Human Inheritance
To describe patterns of human inheritance
To explain the function of the sex chromosomes
To explain the relationship between genes and the environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
I. Patterns of Inheritance
A. Single Genes with Two Alleles
B. Single Genes with Multiple Alleles
C. Traits controlled by many genes
II. The Sex chromosomes
A. Girl or Boy?
B. Sex chromosomes and fertilization
C. Sex-linked Genes
D. Inheritance of Color Blindness
III.The Effect of Environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
I. Patterns of Inheritance – Some human traits are controlled by single genes
with two alleles, and others by single genes with multiple alleles. Still other
traits are controlled by many genes that act together.
A. Single Genes with Two Alleles – a number of human traits are controlled by a
single genes with one dominant allele and one recessive allele. These human
traits have two distinctly different phenotypes, or physical appearances.
(example- widow’s peak hairline)
B. Single Genes with Multiple Alleles – some human traits are controlled by a
single gene that has more than two alleles. (two or three forms of a gene)
(example – Blood Types A, B, AB, and O)
C. Traits controlled by many genes – Some human traits show large numbers of
phenotypes (height, hair color, shades of skin color)
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
II. The Sex chromosomes - the sex chromosome carry genes that determine
whether a person is male or female. They also carry the genes that determine
other traits.
A. Girl or Boy?
XX-girl
XY-boy
B. Sex chromosomes and fertilization
Sperm cells carry 1 X and 1 Y chromosomes
Egg carry 2 X chromosomes
(the sperm determines if the baby will be XX or XY)
C. Sex-linked Genes
- X linked. Genes carried on the X only. Not carried n the Y.
- X linked can have dominant and recessive alleles. In females, the dominant on
the X will masked a recessive on the other X.
In males, there is usually no matching alleles on the Y chromosomes, so any allele
on the X, even a recessive, will show up on the male who inherits it
Example- color blindness
D. Inheritance of Color Blindness
Colorblindness is a trait controlled by a recessive
allele on the X chromosome.
Carrier- a person who has one recessive allele for one trait .
A carrier of a allele does not have the trait, but they can pass the recessive the
recessive allele to his or her offspring.
1. PRACTICE IN
PACKET. PGS 9 AND 10.
2. INDEPENDENTLY
AND SILENTLY AT
FIRST.
3. THEN WORK WITH A
PARTNER.
4. GO OVER WITH THE
CLASS.
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
III. The Effect of Environment – many of a person’s characteristics are
determined by interaction between genes and environment.
* People’s heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain
vitamins can prevent a person from growing as tall as a person might be.
* Environmental factors can affect human skills-a person may be born with
strong muscle coordination and a good sense of hearing, but the musician
must have instruction to play the instrument.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders –
A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes.
Some genetic disorders are caused by mutations in the DNA of genes.
A. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were
removed from a DNA molecule
B. Sickle-Cell Disease – affects hemoglobin, a protein in red blood cells that carries oxygen. When
oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape.
These cells can clog vessels and can not carry as much oxygen as normal cells.
*The allele for the sickle cell trait is Codominant.
* A person with two sickle cells alleles will have the disease.
* A person with one sickle-cell with produce both normal hemoglobin and abnormal hemoglobin-this
person will usually not have the symptoms.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I.
Causes of Genetic Disorders –
C. Hemophilia – A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a
recessive allele on the X chromosome.
D. Down Syndrome – a persons cells have an extra copy of chromosome 21. Most often occurs when
chromosomes fail to separate properly during meiosis.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular
trait.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
III. Managing Genetic Disorders
A. Karyotypes
A. Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to
help them.
B. Dealing with Genetic Disorders – Medical treatments help with some disorders (physical
therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid,
vitamins for people with sickle cells, education, and job training for adults with Down Syndrome
can help then find places of employment.
Most genetic disorders do not prevent people from living active, productive lives.
MARCH 9, 2016
You will need your notebook everyday.
Materials:
Assignment book:
1. Ch. 4, section 2 vocab and notes.
2. Start Studying for next Thursday’s Ch. 4,
section 1 and 2 Quiz
(study guides will be passed out tomorrow in homeroom.)
1.
2.
3.
4.
Pen or Pencil
Notebook
Pds. 1 and 4- Ch. 4 Packet, pgs. 9 and 10.
Pds 5 and 7 - Paper People Packet
MARCH 9, 2016
1. SSU
2. Pd. 1- Practice with X
linked/Pd. 4- Go over.
Independent.
With a partner.
Go over
6. Paper People (pd. 1 – because we
have people leaving for the play at 8:30, time will
determine if we will have time for partners or if
you will complete parts 1-3 alone.)
Parts 1-3 and draw grandparents
and 3 children. (Parts 4 -5 later)
7. Start HW. Friday- we are
starting Ch. 4, section 2.
L.C. Group
l. SSU
2. Ch. 4 L.C. work
3. Practice pages in packet.
4. Paper People Work.
(In packet- Practice with X linked. Pds 9
and 10)
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE 3 QUESTIONS1. Give an example of a trait controlled by a single gene
with two alleles.
2. Give an example of a trait controlled by a single gene
and multiple alleles.
3. Give an example of a trait controlled by many genes.
MARCH 9, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Human Inheritance
To describe patterns of human inheritance
To explain the function of the sex chromosomes
To explain the relationship between genes and the environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
I. Patterns of Inheritance
A. Single Genes with Two Alleles
B. Single Genes with Multiple Alleles
C. Traits controlled by many genes
II. The Sex chromosomes
A. Girl or Boy?
B. Sex chromosomes and fertilization
C. Sex-linked Genes
D. Inheritance of Color Blindness
III.The Effect of Environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
I. Patterns of Inheritance – Some human traits are controlled by single genes
with two alleles, and others by single genes with multiple alleles. Still other
traits are controlled by many genes that act together.
A. Single Genes with Two Alleles – a number of human traits are controlled by a
single genes with one dominant allele and one recessive allele. These human
traits have two distinctly different phenotypes, or physical appearances.
(example- widow’s peak hairline)
B. Single Genes with Multiple Alleles – some human traits are controlled by a
single gene that has more than two alleles. (two or three forms of a gene)
(example – Blood Types A, B, AB, and O)
C. Traits controlled by many genes – Some human traits show large numbers of
phenotypes (height, hair color, shades of skin color)
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
II. The Sex chromosomes - the sex chromosome carry genes that determine
whether a person is male or female. They also carry the genes that determine
other traits.
A. Girl or Boy?
XX-girl
XY-boy
B. Sex chromosomes and fertilization
Sperm cells carry 1 X and 1 Y chromosomes
Egg carry 2 X chromosomes
(the sperm determines if the baby will be XX or XY)
C. Sex-linked Genes
- X linked. Genes carried on the X only. Not carried n the Y.
- X linked can have dominant and recessive alleles. In females, the dominant on
the X will masked a recessive on the other X.
In males, there is usually no matching alleles on the Y chromosomes, so any allele
on the X, even a recessive, will show up on the male who inherits it
Example- color blindness
D. Inheritance of Color Blindness
Colorblindness is a trait controlled by a recessive
allele on the X chromosome.
Carrier- a person who has one recessive allele for one trait .
A carrier of a allele does not have the trait, but they can pass the recessive the
recessive allele to his or her offspring.
1. PRACTICE IN
PACKET. PGS 9 AND 10.
2. INDEPENDENTLY
AND SILENTLY AT
FIRST.
3. THEN WORK WITH A
PARTNER.
4. GO OVER WITH THE
CLASS.
PAPER PEOPLE WORK
1. Complete Parts 1-3 today. (We will continue to part 4
+ on Friday after studying Ch. 4, section 2.)
2. Draw Grandparents and Children on pedigree sheet on
the back of Paper Pet packet.
3. Start HW-vocab and notes for section 2.
4. If time- Watch/finish Genes and environment video.
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
III. The Effect of Environment – many of a person’s characteristics are
determined by interaction between genes and environment.
* People’s heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain
vitamins can prevent a person from growing as tall as a person might be.
* Environmental factors can affect human skills-a person may be born with
strong muscle coordination and a good sense of hearing, but the musician
must have instruction to play the instrument.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders –
A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes.
Some genetic disorders are caused by mutations in the DNA of genes.
A. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were
removed from a DNA molecule
B. Sickle-Cell Disease – affects hemoglobin, a protein in red blood cells that carries oxygen. When
oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape.
These cells can clog vessels and can not carry as much oxygen as normal cells.
*The allele for the sickle cell trait is Codominant.
* A person with two sickle cells alleles will have the disease.
* A person with one sickle-cell with produce both normal hemoglobin and abnormal hemoglobin-this
person will usually not have the symptoms.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I.
Causes of Genetic Disorders –
C. Hemophilia – A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a
recessive allele on the X chromosome.
D. Down Syndrome – a persons cells have an extra copy of chromosome 21. Most often occurs when
chromosomes fail to separate properly during meiosis.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular
trait.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
III. Managing Genetic Disorders
A. Karyotypes
A. Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to
help them.
B. Dealing with Genetic Disorders – Medical treatments help with some disorders (physical
therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid,
vitamins for people with sickle cells, education, and job training for adults with Down Syndrome
can help then find places of employment.
Most genetic disorders do not prevent people from living active, productive lives.
MARCH 10, 2016
You will need your notebook everyday.
Today:
Pd. 1:
1.
SS quiz. Turn in by class period. Put on front desk.
2.
English -Finish “Why I Still Use the Oxford Comma”
cartoon in Writer’s Notebook. See Mr. Broadhead with an
advisory pass if you have a question.
3.
SSR
MARCH 10, 2016
Today: Pds. 4 and 5- IPad Activities
Social Studies
Watch - https://www.youtube.com/watch?v=GinS19r45XU
Play - http://world-geography-games.com/
Science
Study with a partner for your next Thursday’s Ch. 4, sections 1 and 2 Quiz
Sex-Linked Traits worksheet (pgs. 13-16 in packet)
Math
English
Pi Day Pie Poem Challenge Extra Credit Challenge
(Ask for the handout from your teacher or Mr. Broadhead)
Reading https://quizlet.com/126530436/the-story-of-my-life-flash-cards/
You will need your notebook everyday.
MARCH 11, 2016
Materials:
1.
2.
3.
4.
Pen or Pencil
Notebook
Textbook, pg. 117.
Later Genetics packet pgs. 11 and 12
You will need your notebook everyday.
MARCH 10, 2016
Any questions about the study guide?
It’s Friday, who had a job?
1. SSU
2. Ch. 4, section 2- Genetic Disorders
Independent and Silent Reading
Strategy.
Go over the information
3. Practice with Pedigrees. Packet pgs.
11 & 12
A few minutes of Independent and
silent time
Time to work with a table mate.
Go over as a class.
4. Paper People Work.
L.C. Group
l. SSU
2. Ch. 4, section 2.
3. Practice pages
4. Paper People Work
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
SEE IF YOU CAN DETERMINE WHAT THE
FOLLOWING MAGNIFIED PHOTOS ARE.
THE ANSWERS:
MARCH 10, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 1 Human Inheritance
To describe patterns of human inheritance
To explain the function of the sex chromosomes
To explain the relationship between genes and the environment
CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)
III. The Effect of Environment – many of a person’s characteristics are
determined by interaction between genes and environment.
* People’s heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain
vitamins can prevent a person from growing as tall as a person might be.
* Environmental factors can affect human skills-a person may be born with
strong muscle coordination and a good sense of hearing, but the musician
must have instruction to play the instrument.
MARCH 10, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 2 Human Genetic Disorders
To explain two major causes of genetic disorders in humans
To explain how geneticists trace the inheritance of traits
To explain how genetic disorders are diagnosed and treated
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders
A. Cystic Fibrosis
B. Sickle-Cell Disease
C. Hemophilia
D. Down Syndrome
II. Pedigrees
A. (make sure you know what the symbols mean)
III.Managing Genetic Disorders
A. Karyotypes
B. Genetic Counseling
C. Dealing with Genetic Disorders
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders –
A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes.
Some genetic disorders are caused by mutations in the DNA of genes.
A. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were
removed from a DNA molecule. The body produces abnormally thick mucus in the lungs.
B. Sickle-Cell Disease – affects hemoglobin, a protein in red blood cells that carries oxygen. When
oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape.
These cells can clog vessels and can not carry as much oxygen as normal cells.
*The allele for the sickle cell trait is Codominant.
* A person with two sickle cells alleles will have the disease.
* A person with one sickle-cell allele will produce both normal hemoglobin and abnormal
hemoglobin-this person will usually not have the symptoms.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I.
Causes of Genetic Disorders –
C. Hemophilia – A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a
recessive allele on the X chromosome.
D. Down Syndrome – a persons cells have an extra copy of chromosome 21. Most often occurs when
chromosomes fail to separate properly during meiosis.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular
trait.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
III. Managing Genetic Disorders
A. Karyotypes
A. Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to
help them.
B. Dealing with Genetic Disorders – Medical treatments help with some disorders (physical
therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid,
vitamins for people with sickle cells, education, and job training for adults with Down Syndrome
can help then find places of employment.
Most genetic disorders do not prevent people from living active, productive lives.
PRACTICE WITH PEDIGREES
1. Packet pgs. 11 and 12.
2. Go over the first ones together.
3. First Independent and Silent
4. Then work with a tablemate
5. Go over as a class.
MARCH 14, 2016
Materials:
1.
2.
3.
4.
Pen or Pencil
Notebook
Genetics packet pgs. 11 and 12
Paper People Packet
You will need your notebook everyday.
MARCH 14, 2016
L.C. Group
1. SSU
l. SSU
2. Practice with Pedigrees. Packet
pgs. 11 & 12
A few minutes of Independent
and silent time
Time to work with a table mate.
Go over as a class.
2. Ch. 4, section 2.
4. Paper People Work.
Parts 4-7.//see quizzes
3. Practice pages
4. Paper People Work
5. Keep in mind the high LC expectations.
Full page learning choices with high
quality.
Full reading strategies
Experiment – research someone else’s
experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE 3 QUESTIONS1. In pedigrees, what is the symbol for a male? A female?
A carrier?
2. Draw a pedigree with a man and woman who are
married with three children (2 boys and a girl). The
woman is a carrier and one of her children, the girl, has a
disease.
3. What are the genotypes of each member of the family?
MARCH 14, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 1 Human Inheritance
To describe patterns of human inheritance
To explain the function of the sex chromosomes
To explain the relationship between genes and the environment
MARCH 14, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 2 Human Genetic Disorders
To explain two major causes of genetic disorders in humans
To explain how geneticists trace the inheritance of traits
To explain how genetic disorders are diagnosed and treated
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders
A. Cystic Fibrosis
B. Sickle-Cell Disease
C. Hemophilia
D. Down Syndrome
II. Pedigrees
A. (make sure you know what the symbols mean)
III.Managing Genetic Disorders
A. Karyotypes
B. Genetic Counseling
C. Dealing with Genetic Disorders
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I. Causes of Genetic Disorders –
A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes.
Some genetic disorders are caused by mutations in the DNA of genes.
A. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were
removed from a DNA molecule. The body produces abnormally thick mucus in the lungs.
B. Sickle-Cell Disease – affects hemoglobin, a protein in red blood cells that carries oxygen. When
oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape.
These cells can clog vessels and can not carry as much oxygen as normal cells.
*The allele for the sickle cell trait is Codominant.
* A person with two sickle cells alleles will have the disease.
* A person with one sickle-cell allele will produce both normal hemoglobin and abnormal
hemoglobin-this person will usually not have the symptoms.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
I.
Causes of Genetic Disorders –
C. Hemophilia – A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a
recessive allele on the X chromosome.
D. Down Syndrome – a persons cells have an extra copy of chromosome 21. Most often occurs when
chromosomes fail to separate properly during meiosis.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular
trait.
CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)
III. Managing Genetic Disorders
A. Karyotypes
A. Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to
help them.
B. Dealing with Genetic Disorders – Medical treatments help with some disorders (physical
therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid,
vitamins for people with sickle cells, education, and job training for adults with Down Syndrome
can help then find places of employment.
Most genetic disorders do not prevent people from living active, productive lives.
PRACTICE WITH PEDIGREES
1. Packet pgs. 11 and 12.
2. Go over the first ones together.
3. First Independent and Silent
4. Then work with a tablemate
5. Go over as a class.
PAPER PEOPLE
Parts 4-7.
The children get married.
Listen for instructions.
Complete Parts 4-7.
MARCH 16, 2016
Materials:
1.
2.
3.
4.
5.
Study Guide?
Pen or Pencil
Notebook
Paper People Packet
Genetics packet (pgs. 13-16)
You will need your notebook everyday.
MARCH 16, 2016
Option B- You may take a different quiz
the Tuesday we get back from break. (Taking
it after break gives you an extra 12 days to
study. Quiz will reflect the expectation that
you had an extra 12 days to study)
1. SSU
2. Paper People Work.
* Parts 4-7
* See quizzes.
3. In packet, pgs 13-16.
L.C. Group
l. SSU
2. Ch. 4, section 2.
3. Practice pages
4. Paper People Work
5. Keep in mind the high LC
expectations.
Full page learning choices with
high quality.
Full reading strategies
Experiment – research someone
else’s experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THIS QUESTION-
1. A person’s characteristics are determined by an
interaction between _________________ and
____________________________.
PAPER PEOPLE
1. Complete Parts 4-7. Listen for instructions.
2. If you finish early, work on Practice pages,
pg. 13-16 in packet.
MARCH 16, 2016
Materials:
1.
2.
3.
4.
5.
Pen or Pencil
Notebook
Genetics packet (pgs. 13-16)
Textbook
*after class votes- Mini Whiteboard?
You will need your notebook everyday.
MARCH 16, 2016
1. SSU
2. Class Review Options
A. Class Whiteboard Review –
L.C. Group
l. SSU
2. Review with class is Optional.
3. Continue working through LC
work
4. Keep in mind the high LC
B. Partner Paper Review – you will have time to write a
expectations.
question from each section and a person from the class
(using the sticks) has to answer them. Papers will get turned Full page learning choices with
in.
high quality.
3. After Class Review- Your Choice Options:
A. Review with a friend
B. Work on Pgs 13-16
C. Other- ask Ms. S first.
Full reading strategies
Experiment – research someone
else’s experiment
Topic idea
T. Trimpe 2008 http://sciencespot.net/
ANSWER THESE QUESTIONS1. Is your Notebook Ready for the Check? See Board?
2. Do you have titles on chapters and sections?
3. How many SSU’s do you have?
4. If you are presenting your SDL in this class, have you checked to
make sure that your flash drive will work?
5. Questions about tomorrow? Or Friday?
MARCH 16, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 1 Human Inheritance
To describe patterns of human inheritance
To explain the function of the sex chromosomes
To explain the relationship between genes and the environment
Learning Objectives:
Ch. 4- Section 2 Human Genetic Disorders
To explain two major causes of genetic disorders in humans
To explain how geneticists trace the inheritance of traits
To explain how genetic disorders are diagnosed and treated
WHITE BOARD REVIEW/PARTNER PAPER REVIEW – FIND THE PAGES IN YOUR
TEXTBOOK
.
I. Patterns of Inheritance
A. Single Genes with Two Alleles
B. Single Genes with Multiple Alleles
C. Traits controlled by many genes
II. The Sex chromosomes
A. Girl or Boy?
B. Sex chromosomes and
fertilization
C. Sex-linked Genes
D. Inheritance of Color Blindness
III.The Effect of Environment
IV. Causes of Genetic Disorders
A. Cystic Fibrosis
B. Sickle-Cell Disease
C. Hemophilia
D. Down Syndrome
V. Pedigrees
VI. Managing Genetic Disorders
A. Karyotypes
B. Genetic Counseling
C. Dealing with Genetic Disorders
MARCH 17, 2016
You will need your notebook everyday.
Materials:
1.
2.
3.
Pen or Pencil
Notebook
SSR book or something to work on silently after the
quiz.
MARCH 17, 2016
L.C. Group
1. No SSU
2. Quiz and Notebook
check.
Quiz- Independent
and Silent.
Turn in on front desk
3. After the quiz, work
on something
(make sure Parts 1-6 are complete in
Independtly and
Paper People. Drawings, Genotypes, and
Silently.
Phenotypes.)
1. No SSU
2. Quiz and Notebook check.
Quiz- Independent and Silent.
Turn in on front cart. Staple sheets
together.
3. After the quiz, work on something
Independtly and Silently.
MARCH 29, 2016
Materials:
1.
Assignment Book:
• 1. Paper People Packet due Friday, April 1
• 2. Genetics packet due Friday, April 1
• 3. Ch. 4, section 3 vocab and notes.
2.
3.
4.
5.
Pen or Pencil
Notebook
Textbook, pg. 123
Later- Paper People Packet.
You will need your notebook everyday.
MARCH 29, 2016
1. SSU/See Quizzes/Take After
Break Option B Quiz
2. Go over paper People Part 7.Work on Pedigree, drawings,
crosses, essay.
3. You may start your HW when
finished.
L.C. Group
1. SSU
2. Go over paper
People Part 7.- Work
on Pedigree, drawings,
crosses, essay.
3. LC Work –
L.C will present
Friday, April 1, 2016
YAY!
*New LC group starts this week
too!
T. Trimpe 2008 http://sciencespot.net/
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
SSU- Read and complete Reading strategy for Ch. 4, section 3//Listen for your name
I. Selective Breeding
A. Inbreeding
B. Hybridization
II. Cloning
III.Genetic Engineering
A.
B.
C.
D.
Genetic Engineering in Bacteria
Genetic Engineering in Other Organisms
Gene Therapy
Concerns about Genetic Engineering
IV. Learning About Human Genetics
A. The Human Genome Project
B. DNA Fingerprinting
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
I. Selective Breeding – selecting organisms with desired traits to be the parents
of the next generation. Selective breeding, hybridization, cloning are 3
methods.
A. Inbreeding – crossing individuals with similar characteristics.
Example - a male and female turnkey who are both plump and grow quickly.
B. Hybridization – Crossing two genetically different individuals.
Example- crossing a corn that produces many kernels with corn that is
resistant to disease
II. Cloning – producing an organism with the exact same genes as the organism
from which it was produced.
Example- African violet plant cutting.-cut the stem from one plant and put the stem in soil.
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
III. Genetic Engineering – genes from one organisms are transferred into the
DNA of another organism
A. Genetic Engineering in Bacteria – Genetically engineered bacteria that produced a protein
called insulin. Large amounts of insulin can be produced because bacteria reproduces so
quickly
B. Genetic Engineering in Other Organisms – using genetic techniques to insert genes into
animals (human genes into cows to produce milk with the human protein, genes into the cells
of plants to enable them to survive colder temperatures
C. Gene Therapy – inserting copies of genes directly into a person's cells (example of replacing
the defective allele causing hemophilia on the x chromosome)
D. Concerns about Genetic Engineering – long term effects are uncertain. Crops may cause
health problems in humans or damage the environment
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
IV. Learning About Human Genetics
A. The Human Genome Project – The goals of the project was to identify the DNA sequence of
every gene in the human genome.
B. DNA Fingerprinting- DNA from a person’s cells are broken down into small pieces, and are used
to produce a pattern called a DNA fingerprint.
Next - Paper People Part 7
Listen for Instructions
Complete – alone or with original partner
Lastly - Discovery Video on Clones
MARCH 30, 2016
Materials:
1.
2.
3.
4.
Pen or Pencil
Notebook
Paper People Packet.
Textbook, pg. 76
You will need your notebook everyday.
MARCH 30, 2016
1. SSU
2. People Part 7.- Work on
Pedigree, drawings, crosses, essay.
Finish.
3. Last 10 minutes of class-go
over notes.
4. Discuss tomorrow‘s class.
L.C. Group
1. SSU
2. Paper People Part
7.- Work on Pedigree,
drawings, crosses,
essay.
3. LC Work –
L.C will present
Friday, April 1, 2016
YAY!
*New LC group starts this week
too!
T. Trimpe 2008 http://sciencespot.net/
LISTEN FOR YOUR NAME.
TURN IN YOUR WORK.
TODAY!
Work to Finish Your Paper People Project.
Last 10 minutes of class we are going over Ch.
4, section 3.
Discuss tomorrow’s class.
MARCH 30, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 3 Advances in Genetics
To describe 3 ways of producing organisms with desired traits
To explain the goals of the Human Genome Project.
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
SSU- Read and complete Reading strategy for Ch. 4, section 3//Listen for your name
I. Selective Breeding
A. Inbreeding
B. Hybridization
II. Cloning
III.Genetic Engineering
A.
B.
C.
D.
Genetic Engineering in Bacteria
Genetic Engineering in Other Organisms
Gene Therapy
Concerns about Genetic Engineering
IV. Learning About Human Genetics
A. The Human Genome Project
B. DNA Fingerprinting
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
I. Selective Breeding – selecting organisms with desired traits to be the parents
of the next generation. Selective breeding, hybridization, cloning are 3
methods.
A. Inbreeding – crossing individuals with similar characteristics.
Example - a male and female turnkey who are both plump and grow quickly.
B. Hybridization – Crossing two genetically different individuals.
Example- crossing a corn that produces many kernels with corn that is
resistant to disease
II. Cloning – producing an organism with the exact same genes as the organism
from which it was produced.
Example- African violet plant cutting.-cut the stem from one plant and put the stem in soil.
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
III. Genetic Engineering – genes from one organisms are transferred into the
DNA of another organism
A. Genetic Engineering in Bacteria – Genetically engineered bacteria that produced a protein
called insulin. Large amounts of insulin can be produced because bacteria reproduces so
quickly
B. Genetic Engineering in Other Organisms – using genetic techniques to insert genes into
animals (human genes into cows to produce milk with the human protein, genes into the cells
of plants to enable them to survive colder temperatures
C. Gene Therapy – inserting copies of genes directly into a person's cells (example of replacing
the defective allele causing hemophilia on the x chromosome)
D. Concerns about Genetic Engineering – long term effects are uncertain. Crops may cause
health problems in humans or damage the environment
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
IV. Learning About Human Genetics
A. The Human Genome Project – The goals of the project was to identify the DNA sequence of
every gene in the human genome.
B. DNA Fingerprinting- DNA from a person’s cells are broken down into small pieces, and are used
to produce a pattern called a DNA fingerprint.
MARCH 31, 2016
Materials:
1.
2.
3.
Pen or Pencil
Notebook
Ch. 4 Genetic Packet
You will need your notebook everyday.
MARCH 31, 2016
1. SSU
2. Go over Genetics that is due
tomorrow.
2. The Clone Age
4. Public service advertisement
campaign for or against Human
cloning.
L.C. Group
1. SSU
2. Clone Age/
Advertisement- Optional
3. LC Work –
L.C will present Friday,
April 1, 2016 YAY!
T. Trimpe 2008 http://sciencespot.net/
ANSWER THIS QUESTION
Name and Explain 3 different methods of
getting organisms with particular desired traits.
MARCH 31, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 4- Section 3 Advances in Genetics
To describe 3 ways of producing organisms with desired traits
To explain the goals of the Human Genome Project.
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
SSU- Read and complete Reading strategy for Ch. 4, section 3//Listen for your name
I. Selective Breeding
A. Inbreeding
B. Hybridization
II. Cloning
III.Genetic Engineering
A.
B.
C.
D.
Genetic Engineering in Bacteria
Genetic Engineering in Other Organisms
Gene Therapy
Concerns about Genetic Engineering
IV. Learning About Human Genetics
A. The Human Genome Project
B. DNA Fingerprinting
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
I. Selective Breeding – selecting organisms with desired traits to be the parents
of the next generation. Selective breeding, hybridization, cloning are 3
methods.
A. Inbreeding – crossing individuals with similar characteristics.
Example - a male and female turnkey who are both plump and grow quickly.
B. Hybridization – Crossing two genetically different individuals.
Example- crossing a corn that produces many kernels with corn that is
resistant to disease
II. Cloning – producing an organism with the exact same genes as the organism
from which it was produced.
Example- African violet plant cutting.-cut the stem from one plant and put the stem in soil.
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
III. Genetic Engineering – genes from one organisms are transferred into the
DNA of another organism
A. Genetic Engineering in Bacteria – Genetically engineered bacteria that produced a protein
called insulin. Large amounts of insulin can be produced because bacteria reproduces so
quickly
B. Genetic Engineering in Other Organisms – using genetic techniques to insert genes into
animals (human genes into cows to produce milk with the human protein, genes into the cells
of plants to enable them to survive colder temperatures
C. Gene Therapy – inserting copies of genes directly into a person's cells (example of replacing
the defective allele causing hemophilia on the x chromosome)
D. Concerns about Genetic Engineering – long term effects are uncertain. Crops may cause
health problems in humans or damage the environment
CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)
IV. Learning About Human Genetics
A. The Human Genome Project – The goals of the project was to identify the DNA sequence of
every gene in the human genome.
B. DNA Fingerprinting- DNA from a person’s cells are broken down into small pieces, and are used
to produce a pattern called a DNA fingerprint.
THE CLONE AGE!
1. Video – take notes that will help you make a decision on if you are for or
against Cloning and to create a public service advertisement.
2. You should decide which side of the issue you support- For or Against
Human Cloning.
3. You and a partner will then plan a public service advertisement campaign
for or against Human cloning.
4. Use attention-grabbing images and snappy yet informative language in your
ads. (You may even bring in copies of pictures.
5. Class will vote and base their decision on your campaigns.
APRIL 1, 2016
You will need your notebook everyday.
Materials:
*Turn in Ch. 4 Packet and Paper People
Packet. Place in the bucket.
1. Assignment Book:
• Ch. 1, section 1 (What is Life) Reading and Reading
Strategy in Notebook. (use online textbook.)
• Write down username: TEScienceStudent
• Write down password: TEMS2016!
2. Pen or Pencil
3. Notebook
APRIL 1, 2016
It’s Friday! Who had a job?
1. LC Presentations and SSU -try username and
password for SSU.
2. Finish and Present your views on Cloning.
3. Finish The Clone Age Part 2
4. Photo Friday
Monday- tentative schedule
1. New Seats. New Packets (vocab and notes no
longer assigned)
2. Go over Ch. 1, section 1 What is Life? notes.
3. (New LC will meet).
4. Bread Mold lab start. Mealworm Lab start.
L.C. Group
1. LC presentations!
THE CLONE AGE!
1. Are you FOR or AGAINST Human Cloning?
2. Continue to create your Campaign!
3. Present your poster to the class.
4. Class will vote and base their decision on your
campaigns.
5. See Part 2 of the Clone Age
6. Further thoughts? Did your minds change after
seeing Part 2?
Challenge 3
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
APRIL 4, 2016
Materials:
1. Science Notebook
2. Pen/Pencil
You will need your notebook everyday.
APRIL 4, 2016
1. LC Presentations or SSU
2. Finish and Present your views on Cloning.
3. Finish The Clone Age Part 2. (New LC will meet).
4. New Seats. New Packets (vocab and notes no
longer assigned)
5. Go over Ch. 1, section 1 What is Life? notes.
6. Bread Mold lab start. Mealworm Lab start.
L.C. Group
1. Pd. 1 LC presentation/
SSU.
2. Finish and Present your views on
Cloning.
3. Finish The Clone Age Part 2. (New
LC will meet).
4. New Seats. New Packets (vocab and
notes no longer assigned)
5. Start LC Ch. 1 Living Things work.
6. Bread Mold lab start.
Challenge 3
SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING
MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO
5.
THE ANSWERS:
THE CLONE AGE!
1. Are you FOR or AGAINST Human Cloning?
2. Continue to create your Campaign!
3. Present your poster to the class.
4. Class will vote and base their decision on your
campaigns.
5. See Part 2 of the Clone Age
6. Further thoughts? Did your minds change after
seeing Part 2?
APRIL 4, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 What is Life?
To describe characteristics that all living things share
To identify what all living things need to survive
Welcome to our Living Things Unit!
Your task is to: Identify objects as either living or non-living things. Name a Chart
Part A. For each of your objects, answer the following questions:
1. List if the object is living or non living.
2. Next to the item explain your reason. (very brief)
(Hints- If I think it is living , why do I think so? What is my evidence? (focus on what you can directly observe). What
does it have in common with all living things? If I thing it is not living, Why do I think so? What is my evidence?
(focus on what you can directly observe). Does it have anything in common with all living things? How does it differ?
Part B. After section 1’s lesson, decide if you still agree with all the characteristics we have listed as common to all
living things.
Discuss with your partner.
Is there anything you would add?
Is there anything that you would remove from the list?
If you want to add or take away, explain why.
See if there is class agreement, and if so adjust list.
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
I. The Characteristics of Living Things
A. Cellular Organization
B. The chemicals of Life
C. Energy Use
D. Growth and Development
E. Response to Surroundings
II. Life Comes from Life
III.The Needs of Living Things
A.
B.
C.
D.
Energy
Water
Living Space
Stable Internal Conditions
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
I.
A.
B.
C.
D.
E.
F.
The Characteristics of Living Things
Cellular Organization
Organisms made of cells
Organisms may be unicellular or multicellular
The chemicals of Life
Water, Carbohydrates, Proteins, Lipids, Nucleic acids
Energy Use
Energy is used to grow, repair injured parts, move bloods, brain is working…
Growth and Development
Growth- becoming larger
Development-becoming more complex
Response to Surroundings
Stimulus- a change in an organisms environment that causes an organism to react
Response- the retain to the stimulus/behavior
Reproduction – the ability to produce offspring that are similar to their parents.
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
II. Life Comes from Life
Disproving of Spontaneous Generation
* mid- 1600’s - Italian doctor, Francesco Redi – Flies do not spontaneously arise from decaying meat
* mid- 1800’s- French chemist, Louis Pasteur – bacteria
(Make sure you know these two scientists and what they did!)
https://www.youtube.com/watch?v=PEIxmEXs-nM
III.
A.
B.
The Needs of Living Things
Energy – using food as their energy source
Autotrophs-makes their own food
Heterotrophs- cannot make their own food
Water – organisms need water to obtain chemicals from surroundings, break down food, grow, move
substances within bodies, and reproduce
C. Living Space – organisms need a place to live
D. Stable Internal Conditions
Homeostasis- maintenance of stable internal conditions
BREAD MOLD LAB
Introduction:
Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release
digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called hyphae
branch repeatedly within the bread forming a web-like structure called a mycelium. Stalks project out
of the mycelium into the air. These stalks are called stolons. At the top of each stolon is a ball-shaped
structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open,
the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the
bread mold life cycle. A common bread mold is the black mold called Rhizopus stolonifer.
Purpose: The purpose of this lab it to determine the factors necessary for bread mold to grow.
Research: Answer these questions:
1. What are the characteristics of Living Things?
2. What are the needs of living things?
3. What kingdom are bread molds in?
4. How do they get nutrients?
Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment
first)
EXPERIMENT – YOU WILL WORK WITH
YOUR TABLE PARTNER
1. Place one slice of bread in bag. Label a piece of tape DRY. (On the tape also
include your name and period.)
2. Moisten a second slice of bread with a water. 10 drops of water evenly spaced on
the bread. Place moist bread in a bag. Label a piece of tape MOIST. (On the tape
also include your name and period.)
3. Please bags in your class period’s tray.
3. Seal the bread in a plastic bag and place it in your class period’s tray.
4. Examine the bread every few days for mold growth.
5. Record the percent of mold growth on each bread.
DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK
Date
You may need additional lines
% Mold on Dry Bread
% Mold on Moist Bread
APRIL 5, 2016
Materials:
1. Science Notebook
2. Pen/Pencil
You will need your notebook everyday.
APRIL 5, 2016
1. SSU (moved to later in class for pd. 4- need to
finish Cloning first )
L.C. Group
1. SSU
2. Finish the Clone Age Part 2.
2. Finish and Present your views on
Cloning.
4. New Seats. New Packets (vocab and notes no
longer assigned)
3. Finish The Clone Age Part 2. (New
LC will meet).
5. (pd. 4) SSU.
6. What is Life Chart.
4. New Seats. New Packets (vocab and
notes no longer assigned)
7. Go over Ch. 1, section 1 What is Life? notes.
5. Start LC Ch. 1 Living Things work.
8. Bread Mold lab start.
6. Bread Mold lab start.
9. Mealworm Lab start.
First - Go findIf you have a Genetics book in
your locker, go get it and return
it to class.
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE QUESTION-
What makes something
living?
APRIL 5, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 What is Life?
To describe characteristics that all living things share
To identify what all living things need to survive
Welcome to our Living Things Unit!
Your task is to: Identify objects as either living or non-living things.
Part A. For each of your objects1. List if the object is living or non living.
2. Next to the item explain your reason. (very brief)
(Hints- If I think it is living , why do I think so? What is my evidence? (focus on what you can directly
observe). What does it have in common with all living things? If I thing it is not living, Why do I think so?
What is my evidence? (focus on what you can directly observe). Does it have anything in common with all
living things? How does it differ?
Part B. After section 1’s lesson, decide if you still agree with all the characteristics we have listed
as common to all living things.
Discuss with your partner.
Is there anything you would add?
Is there anything that you would remove from the list?
If you want to add or take away, explain why.
See if there is class agreement, and if so adjust list.
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
I. The Characteristics of Living Things
A. Cellular Organization
B. The chemicals of Life
C. Energy Use
D. Growth and Development
E. Response to Surroundings
II. Life Comes from Life
III.The Needs of Living Things
A.
B.
C.
D.
Energy
Water
Living Space
Stable Internal Conditions
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
I.
A.
B.
C.
D.
E.
F.
The Characteristics of Living Things
Cellular Organization
Organisms made of cells
Organisms may be unicellular or multicellular
The chemicals of Life
Water, Carbohydrates, Proteins, Lipids, Nucleic acids
Energy Use
Energy is used to grow, repair injured parts, move bloods, brain is working…
Growth and Development
Growth- becoming larger
Development-becoming more complex
Response to Surroundings
Stimulus- a change in an organisms environment that causes an organism to react
Response- the retain to the stimulus/behavior
Reproduction – the ability to produce offspring that are similar to their parents.
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
II. Life Comes from Life
Disproving of Spontaneous Generation
* mid- 1600’s - Italian doctor, Francesco Redi – Flies do not spontaneously arise from decaying meat
* mid- 1800’s- French chemist, Louis Pasteur – bacteria
(Make sure you know these two scientists and what they did!)
https://www.youtube.com/watch?v=PEIxmEXs-nM
III.
A.
B.
The Needs of Living Things
Energy – using food as their energy source
Autotrophs-makes their own food
Heterotrophs- cannot make their own food
Water – organisms need water to obtain chemicals from surroundings, break down food, grow, move
substances within bodies, and reproduce
C. Living Space – organisms need a place to live
D. Stable Internal Conditions
Homeostasis- maintenance of stable internal conditions
BREAD MOLD LAB
Introduction:
Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release
digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called hyphae
branch repeatedly within the bread forming a web-like structure called a mycelium. Stalks project out
of the mycelium into the air. These stalks are called stolons. At the top of each stolon is a ball-shaped
structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open,
the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the
bread mold life cycle. A common bread mold is the black mold called Rhizopus stolonifer.
Purpose: The purpose of this lab is to determine the factors necessary for bread mold to grow.
Research: Answer these questions:
1. What are the characteristics of Living Things?
2. What are the needs of living things?
3. What kingdom are bread molds in?
4. How do they get nutrients?
Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment
first)
EXPERIMENT – YOU WILL WORK WITH
YOUR TABLE PARTNER
1. Place one slice of bread in bag. Label a piece of tape DRY. (On the tape also
include your name and period.)
2. Moisten a second slice of bread with a water. 10 drops of water evenly spaced on
the bread. Place moist bread in a bag. Label a piece of tape MOIST. (On the tape
also include your name and period.)
3. Please bags in your class period’s tray.
3. Seal the bread in a plastic bag and place it in your class period’s tray.
4. Examine the bread every few days for mold growth.
5. Record the percent of mold growth on each bread.
DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK
Date
You may need additional lines
% Mold on Dry Bread
% Mold on Moist Bread
Introduction:
MEALWORM LAB
Mealworms are not worms but the larval stage of a dark, flightless beetle. The larval stage of a darkling beetle lasts
about 2-3 weeks. Mealworm go through 4 stages-egg, larva, pupa, and adult. The change from one stage to another
is called metamorphosis, which means change of body form.
Food: The beetles and larvae eat decaying leaves, sticks, grasses and occasionally new plant growth. As
decomposers, they also eat dead insects, manure and stored grains.
Habitat: Mealworms live in areas surrounded by what they eat under rocks, and logs, in animal burrows and in
stored grains. They clean up after plants and animals, and therefore can be found anywhere where "leftovers
Purpose: The purpose of this lab it to determine the factors necessary to sustain life and development of a
mealworm into a beetle.
Research: Answer these questions:
1. What are the characteristics of Living Things?
2. What are the needs of living things?
3. What are mealworms?
4. What are the stages of Mealworms?
Hypothesis: Hypothesis statements about the length of time in each stage.
Stage 2: Name __________________ Length of time __________________
Stage 3: Name __________________ Length of time___________________
DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK
Date
You may need additional lines
Mealworm or pupa
observations-color, movement,
size, etc.
stage
MEALWORM LABS
1. Get your mealworms
2. Get your packet
3. Get to know your little friends.
Intro to Parts 1 and 2.
Get started
APRIL 6, 2016
You will need your notebook everyday.
Materials:
1. Science Notebook
2. Pen/Pencil
3. Mealworm packet (if your class got it yesterday)
*Did you get a Ch. 1 Living Things packet?
APRIL 6, 2016
L.C. Group
1. SSU
1. SSU
2. Ch. 1 LC work
2. Go over Ch. 1, section 1 What is Life? notes.
3. Bread Mold lab prep/ start.
3. Bread Mold lab prep/ start.
9. Mealworm Lab prep/start
4. Mealworm Lab prep/start
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE QUESTION-
What makes something
living?
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE QUESTION-
(Same question as yesterday)
- What makes something
living?
APRIL 6, 2016
Learning Goals and Thinking Skills:
You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~
Learning Objectives:
Ch. 1, section 1 What is Life?
To describe characteristics that all living things share
To identify what all living things need to survive
Welcome to our Living Things Unit!
Your task is to: Identify objects as either living or non-living things.
Part A. For each of your objects1. List if the object is living or non living.
2. Next to the item explain your reason. (very brief)
(Hints- If I think it is living , why do I think so? What is my evidence? (focus on what you can directly
observe). What does it have in common with all living things? If I thing it is not living, Why do I think so?
What is my evidence? (focus on what you can directly observe). Does it have anything in common with all
living things? How does it differ?
Part B. After section 1’s lesson, decide if you still agree with all the characteristics we have listed
as common to all living things.
Discuss with your partner.
Is there anything you would add?
Is there anything that you would remove from the list?
If you want to add or take away, explain why.
See if there is class agreement, and if so adjust list.
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
I. The Characteristics of Living Things
A. Cellular Organization
B. The chemicals of Life
C. Energy Use
D. Growth and Development
E. Response to Surroundings
II. Life Comes from Life
III.The Needs of Living Things
A.
B.
C.
D.
Energy
Water
Living Space
Stable Internal Conditions
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
I.
A.
B.
C.
D.
E.
F.
The Characteristics of Living Things
Cellular Organization
Organisms made of cells
Organisms may be unicellular or multicellular
The chemicals of Life
Water, Carbohydrates, Proteins, Lipids, Nucleic acids
Energy Use
Energy is used to grow, repair injured parts, move bloods, brain is working…
Growth and Development
Growth- becoming larger
Development-becoming more complex
Response to Surroundings
Stimulus- a change in an organisms environment that causes an organism to react
Response- the retain to the stimulus/behavior
Reproduction – the ability to produce offspring that are similar to their parents.
CH. 1, SECTION 1 WHAT IS LIFE? (P. 16)
II. Life Comes from Life
Disproving of Spontaneous Generation
* mid- 1600’s - Italian doctor, Francesco Redi – Flies do not spontaneously arise from decaying meat
* mid- 1800’s- French chemist, Louis Pasteur – bacteria
(Make sure you know these two scientists and what they did!)
https://www.youtube.com/watch?v=PEIxmEXs-nM
III.
A.
B.
The Needs of Living Things
Energy – using food as their energy source
Autotrophs-makes their own food
Heterotrophs- cannot make their own food
Water – organisms need water to obtain chemicals from surroundings, break down food, grow, move
substances within bodies, and reproduce
C. Living Space – organisms need a place to live
D. Stable Internal Conditions
Homeostasis- maintenance of stable internal conditions
BREAD MOLD LAB
Introduction:
Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release
digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called hyphae
branch repeatedly within the bread forming a web-like structure called a mycelium. Stalks project out
of the mycelium into the air. These stalks are called stolons. At the top of each stolon is a ball-shaped
structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open,
the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the
bread mold life cycle. A common bread mold is the black mold called Rhizopus stolonifer.
Purpose: The purpose of this lab is to determine the factors necessary for bread mold to grow.
Research: Answer these questions:
1. What are the characteristics of Living Things?
2. What are the needs of living things?
3. What kingdom are bread molds in?
4. How do they get nutrients?
Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment
first)
EXPERIMENT – YOU WILL WORK WITH
YOUR TABLE PARTNER
1. Place one slice of bread in bag. Label a piece of tape DRY. (On the tape also
include your name and period.)
2. Moisten a second slice of bread with a water. 10 drops of water evenly spaced on
the bread. Place moist bread in a bag. Label a piece of tape MOIST. (On the tape
also include your name and period.)
3. Please bags in your class period’s tray.
3. Seal the bread in a plastic bag and place it in your class period’s tray.
4. Examine the bread every few days for mold growth.
5. Record the percent of mold growth on each bread.
DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK
Date
You may need additional lines
% Mold on Dry Bread
% Mold on Moist Bread
Introduction:
MEALWORM LAB
Mealworms are not worms but the larval stage of a dark, flightless beetle. The larval stage of a darkling beetle lasts
about 2-3 weeks. Mealworm go through 4 stages-egg, larva, pupa, and adult. The change from one stage to another
is called metamorphosis, which means change of body form.
Food: The beetles and larvae eat decaying leaves, sticks, grasses and occasionally new plant growth. As
decomposers, they also eat dead insects, manure and stored grains.
Habitat: Mealworms live in areas surrounded by what they eat under rocks, and logs, in animal burrows and in
stored grains. They clean up after plants and animals, and therefore can be found anywhere where "leftovers
Purpose: The purpose of this lab it to determine the factors necessary to sustain life and development of a
mealworm into a beetle.
Research: Answer these questions:
1. What are the characteristics of Living Things?
2. What are the needs of living things?
3. What are mealworms?
4. What are the stages of Mealworms?
Hypothesis: Hypothesis statements about the length of time in each stage.
Stage 2: Name __________________ Length of time __________________
Stage 3: Name __________________ Length of time___________________
DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK
Date
You may need additional lines
Mealworm or pupa
observations-color, movement,
size, etc.
stage
MEALWORM LABS
1. Get your mealworms
2. Get your packet
3. Get to know your little friends.
Intro to Parts 1 and 2.
Get started
APRIL 7, 2016
Materials:
1. Science Notebook
2. Pen/Pencil
3. Mealworm packet
You will need your notebook everyday.
APRIL 7, 2016
L.C. Group
1. SSU
1. SSU
2. Bread Mold lab.
2. Bread Mold lab
3. Mealworm Lab
3. Mealworm Lab
4. LC work
T. Trimpe 2008 http://sciencespot.net/
ANSWER THE QUESTION-
How can you guess the
percent of mold that will
eventually grow on your
bread?
NEXT-
Materials:
*Dry/Moist Bread
*Mealworms
*Ruler
*Timer
*Magnifying Lens
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
1. Get % Mold data for your Bread.
2. Get Observation data for your Mealworm.
3. Mealworm Labs Parts:
1
3 (skip test B)
4 (Listen for instructions)