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 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) You will need your notebook everyday.

Sit anywhere for now….. New seats coming in a few minutes August 31, 2015 Sit anywhere for now….. New seats coming in a few minutes ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today : Welcome to 6th Grade Science! Attendance Activities at a Glance (board) Science Room Tour Classroom Rules/Procedures HW- write in assignment book. Have book stamped. Names on Popsicle Sticks Review classroom rules/procedures Wait to be dismissed. You will need your notebook everyday.

Daily Classroom Procedures Your science class will follow the following format each day. 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 You will need your notebook everyday.

Advisory August 31, 2015 Today : Welcome to 6th Grade Advisory. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today : Welcome to 6th Grade Advisory. Sit anywhere for now. (you will be assigned a seat later) We will go to Ms. Peck’s room. Attendance –seat numbers. Room Advisory Classroom Rules/Procedures Questions? Work on Something quietly/read 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 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: 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: Question- 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 You will need your notebook everyday.

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. Expectations: Review Bingo-At times talking. At times Quiet You will need your notebook everyday.

September 2, 2015 Materials: 1. Pen/Pencil You will need your Science notebook everyday. Materials: 1. Pen/Pencil 2. Classroom Rules and Procedures packet- Lab Safety Contract Sheet.

September 2, 2015 Materials: 1. Pen/Pencil 2. Bingo Board (if you did not win/or want to play again). 3. Classroom Rules and Procedures packet- Lab Safety Contract Sheet. You will need your Science notebook everyday.

Sept. 2, 2015 Today! 1. Pds 1,7,8- Bingo finish 2. Lab Safety Tomorrow- 1. Gluing Safety and Equipment information our notebook. 2. Goal Setting. 3. Group Work 4. Discussion 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.

September 2, 2015 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: 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 You will need your notebook everyday.

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 You will need your Science notebook everyday. 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! Tomorrow- 1. Goal Setting. 2. Group Work 3. Discussion

Sit in your assigned seat September 3, 2015 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: 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. You will need your notebook everyday.

Lab safety quiz Class must get a 100% to do labs. 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 You will need your Science notebook everyday. 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!

Sit in your assigned seat September 4, 2015 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: 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. You will need your notebook everyday.

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 1. In your seat groups– 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 Pen/Pencil Science Notebook Recycled Goods Sheet 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.

T. Trimpe 2008 http://sciencespot.net/ Science Scramble Science Safety T. Trimpe 2008 http://sciencespot.net/ http://www.sciencespot.net/Pages/startersgensci.html

T. Trimpe 2008 http://sciencespot.net/ 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

T. Trimpe 2008 http://sciencespot.net/ The answers are ... 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 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 WEAR GOGGLES WAFT, not WHIFF WASH YOUR HANDS FOLLOW DIRECTIONS DON’T FOOL AROUND 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 3. Academic Physical 

September 9, 2015 Pen/Pencil Science Notebook Lab Safety packet 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

T. Trimpe 2008 http://sciencespot.net/ Science Pictures Science Equipment T. Trimpe 2008 http://sciencespot.net/ http://www.sciencespot.net/Pages/startersgensci.html

Name the following pieces of Lab Equipment 3. 1. 2. 5. 4. T. Trimpe 2008 http://sciencespot.net/ http://www.sciencespot.net/Pages/startersgensci.html

T. Trimpe 2008 http://sciencespot.net/ The answers are ... 1. 2. 3. 4. 5. Beaker Test Tube Flask Graduated Cylinder 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

Packet- Pgs 7, 11, 12, 9 Scientific Method Practice: 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 Pen/Pencil Science Notebook Air Plane Lab 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

T. Trimpe 2008 http://sciencespot.net/ Science Question 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

Paper Airplane lab: http://misterguch.brinkster.net/pplane.pdf 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 Pen/Pencil Science Notebook Air Plane Lab 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

T. Trimpe 2008 http://sciencespot.net/ Science Question 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

Paper Airplane lab: http://misterguch.brinkster.net/pplane.pdf Second plane- 2 throws Averages for first and second planes. Conclusion Post Lab 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 Pen/Pencil Science Notebook 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.

Paper Airplane lab: http://misterguch.brinkster.net/pplane.pdf Second plane- 2 throws Averages for first and second planes. Conclusion Post Lab 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 Pen/Pencil Science Notebook Lab Safety Packet 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.

T. Trimpe 2008 http://sciencespot.net/ Science Scramble “A” Words T. Trimpe 2008 http://sciencespot.net/

Can you unscramble all the words below Can you unscramble all the words below? Hint: They all start with the letter A. I D A C 1. I have a pH less than 7. R A I 2. I am composed mostly of nitrogen. M A O T 3. I am made of protons, neutrons, and electrons. N U A T R T O S A 4. I like my space. M N S I A L A 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 Concepts- Scientific 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.

Finish Scientific Method Comic- In your Science Notebook. Intro to Observations and Inference. 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 Concepts- Scientific 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 Pen/Pencil Science Notebook Lab Safety Packet 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/ Science Observations 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 Concepts- Observations 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 Continue Observations and Inference-Pgs 13 & 14, and observation Stations, p. 10. Cut and tape Observation and Inference Notes, and Experimental, Control, IV, DV notes in notebook. Stations- pg. 10 (If you finish early- continue pgs 15 & 16.) Start Control, Independent and Dependent Notes Practice.

See you later! It’s September 17, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific 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 Pen/Pencil Science Notebook Lab Safety Packet 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.

Mystery Photo Fridays Challenge 1

See if you can determine what the following magnified photos are 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 Concepts- Observations 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 Finish Observations and Inferences Start Control, Independent and Dependent Notes Practice with Experimental/Control/Independent/Dependent Variables Sheet 1 - together as a class. Sheet 2- together when someone who choose the same sheet as you. Option a- Sponge Bob Option 2- Simpsons (more challenging) 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 Concepts- Scientific 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 Pen/Pencil Science Notebook 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/ Science Question T. Trimpe 2008 http://sciencespot.net/

Think about a lab you did last year…. What was the lab called/or what did you do? What was the control? What was the independent variable? What was the dependent variable?

Greetings! It’s September 21, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- 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 Finish Experimental/Control/Independent/Dependent Variables. Sponge Bob – Go over. Simpsons – Go over. 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 Concepts- Scientific 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 Pen/Pencil Science Notebook 3 or 4 colored pencils 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. 3. Practice- 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. 3. Practice- 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 Concepts- Scientific 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 Assignment Book Materials: Assignment Book Laptop (don’t get until Ms. S goes over instructions) Pen/Pencil Science Notebook Later- Graphing Sheets/ Ruler You will need your notebook everyday.

September 24, 2015 1. Laptops – 2. Graphing. 3. Practice- 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 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. Science Cool Down!

September 25, 2015 Assignment Book: Materials: Assignment Book: HW: 1. Study for Next Friday’s Quiz (10-2) 2. Notebook check next Friday (10-2) Pen/Pencil Science Notebook Ruler You will need your notebook everyday.

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)

Mystery Photo Fridays Challenge 1

See if you can determine what the following magnified photos are 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. 2. Practice- 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 Concepts- Scientific 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 Science Notebook Materials: Science Notebook Graphing Sheet from Friday & your graph paper Pen/Pencil Ruler You will need your notebook everyday.

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/ Science Question 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. What was the control? What was the independent variable? What was the dependent variable? First mass Quiz Friday! Vitamin A 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. 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”

See you later! It’s September 28, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific 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 Science Notebook Materials: Science Notebook Graphing Sheet from Yesterday & your graph paper Pen/Pencil Ruler You will need your notebook everyday.

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/ Science Question 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. What was the control? What was the independent variable? What was the dependent variable? Quiz Friday! Quiet room Classical Music 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. Practice- 3. 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 Concepts- Scientific 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/ Science Question T. Trimpe 2008 http://sciencespot.net/

What would this graph look like? Graph it. Student Math Mark Science Mark 1 85 70 2 95 3 75 80 Quiz Friday!

What would this graph look like? Graph it. Answer. Quiz Friday!

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 Tape Notes in NB 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 Water on Earth Answer Question (after we read)

October 1, 2015 Science Notebook Pen/Pencil Graph paper-get from bin 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/ Science Question T. Trimpe 2008 http://sciencespot.net/

What would this graph look like? Graph it. Animals Time 1 (mph) Time 2 (mph) Time 3 (mph) Dog 26 27 30 Cat 15 16 12 Hamster 55 20 Quiz Friday!

What would this graph look like? Graph it. Answer. Draw together Quiz Friday!

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

October 2, 2015 L.C Group- Assignment Book: Science Notebook 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!  2. Notebook check 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/ Science Question T. Trimpe 2008 http://sciencespot.net/

Why is Water Important? Can you list some reasons Share Responses

October 5, 2015 1. Science Start Up 2. Intro to SQ3R Reading Strategy. L.C. Group – you may work in back station 1. Science Start Up (Go to Ms. S’s website-Daily PPT) 2. Choose your reading Strategy. Make sure you label the chapter section, and section title. 3. Read Ch. 1, section 1 Reading. (pg. 16). 4. Start your Learning Choices (Advanced Research options – may use computers if needed. Take times turns (15 minutes) 1. Science Start Up 2. Intro to SQ3R Reading Strategy. 3. Start Ch. 1, section 1 Reading. (pg. 16) Apply SQ3R. Choose readers/ Read. 4. See a few water Conservation Videos!

SQ3R Notes Survey- the section Tape Notes in NB 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 Water on Earth 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 Water on Earth 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.

October 6 & 8, 2015 pd. 4 Science Notebook Pen/Pencil Textbook 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 L.C. Group – you may work in back station 1. Science Start Up (Go to Ms. S’s website- Daily PPT) 2. Choose your reading Strategy. Make sure you label the chapter section, and section title. 3. Read Ch. 1, section 1 Reading. (pg. 16). 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. 1. Science Start Up 2. ReviewSQ3R Reading Strategy. 3. Continue Ch. 1, section 1 Reading. (pg. 16)/SQ3R. Read. 4. R and R (Review and Reinforce). Independent/silent/Go over 5. Personal Water Use chart- in notebook. Start tomorrow. 6. Hear from LC Groups. 7. Cool experiment video

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Name the 5 ways that people use water. Give an example of each Household Uses- Agriculture- Industry- Transportation- Recreation-

SQ3R Notes Survey- the section Tape Notes in NB 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 Water on Earth 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 Water on Earth 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 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. 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

SQ3R Ch. 1, Section 2 Properties of Water- Oct. 8, 2015-pg. 23 *1. Water’s Unique Structure -Question *2. Surface Tension *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

T. Trimpe 2008 http://sciencespot.net/ Science 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 *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

Attraction of water molecules to other materials. 2 Hydrogen Atoms 1 Oxygen Atom Polar Molecule : “-” and “+” Water the Universal Solvent Surface Tension Tightness across the surface: Capillary Action 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

October 12, 2015 Science Notebook Pen/Pencil Textbook 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 L.C. Group – you may work in back station Assignment Book: Thursday, Oct. 22. 1. Group Project Presentation 2. Group Experiment Presentation 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? 1. Old Work Back(pd. 5 - quizzes) /Friday’s Stars/Notes in Notebook SSR while waiting for quiz/finish SQ 3R for section 1. SQ for section 2. 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

October 12, 2015 1. Old Work Back/Friday’s Stars/Notes in Notebook L.C. Group – you may work in back station Assignment Book: Thursday, Oct. 22. 1. Group Project Presentation 2. Group Experiment Presentation 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? 1. Old Work Back/Friday’s Stars/Notes in Notebook 2. Science Start Up 3. Water Use Chart fill out for Sunday 4. Review Friday- how did it go? 5. Put Ch. 1, section 2 Water Notes in NB. 6. Start Ch. 1, section 2-SQ3R. 7. Read/ Notes 8. Cool experiment video

Mystery Photo Fridays-Monday! Challenge 3

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 3 4

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 Chart- notebook – 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 *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

Attraction of water molecules to other materials. 2 Hydrogen Atoms 1 Oxygen Atom Polar Molecule : “-” and “+” Water the Universal Solvent Surface Tension Tightness across the surface: Capillary Action 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?

October 13, 2015 Science Notebook Pen/Pencil Textbook You will need your notebook everyday. October 13, 2015 Materials: Science Notebook Pen/Pencil Textbook Earth’s Waters Packet

*See checklist by station October 13, 2015 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 Sunday/Monday 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 1. Science Start Up 2. Water Use Chart fill out for Sunday (pd. 4 and 5) and 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.

Science Question-pds 4 & 5 T. Trimpe 2008 http://sciencespot.net/

List a few reasons and explain….. Besides needing water for the 5 categories we studied in section 1, why is water interesting… List a few reasons and explain…..

T. Trimpe 2008 http://sciencespot.net/ Science Question-pds 1,7,8 T. Trimpe 2008 http://sciencespot.net/

Water, the Universal Solvent- Write an example of when you have seen this, and explain your reasoning for each (in detail). Do not use examples from the book. Capillary Action- Surface Tension- 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 *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

Attraction of water molecules to other materials. 2 Hydrogen Atoms 1 Oxygen Atom Polar Molecule : “-” and “+” Water the Universal Solvent Surface Tension Tightness across the surface: Capillary Action 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 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. 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 1. Science Start Up 2. Water Use Chart fill out for Tuesday 3. Finish Ch. 1, section 2-SQ3R/ Continue Properties of Water Lab (20 minutes). Go over. 4. Station 1 and 6 with Ms. S. 5. Finish reading the section. 6. R and R in packet.

T. Trimpe 2008 http://sciencespot.net/ Science Question-pds 1,7,8 T. Trimpe 2008 http://sciencespot.net/

Draw this beaker of water and A+B- molecules. How would water molecules attach to these A+ B- molecules. Draw them. What is this process called?

Science Question-pds 4 & 5 T. Trimpe 2008 http://sciencespot.net/

Water, the Universal Solvent- Write an example of when you have seen this, and explain your reasoning for each (in detail). Do not use examples from the book. Capillary Action- Surface Tension- Water, the Universal Solvent-

Water Use Chart- notebook – 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 *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

Attraction of water molecules to other materials. 2 Hydrogen Atoms 1 Oxygen Atom Polar Molecule : “-” and “+” Water the Universal Solvent Surface Tension Tightness across the surface: Capillary Action Attraction of water molecules to other materials.

October 15, 2015 Science Notebook Pen/Pencil Textbook 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 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… 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question-pds 1,7,8 T. Trimpe 2008 http://sciencespot.net/

Review Time!-section 1 (have you been studying?) How much water is on the planet? Of this water on the planet, how much is salt water? Of this water on the planet, how much is fresh water? Name the 5 categories of how water is used. 71 % 97% 3% *Household purposes *Industry *Agriculture *Transportation *Recreation

Science Question-pds 4 & 5 T. Trimpe 2008 http://sciencespot.net/

Draw this beaker of water and A+B- molecules. 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 *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

Visuals- Why does ice float? https://www.youtube.com/watch?v=ZB- XBX1S15w States of Matter: https://www.youtube.com/watch?v=KCL8zqj XbME

October 16, 2015 Science Notebook Pen/Pencil Textbook 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! 1. Science Start Up (Go to Ms. S’s website-Daily PPT) 2. Water Use Chart Fill out for Thursday 3. Ms. S must see you today! P,R,H,E,A,C go over. 4. Work on your checklist. Ch. 1, section 2-SQ3R. Read. Reading Strategy. Learning Choices for section 2. Work on Group Project/ Group Experiment * It’s Friday- get your stars from Ms. S if you had a job/chairs. 1. Science Start Up 2. Water Use Chart fill out for Thursday 3. Finish reading the section. 2 short videos States of Matter Why Ice floats 4. R and R in packet. 5. Review

T. Trimpe 2008 http://sciencespot.net/ Science Question-pds T. Trimpe 2008 http://sciencespot.net/

Below is a picture of a glass of cold water. Why is this glass wet? Below is a picture of a glass of cold water. Why is the outside of the glass wet? Draw a picture and explain…

Water Use Chart- notebook – 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 *3. Capillary Action *4. Water, the Universal Solvent *5. Changing State *6. Why Ice Floats *7. Specific Heat Answer Question

Visuals- Why does ice float? https://www.youtube.com/watch?v=ZB- XBX1S15w States of Matter: https://www.youtube.com/watch?v=KCL8zqj XbME

October 19, 2015 Pen/Pencil Notebook- (after the quiz) 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 1. Quiz today. No Science Start UP L.C. Group – you may work in back station. Check our Science Fair Info! 1. Quiz today. No Science Start UP. 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 4. Work on your checklist. Ch. 1, section 3- Read. Reading Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment 1. Quiz today. No Science Start UP 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 in packet SQ Ch. 1, section 3 –The Water Cycle. SSR or work on other work/missing work.

October 19, 2015 Pen/Pencil Notebook- (after the quiz) 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 1. Quiz today. No Science Start UP L.C. Group – you may work in back station. Check our Science Fair Info! 1. Quiz today. No Science Start UP. 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 4. Work on your checklist. Ch. 1, section 3- Read. Reading Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment 1. Quiz today. No Science Start UP 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 in packet SQ Ch. 1, section 3 –The Water Cycle. SSR or work on other work/missing work.

October 20, 2015 Science Notebook Pen/Pencil Textbook 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) 2. Water Use Chart Fill out Finish Control Side 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 1. Science Start Up 2. Water Use Chart Explanation on control and experiment. Fill out Experiment chart for Sunday and Monday. 3. Start Ch. 1, section 3 SQ3R Video Take notes 4. R and R, section 3 Independent Silent Go over.

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Does your drawing look like this? 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 Chart- First- 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 Water Evaporates -write question 2. Clouds Form 3. Water Falls As Precipitation 4. A Global Process Answer 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. R and R- Independent Silent Go over 1. 2. 3.

“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

October 21, 2015 Science Notebook Pen/Pencil Textbook 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/Modifications- 1. 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 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) 2. Water Use Chart Fill out 3. Work on your checklist. Ch. 1, section 3-SQ3R. Read. Reading Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment 1. Science Start Up 2. Water Use Chart 3. Continue Ch. 1, section 3 SQ3R Video Take notes 4. R and R, section 3 Independent Silent Go over.

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Look at the Water Cycle Picture What is missing from this picture?

Water Use Chart- notebook – 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 Water Evaporates -write question 2. Clouds Form 3. Water Falls As Precipitation 4. A Global Process Answer 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. R and R- Independent Silent Go over 1. 2. 3.

“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

October 22, 2015 Science Notebook Pen/Pencil Textbook 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/Modifications- 1. 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 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 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.

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 Water Evaporates -write question 2. Clouds Form 3. Water Falls As Precipitation 4. A Global Process Answer 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. Pg. 38 Independent and Silent. Pg. 38 1-16, 19-21. In your notebook. (Notebook check) When finished work on: SSR Missing Work Other Work

October 23, 2015 Science Notebook Pen/Pencil Earth’s Waters Packet You will need your notebook everyday. October 23, 2015 Materials: Science Notebook Pen/Pencil Earth’s Waters Packet

LC Reminders/Modifications- 1. 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 *Turn in Earth’s Water’s Packet- All vocab and notes attached to packet. Learning Choices attached to packet. 1. Ch. 1 Test Independent 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 It’s Friday! *Turn in Earth’s Water’s packet. All vocab and notes. All R and R’s, and Properties of Water Lab completed. 1. Ch. 1 Test. 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

Mystery Photo Fridays Challenge 4

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 4 3

The Answers:

October 26, 2015 Assignment Book- HW: 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. 2. New Packet!  Ch. 2, sect 1 3. Vocab and Notes. 4. SQ for section 2. L.C. Group 1. Science start Up. 2. New Packet!  Ch. 2, section 1 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

Mystery Photo Fridays-Monday Challenge 4

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 4 3

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.

Clarifications – what you do during the class… 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 *3. River Systems *4. Rivers Shape the Land 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.

Describe a river system and how water flows into it. 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?

October 28, 2015 Science Notebook Pen/Pencil Graph paper? Materials: 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) 1. Science start Up and READ lesson objectives! 2. Graph Water Use Data 3. Start section 1, Ch. 2. 4. Work on your checklist. 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.) L.C. Group (Pd. 4,5,8 presentations) 1. Science start Up. 2. Graph Water Use Data 3. Start Ch. 2, section 1 SQ3R. Pg. 42 4. Tape Lab sheet in Notebook. Go over tomorrow’s lab.

T. Trimpe 2008 http://sciencespot.net/ Science Question- Graphing Practice! Yay! 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. SpongeBob Patrick 25 24 18 28 26 19 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?

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. SpongeBob Patrick 25 24 18 28 26 19 Which is the control group? 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. 1. Science start Up and READ lesson objectives! -Ms. S will meet with you to go over location chart. 2. P, R, H, A Water Use Data (finish E) 3. Start section 1, Ch. 2. 4. Work on your checklist. 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 1. Science start Up. 2. P, R, H, A Water Use Data (finish E) (15 minutes) 3. Start Ch. 2, section 1 SQ3R. Pg. 42 4. Tape Lab sheet in Notebook.

Experiment Practice! Yay! Science Question- Experiment Practice! Yay! 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.   What is the dependent variable. What is the independent variable? What kind of graph is this? What title would you give the graph? Time After Eating hours Glucose mg /dL of Blood Person A Glucose mg /dL of Blood Person B 0.5 170 180 1 155 195 1.5 140 230 2 135 245 2.5 235 3 225 4 130 200

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.   What is the dependent variable? What is the independent variable? What kind of graph 3. What title would you give the graph? Time After Eating hours Glucose mg /dL of Blood Person A Glucose mg /dL of Blood Person B 0.5 170 180 1 155 195 1.5 140 230 2 135 245 2.5 235 3 225 4 130 200 Glucose levels in the blood Time after eating Line The effect of time on amount of glucose in the blood

Continue with our water use Graph Title Purpose: Research: 1. 2. 3. Hypothesis: If____________________, then_________ Experiment: Your graph (make sure it is finished) Analysis: Conclusion: 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

Describe a river system and how water flows into it. 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 *3. River Systems *4. Rivers Shape the Land 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 # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

2 Graduated Cylinders Experiment-low slope Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

High Slope Experiment (1 graduated cylinder) Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

Low Slope Experiment (1 graduated cylinder) Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average 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 ________________:_________________

Describe a river system and how water flows into it. 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.

October 30, 2015 Science Notebook Pen/Pencil Textbook, pg. 42 You will need your notebook everyday. October 30, 2015 Materials: Science Notebook Pen/Pencil Textbook, pg. 42

October 30, 2015 It’s Friday! Stars? 1. Science start Up. 1. Science start Up and READ lesson objectives! 2. Start/Continue section 1, Ch. 2. 3. Tape Lab sheet in Notebook- you will do the lab after the class does it. 4. Work on your checklist. 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 It’s Friday! Stars? 1. Science start Up. 2. Start/continue Ch. 2, section 1 SQ3R. Pg. 42 4. Tape Lab sheet in Notebook. 5. Intro to lab. (Start Lab on Monday.) 6. Continue reading.

Mystery Photo Fridays Challenge 5

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 4 3

The Answers:

Describe a river system and how water flows into it. 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 *3. River Systems Watershed: https://www.youtube.com/watch?v=f63pwrMXkV4 *4. Rivers Shape the Land 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 # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

2 Graduated Cylinders Experiment-low slope Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

High Slope Experiment (1 graduated cylinder) Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

Low Slope Experiment (1 graduated cylinder) Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average 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 ________________:_________________

Describe a river system and how water flows into it. 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.

Nov. 4, 2015 Science Notebook Pen/Pencil Textbook ? Materials: You will need your notebook everyday. Nov. 4, 2015 Materials: Science Notebook Pen/Pencil Textbook ?

Nov. 4, 2015 L.C. Group 1. Science start Up and READ lesson objectives! 2. Complete your Stream Flow Lab. 3. Analyze and Conclude 4. Work through your checklist Missing Work?/Old work returned. Names of people who must see Ms. S ASAP. 1. Science start Up. 2. Finish Analysis and Conclusion 3. Go over. Earn star 4. See Grades. 5. Continue with Ch. 2, section 1 Reading, SQ3R

T. Trimpe 2008 http://sciencespot.net/ Science Scramble Science Experiments T. Trimpe 2008 http://sciencespot.net/

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 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

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 The answers are ... 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 DATA HYPOTHESIS PROCEDURE CONCLUSION ANALYSIS

Describe a river system and how water flows into it. 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 *3. River Systems Watershed: https://www.youtube.com/watch?v=f63pwrMXkV4 *4. Rivers Shape the Land 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 # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

2 Graduated Cylinders Experiment-low slope Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

High Slope Experiment (1 graduated cylinder) Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

Low Slope Experiment (1 graduated cylinder) Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average 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 ________________:_________________

Describe a river system and how water flows into it. 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.

Nov. 5, 2015 Science Notebook Pen/Pencil Textbook pg. 44 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 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. 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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? 2. Which one would have the greater run off (using the same amount of water)? A. low slope B. high slope 3. Which one would have the lesser run off? A. move volume of water? B. less volume of water? 4. In our Stream Flow Lab, which factor that affects runoff was not tested? How do you know? 3 m/s x x Nature of the ground surface. We only used the PVC pipe for the entire lab.

Describe a river system and how water flows into it. 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 *3. River Systems Watershed: https://www.youtube.com/watch?v=f63pwrMXkV4 *4. Rivers Shape the Land 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=8a3r-cG8Wic *6. Rivers and Floods *7. Can Floods be controlled? 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 picture- Headwaters Tributary Downriver Meander The Flood Plain Oxbow lake The Mouth Delta Waterfall* (we never discussed this, but can you figure out where it is?)

Describe a river system and how water flows into it. 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.

Nov. 6, 2015 Science Notebook Pen/Pencil Textbook pg. 48 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!  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. 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

Mystery Photo Fridays Challenge 6

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 1 2 5 3 4

The Answers:

Describe a river system and how water flows into it. 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=8a3r-cG8Wic *6. Rivers and Floods *7. Can Floods be controlled? 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 picture- Headwaters Tributary Downriver Meander The Flood Plain Oxbow lake The Mouth Delta Waterfall* (we never discussed this, but can you figure out where it is?)

Describe a river system and how water flows into it. 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 L.C. Group New Seats!  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. 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”

MP 2 Expectations are Higher Notebooks are complete with entries, reading strategy information Ch , section, title. 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. 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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?

Describe a river system and how water flows into it. 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.

Nov. 10, 2015 Science Notebook Pen/Pencil Textbook (later) pg. 53 You will need your notebook everyday. Nov. 10, 2015 Materials: Science Notebook Pen/Pencil Textbook (later) pg. 53 Earth’s Water’s Packet

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. 4. Microscope Work. 5. What Do I see/ Ponds and Lakes Video 6. Start Ch. 2, section 2 Ponds and Lakes SQ3R. 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” 5. What Do I see/ Ponds and Lakes Video 6. Start Ch. 2, section 2 Ponds and Lakes SQ3R.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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.

Describe how Ponds and Lakes Form 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/watch?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

Describe how Ponds and Lakes Form 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/watch?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.

Describe how Ponds and Lakes Form 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

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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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? 2. Where is the best place for farming? 3. Where is the fastest moving water located? 4. Why does water still move swiftly downriver? Flood plain Delta Headwaters Smaller streams have joined the river increasing it’s volume.

Describe how Ponds and Lakes Form 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/watch?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

Describe how Ponds and Lakes Form 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/watch?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.

Describe how Ponds and Lakes Form 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

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. Nov. 12, 2015 1. Science start Up. 2. Start Ch. 2, section 2 Ponds and Lakes SQ3R. 3. R and R, section 2.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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. 1. What are some differences between ponds and lakes? 2. Besides rain water, where can ponds get their water? 3. What are the names of the Great Lakes? If you did not see the Bill Nye Video yesterday, answer the following questions. 1. The objective lenses are attached to the ___________________ 2. To sharp focus an image, use the _______________________ 3. The support structure that connects the lens system to the base is the_____________. Size, organisms, plants, staying power Ground water Lake Huron, Lake Ontario, Lake Michigan, Lake Erie, Lakes Superior Nose piece Fine objective lens arm

C-7. State Implications and Consequences 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 3. Lake Formation (purple) 4. Lake Habitats (purple) 5. Changes in a Lake Eutrophication: http://www.youtube.com/watch?v=UGqZsSuG7ao

C-7. State Implications and Consequences 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.

Nov. 13, 2015 Pen/Pencil Textbook pg. 53 Science Notebook Materials: 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?  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 Monday- remembering your MP 2 Expectations of a 90% +) 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

Nov. 13, 2015 It’s Friday. Who had a job?  1. Science start Up. 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. 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

Mystery Photo Fridays Challenge 7

See if you can determine what the following magnified photo is See if you can determine what the following magnified photo is. Number your paper to 5. 1

The Answer!:

C-7. State Implications and Consequences 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

C-7. State Implications and Consequences 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.

Nov. 16, 2015 Pen/Pencil Earth’s Water’s Packet after quiz SSR Book You will need your notebook everyday. Nov. 16, 2015 Materials: Pen/Pencil Earth’s Water’s Packet after quiz SSR Book

Nov. 15, 2015 1. Ch 2, section 1 and 2 Quiz 2. When you are finished- L.C. Group 1. Ch 2, section 1 and 2 Quiz 2. When you are finished- Section 3 vocab and notes SSR No LC group work today. Nov. 15, 2015 1. Ch 2, section 1 and 2 Quiz 2. When you are finished- Section 3 vocab and notes SSR

Nov. 17, 2015 Pen/Pencil Science Notebook Textbook pg. 59 Materials: You will need your notebook everyday. Nov. 17, 2015 Materials: Pen/Pencil Science Notebook Textbook pg. 59

L.C. Group 1. Science start Up Silently/or 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. 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. 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Label the Parts of the Microscope. j

C-7. State Implications and Consequences 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 *3. The Importance of Wetlands https://www.youtube.com/watch?v=BeUPbGWg2KU *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

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 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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?

C-7. State Implications and Consequences 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 *3. The Importance of Wetlands https://www.youtube.com/watch?v=BeUPbGWg2KU *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

Describe how glaciers form 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 -Question *2. Icebergs 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 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. 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.

Nov. 19, 2015 Pen/Pencil Science Notebook for after the quiz 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 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. 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.

Nov. 19, 2015 Pen/Pencil Science Notebook Textbook pg. 63 You will need your notebook everyday. Nov. 19, 2015 Materials: Pen/Pencil Science Notebook Textbook pg. 63 Earth’s Water’s Packet

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 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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?

C-7. State Implications and Consequences 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 *3. The Importance of Wetlands https://www.youtube.com/watch?v=BeUPbGWg2KU *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

Describe how glaciers form 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

Nov. 20, 2015 Pen/Pencil Science Notebook Textbook 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 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. 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.

Mystery Photo Fridays Challenge 7

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 1 2 5 4 3

The Answers:

C-7. State Implications and Consequences 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. Ch. 2 Freshwater, Section 3,4,5 Mini Project

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.

Nov. 23, 2015 Pen/Pencil Science Notebook? Textbook 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. 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 Nov. 23, 2015 1. SSU 2. Continue Ch. 2, section 3,4,5 mini-project. 3. Finish notebook checks. 4. Stars for Microscope. Quizzes.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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?

C-7. State Implications and Consequences 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. Ch. 2 Freshwater, Section 3,4,5 Mini Project

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.

Dec. 1, 2015 Assignment Book: Mini Project due Friday, Dec. 4) L.C HW: 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. 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 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.

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

C-7. State Implications and Consequences 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. Ch. 2 Freshwater, Section 3,4,5 Mini Project

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.

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 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. 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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 Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2- Z_iDI 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 Section 5- Water Underground Dry Well: https://www.youtube.com/watch?v=UZooAynI98o 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 1. SSU 2. Finish /Re do L.C Presentations!  L.C. Group 1. SSU 2. Finish /Re do L.C Presentations!  3. L.C. Discussions for Ch. 3 L.C work. 4. Short video clips on Glaciers, Icebergs, Wells, Aquifers 5. See quizzes/grades get stars/work on projects that are due Friday. 1. SSU 2. Finish /Re do 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/ Science Question- 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 Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2- Z_iDI 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 Section 5- Water Underground Dry Well: https://www.youtube.com/watch?v=UZooAynI98o 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!  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 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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? 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

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 Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2- Z_iDI 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 Section 5- Water Underground Dry Well: https://www.youtube.com/watch?v=UZooAynI98o 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

Dec. 8, 2015 Science Notebook Textbook Materials: You will need your notebook everyday. Dec. 8, 2015 Materials: Science Notebook Textbook

Dec. 8, 2015 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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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!  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 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

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. 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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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! 

C-7. State Implications and Consequences 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 web- green headings https://www.brainpop.com/science/matterandchemistry/acidsandbases/ Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&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 Average Distilled Distilled with Epsom Salt TE Water 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.

Dec. 9, 2015 Pen or Pencil Science Notebook Textbook (pg. 80) 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) 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. 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

What are 2 statements that you can share about the sources of drinking water. 1. 2.

C-7. State Implications and Consequences 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 web- green headings https://www.brainpop.com/science/matterandchemistry/acidsandbases/ Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&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 Average Distilled Distilled with Epsom Salt TE Water 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

Dec. 10, 2015 Pen or Pencil Science Notebook Textbook (later) 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. 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- 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. Dec. 10, 2015 1. SSU 2. Go over Analysis and Conclusion. 3. Finish lab. Answer Analysis and Conclusion questions. 4. Go over. Get star. 5. Continue with Ch. 3, section 1 reading and word web. *Reminders- Progress reports go out on Friday. Blanks will turn to Z’s.

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

When treating Drinking Water, What are the 5 things that are considered? 1. 2. 3. 4. 5.

C-7. State Implications and Consequences 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 web- green headings https://www.brainpop.com/science/matterandchemistry/acidsandbases/ Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&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 Average Distilled Distilled with Epsom Salt TE Water 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

Dec. 14, 2015 Assignment Book: Progress Reports due Tomorrow (5/5) 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

L.C. Group 1. Progress Reports 2. SSU 3. Progress report/Read Ch. 3, section 2- pgs.93-94. 4. Continue with Ch. 3, section 1 reading and word web. 5. Topic PPTs due on Friday to show your LC Group. (Experiment presentations will be due next Monday.) 6. 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 7. Go over Analysis and Conclusion answers. Dec. 14, 2015 It’s Monday- If you had a job from last week, get your stars. Progress report/Vocab and notes for ch. 3, section 2. Read Ch. 3, section 2- pgs.93-94. Word web for Desalination and Ice bergs. (1 topic for each) 1. SSU 2. Go Ch. 3, section 1 word web. 3. Finish Videos 4. R and R, section 1 go over. 5. Go over Analysis and Conclusion answers. 6. Vocab, notes, word web for Ch. 3, 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

Mystery Photo Fridays Challenge 9

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 4 3

The Answers:

C-7. State Implications and Consequences 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 web- green headings https://www.brainpop.com/science/matterandchemistry/acidsandbases/ Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&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 Average Distilled Distilled with Epsom Salt TE Water 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

C-7. State Implications and Consequences 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.

C-7. State Implications and Consequences 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 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. 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

1. 2. 3. 4. 5. 6. What are the steps in treating drinking water? What happens in each step?? 1. 2. 3. 4. 5. 6. First Filtration – water is filtered through screens that remove fish, leaves, and trash Coagulation – Alum is added to form sticky flocs. Mud, bacteria, and other particles to the flocs. The water then passes into settling basins, where the flocs sink. Second Filtration – The water trickles down through sand or gravel, which filters out algae, bacteria, and some chemicals. Chlorination – Chlorine is added to kill remaining organisms. Aeration – forcing air through the water releases gases, reducing unpleasant odors and taste. Additional Treatment- Sodium or lime may be used to soften hard water. Some communities Add fluoride, which helps prevent tooth decay.

Mystery Photo Fridays Challenge 9

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 4 3

The Answers:

C-7. State Implications and Consequences 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 web- green headings https://www.brainpop.com/science/matterandchemistry/acidsandbases/ Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&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 Average Distilled Distilled with Epsom Salt TE Water 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

C-7. State Implications and Consequences 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.

C-7. State Implications and Consequences 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

C-7. State Implications and Consequences 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

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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Review! (are you studying?) 1. When treating drinking water, what are the 5 things that are looked for? 2. Name the steps of water treatment-can you explain them? 3. What is Desalination? Name one way. –be able to explain how it works Appearance and taste, hardness, acidity, disease causing organisms, standards of quality First filtration, coagulation, second filtration, chlorination, aeration, additional treatment Getting fresh water from salt water. One way is distillation or reverse osmosis or freezing the water

C-7. State Implications and Consequences 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.

Dec. 18, 2015 Pen or Pencil Science Notebook 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 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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Task- T. Trimpe 2008 http://sciencespot.net/

Point and Nonpoint Sources (p. 98) Cleaning Up Polluted Water (p. 103) Write the following headings in your notebook – Section 3- Freshwater Pollution Table Topics What is Pollution? (p. 97) Point and Nonpoint Sources (p. 98) 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) 2 sections on each page- leave space for writing 3 to 4 statements

C-7. State Implications and Consequences 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?

Dec. 21, 2015 Pen or Pencil Science Notebook 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 1. SSU 2. White board Review 3. When finished- L.C. Group 1. SSU 2. You may do the White board review or - 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 Dec. 21, 2015 1. SSU 2. White board Review 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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 #. 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) 13. Agricultural Chemicals (p. 102) 14. Runoff From Roads (p. 102) 15. Preventing Pollution (p. 103) 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) 5. Treating Waste Water (p. 87) 6. Septic Systems (p. 89) 7. Freshwater for the Future (p. 93)

Dec. 22, 2015 We are going to LGR- make sure you take the following- You will need your notebook everyday. Dec. 22, 2015 Materials: We are going to LGR- make sure you take the following- Pen or Pencil SSR Book/other work for after the quiz Ch. 3 Packet

NO GROUP WORK- WORK ON YOUR LC’s & reading strategies Dec. 22, 2015 L.C. Group 1. No SSU 2. Quiz Independent and Silent 3. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 3 NO GROUP WORK- WORK ON YOUR LC’s & reading strategies Dec. 22, 2015 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 Independent Silent 3. When finished- turn in Ch. 3 packet 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

Jan 4, 2016 Assignment Book: Ch. 1, section 2 vocab and notes 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)

L.C. Group 1. SSU 2. Intro to Cells 3. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 3 4. L.C presentations due tomorrow. 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.

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

Jan 5, 2016 Pen or Pencil Science Notebook Some colored pencils 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 1. SSU 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 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 3 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.

T. Trimpe 2008 http://sciencespot.net/ Science Diagram- T. Trimpe 2008 http://sciencespot.net/

Turn to page 11 and 12 in your packet- label/color the following-add missing lines/labels

Learning Goals and Thinking Skills: You will be able to: 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

Today- 1. Read over the organelles as a class. (No word web or SQ3R) 2. Start Cell Analogy Project –pg. 13 Instructions Start Rough Draft

Jan 6, 2016 Pen or Pencil Science Notebook 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 1. SSU 2. L.C presentations continue L.C. Group 1. SSU 2. L.C presentations continue 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 Jan 5, 2016 1. SSU 2.Continue Cell Analogy Project 3. See quizzes. Get stars. *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/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Answer the following questions. 1. What is inside the nucleus? (Be specific and explain.) 2. Which organelle controls the substances that go into and out of the cell. 3. What are ribosomes? 4. What organelles have enzymes that break down certain materials in the cell? Chromatin – strands containing genetic material-the instructions for directing the cells’ project. Nucleolus – produces ribosomes Cell membrane Factories that produce proteins Lysosomes

Turn to page 11 and 12 in your packet- label/color the following-add missing lines/labels

Learning Goals and Thinking Skills: You will be able to: 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

Today- 1. Read over the organelles as a class. (No word web or SQ3R) 2. Start Cell Analogy Project –pg. 13 Instructions Start Rough Draft

Jan 7, 2016 Pen or Pencil Science Notebook 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 1. SSU 2. L.C presentations continue L.C. Group 1. SSU 2. L.C presentations continue 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 Jan 5, 2016 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! *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/ Science Question- 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? 2. Which organelle receives materials from the endoplasmic reticulum and sends them to other parts of the cell? 3. Where is most of the cells’ energy produced? 4. What organelles store food, waste, and other materials? Endoplasmic Reticulum Golgi bodies Mitochondria Vacuoles

Turn to page 11 and 12 in your packet- label/color the following-add missing lines/labels

Learning Goals and Thinking Skills: You will be able to: 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

Today- 1. 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….)

Jan 8, 2016 Pen or Pencil Science Notebook 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 1. SSU 2. L.C presentations continue L.C. Group 1. SSU 2. L.C presentations continue 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 Jan 5, 2016 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! *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/ Science Question- 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? 2. Which organelle receives materials from the endoplasmic reticulum and sends them to other parts of the cell? 3. Where is most of the cells’ energy produced? 4. What organelles store food, waste, and other materials? Endoplasmic Reticulum Golgi bodies Mitochondria Vacuoles

Turn to page 11 and 12 in your packet- label/color the following-add missing lines/labels

Learning Goals and Thinking Skills: You will be able to: 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

Today- 1. 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 1. SSU 2.Continue Cell Analogy Project L.C. Group 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! 4. Start final copy! *New L.C Group starts tomorrow- Computer/Laptops schedule, groups, seating chart. Jan 11, 2016 1. SSU 2.Continue Cell Analogy Project. 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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

Learning Goals and Thinking Skills: You will be able to: 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

Today- 1. 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

Jan 13, 2016 Pen or Pencil Science Notebook 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. Start L.C work for Ch. 1, section 1,2, and 3 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) Jan 13, 2016 1. SSU 2. Finish Cells of your body- Micro-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

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Compare a bacterial cell to a plant or animal cell. 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 1. SSU 2.Continue Cell Analogy Project L.C. Group 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! 4. Start final copy! *New L.C Group starts tomorrow- Computer/Laptops schedule, groups, seating chart. Jan 11/13, 2016 1. SSU 2.Continue Cell Analogy Project. 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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

Learning Goals and Thinking Skills: You will be able to: 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 1. SSU 2.Finish section 2 Word web L.C. Group 1. SSU 2.Finish section 2 Word web 3. Listen for Micro-viewer lab instructions. 4. Work on your computer/laptop, seating chart, locations. 5. Start L.C work for Ch. 1, section 1,2, and 3 Jan 12, 2016 1. SSU 2. Finish section 2- Word Web 3. Cells of your body- Micro- viewer lab Instructions Get started. 4. Complete R and R, section 2. Crossword Wordsearch

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? Cheek Cells (900x)   Blood Cells (500x) Lymph Gland Cells (1200x) Bone Cells (300x) Cell   Where are they located? What do they do/how do they work? 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

CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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.

Jan 14, 2016 (pd. 5) Pen or Pencil Science Notebook 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. L.C work for Ch. 1, section 1,2, and 3 1. SSU 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) Jan 14, 2016 1. SSU 2. Finish Cells of your body- Micro-viewer lab Go over 4. Complete R and R, section 2. Crossword Word search 5. Cell Analogy work, section 1 vocab and notes work…

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Compare a bacterial cell to a plant or animal cell. Answer the following Compare a bacterial cell to a plant or animal cell.

Jan 14, 2016 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 1. SSU 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) Jan 14, 2016 1. SSU 2. Finish Cells of your body- Micro-viewer lab Go over 4. Complete R and R, section 2. Crossword Word search 5. Cell Analogy work, section 1 vocab and notes work…

Jan 14, 2016 (pds. 4,7,8) Pen or Pencil Science Notebook 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. Start L.C work for Ch. 1, section 1,2, and 3 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) 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.

Science Question- pds 4, 7 and 8 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)

Learning Goals and Thinking Skills: You will be able to: 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? Cheek Cells (900x)   Blood Cells (500x) Lymph Gland Cells (1200x) Bone Cells (300x) Cell   Where are they located? What do they do/how do they work? Voluntary Muscle Cells (900x) Involuntary Muscle Cells (900x) Nerve Cells (60x) Gland Cells (360x)

Jan 15, 2016 Pen or Pencil Science Notebook Cell Analogy Project 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 L.C. Group 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 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) 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

Mystery Photo Fridays Challenge 10

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 1 2 5 4 3

The Answers:

Learning Goals and Thinking Skills: You will be able to: 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 L.C. Group 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 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) 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

Photosynthesis and Respiration https://www.youtube.com/watch?v=YAFv nBKif3o

Jan 19, 2016 Assignment Book: Ch. 1, section 1 vocab and notes 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 1. No SSU 2. Cell Analogy Quiz L.C. Group 1. No SSU 2. Cell Analogy Quiz 3. Cell Analogy presentations 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 1. No SSU 2. Cell Analogy Quiz 3. Cell Analogy presentations 4. Start Ch. 1, section 1 outline work

Learning Goals and Thinking Skills: You will be able to: 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. .

First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek 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.) An Overview of Cells A. Cells and Structure B. Cells and Function C. Many and Small First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek 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 . https://www.youtube.com/watch?v=GW9XTd2Ardc https://www.youtube.com/watch?v=4OpBylwH9DU

Learning Goals and Thinking Skills: You will be able to: 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.

Jan 20, 2016 Assignment Book: Ch. 1, section 3 vocab and notes 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 1. SSU 2. Finish Ch. 1, section 1 outline work. L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Microviewer lab (if you have not done it already.) 6. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Jan 20, 2016 1. SSU 2. Finish Ch. 1, section 1 outline work. 3. Video clips. 4. Start Ch. 1, section 3-outline!

T. Trimpe 2008 http://sciencespot.net/ Science Scramble Year of Science T. Trimpe 2008 http://sciencespot.net/

1. ODOFWBE 2. LECOGOY 3. MSREYCHIT 4. ELIMS 5. INASMAL 6. PTSLAN Can you unscramble all the words below? Hint: They are all science terms we will study this year. 1. ODOFWBE 2. LECOGOY 3. MSREYCHIT 4. ELIMS 5. INASMAL 6. PTSLAN 7. EIGESNTC 8. AND 9. RSECPMIOSCO 10. CSEONDISTI

The answers are ... 1. FOODWEB 2. ECOLOGY 3. CHEMISTRY 4. SLIME 5. ANIMALS 6. PLANTS 7. GENETICS 8. DNA 9. MICROSCOPE 10. DISSECTION

Learning Goals and Thinking Skills: You will be able to: 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. .

First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek 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.) An Overview of Cells A. Cells and Structure B. Cells and Function C. Many and Small First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek 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 . https://www.youtube.com/watch?v=GW9XTd2Ardc https://www.youtube.com/watch?v=4OpBylwH9DU

Learning Goals and Thinking Skills: You will be able to: 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.

Learning Goals and Thinking Skills: You will be able to: 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

Jan 21, 2016 Assignment Book: 1. Ch. 1, section 4 vocab and notes 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 1. SSU 2. Finish Ch. 1, section 3 outline work. L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Presentation to LC group due Monday, Jan 25. 4. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Jan 21, 2016 1. SSU 2. Finish Ch. 1, section 3 outline work. 3. Video clip/Go over 4. Graphic Organizer 5. Lab prep tomorrow’s lab. 6. Start Ch. 1, section 4 work

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Answer the following Write the Cell Theory. All living organisms are composed of one or more cells. The cell is the basic unit of structure and function in living things. Cells come from preexisting cells.

Learning Goals and Thinking Skills: You will be able to: 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

Elements and Compounds Elements Compounds 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.) Elements and Compounds Elements Compounds Organic and Inorganic Compounds Carbohydrates Lipids IV. Proteins Structure of Proteins Functions of Proteins V. Nucleic Acids https://www.youtube.com/watch?v=NWmdwuW4R2Y VI. Water and Living Things

Jan 22, 2016 Assignment Book: 1. Notebook check same day as the quiz 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 1. SSU 2. Finish Ch. 1, section 3 outline work. L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Presentation to LC group due Monday, Jan 25. 4. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Jan 22, 2016 1. SSU 2. Finish Ch. 1, section 3 outline work. 3. Video clip/Go over 4. Lab prep Monday's lab and activity sheet in notebook. 5. Start Ch. 1, section 4 work – outline

Mystery Photo Fridays Challenge 11

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 1 2 5 4 3

The Answers:

Learning Goals and Thinking Skills: You will be able to: 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

Elements and Compounds Elements Compounds 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.) Elements and Compounds Elements Compounds Organic and Inorganic Compounds Carbohydrates Lipids IV. Proteins Structure of Proteins 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 27, 2016 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

L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Presentation to LC group due Monday, Jan 25. 4. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Jan 27, 2016 1. SSU 2. Finish Ch. 1, section 4 outline work. Go over as a class. 3. Start Osmosis with a Potato Lab

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Start UP- Graphic organizer – Section 1 Scientists Section 2- Organic compounds Scientist What they did/looked at Contributions 1.   2. 3. 4. 5. Type of Compound Elements Functions 1 .   2. 3. 4.

Learning Goals and Thinking Skills: You will be able to: 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

Elements and Compounds Elements Compounds 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.) Elements and Compounds Elements Compounds Organic and Inorganic Compounds Carbohydrates Lipids IV. Proteins Structure of Proteins Functions of Proteins V. Nucleic Acids https://www.youtube.com/watch?v=NWmdwuW4R2Y VI. Water and Living Things

Learning Goals and Thinking Skills: You will be able to: 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.

Transport by Engulfing Why Cells are so Small 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.) Diffusion What causes Diffusion Diffusion of Oxygen Osmosis Osmosis and Diffusion Effects of Osmosis Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

Diffusion What causes Diffusion Diffusion of Oxygen

Osmosis Osmosis and Diffusion Effects of Osmosis

Active Transport Transport Proteins Transport by Engulfing 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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.

Experiments with Other Traits Dominant and Recessive Alleles 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.) Mendels’ Experiment Crossing Pea Plants The F 1 Offspring The F2 Offspring Experiments with Other Traits Dominant and Recessive Alleles Genes and Alleles Genes and Alleles in Mendel's Crosses Symbols for Alleles Significance of Mendel's Contribution

Principals of Probability Mathematics of Probability 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.) Principals of Probability Mathematics of Probability Independence of Events Probability and Genetics Punnett Squares Using a Punnett Square Predicting Probabilities Phenotypes and Genotypes Codominance

Chromosomes and Inheritance Chromosome Pairs Genes 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.) Chromosomes and Inheritance Chromosome Pairs Genes on Chromosomes Meiosis What happens during Meiosis Meiosis and Punnett Squares A Lineup of Genes

How Cells Make Proteins The Role of RNA Types of RNA 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.) The Genetic Code Genes and DNA Order of the Bases How Cells Make Proteins The Role of RNA Types of RNA Translating the Code Mutations Types of Mutations Effects of Mutations

Jan 29, 2016 Colored pencils Pen or Pencil Science Notebook You will need your notebook everyday. Jan 29, 2016 Materials: Colored pencils Pen or Pencil Science Notebook Textbook pg. 32

Jan 29, 2016 It’s Friday! Who had a job? 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) 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!

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.

Learning Goals and Thinking Skills: You will be able to: 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.

Transport by Engulfing Why Cells are so Small 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.) Diffusion What causes Diffusion Diffusion of Oxygen Osmosis Osmosis and Diffusion Effects of Osmosis Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

Diffusion What causes Diffusion Diffusion of Oxygen

Osmosis Osmosis and Diffusion Effects of Osmosis

Active Transport Transport Proteins Transport by Engulfing 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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 Pen or Pencil Science Notebook – Osmosis Lab You will need your notebook everyday. Feb 1, 2016 Materials: Pen or Pencil Science Notebook – Osmosis Lab Later - Textbook pg. 39

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) 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

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Start UP- Graphic organizer – Section 1 Scientists Section 2- Organic compounds Scientist What they did/looked at Contributions 1.   2. 3. 4. 5. Type of Compound Elements Functions 1 .   2. 3. 4.

Learning Goals and Thinking Skills: You will be able to: 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.

Transport by Engulfing Why Cells are so Small 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.) Diffusion What causes Diffusion Diffusion of Oxygen Osmosis Osmosis and Diffusion Effects of Osmosis Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

Diffusion What causes Diffusion Diffusion of Oxygen

Osmosis Osmosis and Diffusion Effects of Osmosis

Active Transport Transport Proteins Transport by Engulfing 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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.

You will need your notebook everyday. Feb 2, 2016 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 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) Feb 2, 2016 Reminder about Activity 1. SSU 2. Go over Osmosis Lab and “3 beaker sheet” in notebook. Go over 3. Textbook Review (p. 39, # 1-18 in notebook) Independent Silent See Quizzes 4. Emergency questions/white board review

T. Trimpe 2008 http://sciencespot.net/ Science To do 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.

Learning Goals and Thinking Skills: You will be able to: 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.

Transport by Engulfing Why Cells are so Small 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.) Diffusion What causes Diffusion Diffusion of Oxygen Osmosis Osmosis and Diffusion Effects of Osmosis Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

Diffusion What causes Diffusion Diffusion of Oxygen

Osmosis Osmosis and Diffusion Effects of Osmosis

Active Transport Transport Proteins Transport by Engulfing 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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. Potato observation before solution Potato observation after being soaked in the solution Distilled Water Salt Solution Sugar 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.

White board Review & find the page An Overview of Cells A. Cells and Structure B. Cells and Function C. Many and Small First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek 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 Elements and Compounds Elements Compounds Organic and Inorganic Compounds Carbohydrates Lipids IV. Proteins Structure of Proteins Functions of Proteins V. Nucleic Acids VI. Water and Living Things Diffusion What causes Diffusion Diffusion of Oxygen Osmosis Osmosis and Diffusion Effects of Osmosis Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

You will need your notebook everyday. Feb 4, 2016 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 1. No SSU 2. Turn in Ch. 1 packets. L.C. Group 1. No SSU 2. Turn in Ch. 1 packets. 3. Return Cell Analogy Project 4. Quiz 5. SSR/Silent Work 6. See quizzes (hopefully) 7. LC presentations Thursday, Feb. 4, 2016 (make sure you show LC group members for critique before then.) 8. Keep in mind the high LC expectations. Feb 3, 2016 1. No SSU 2. Turn in Ch. 1 packets. 3. Return Cell Analogy Project Buy back 100%, colored, neat projects. 4. Quiz 5. SSR/Silent Work 6. See quizzes (hopefully)

Pd. 7 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)

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 quiz- SSR or work on something silently. Cell Analogy quizzes will also be viewed (hopefully)

Feb 8, 2016 Science Textbook (pg. 76) Science Packet Science Notebook You will need your notebook everyday. Feb 8, 2016 Materials: Science Textbook (pg. 76) Science Packet Science Notebook Pen or Pencil

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 Seating chart questions 4. 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 Feb 8, 2016 Jobs/stars from Friday 1. SSU 2. Silent Work – reading strategies/vocab for 1 and 2/ See quizzes get stars. 3. Silent Work/LC group meeting 4. Go over section 1 Add to your notes if you are missing helpful information 5. Take a Class Survey

Mystery Photo Fridays Challenge 12

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1 5 4 3

The Answers:

Ch. 3 Genetics: Section 1- Mendels’ Work 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?

Experiments with Other Traits Dominant and Recessive Alleles 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.) Mendels’ Experiment Crossing Pea Plants The F 1 Offspring The F2 Offspring Experiments with Other Traits Dominant and Recessive Alleles Genes and Alleles Genes and Alleles in Mendel's Crosses Symbols for Alleles Significance of Mendel's Contribution

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.) Mendels’ Experiment Crossing Pea Plants The F 1 Offspring The F2 Offspring Experiments with Other Traits

Dominant and Recessive Alleles Genes and Alleles 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.) Dominant and Recessive Alleles Genes and Alleles 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 Science Textbook (pg. 82) Science Notebook Pen or Pencil You will need your notebook everyday. Feb 9, 2016 Materials: Science Textbook (pg. 82) Science Notebook Pen or Pencil

Feb 9, 2016 1. SSU 2. Take a Class Survey 3. Dragon Genetics L.C. Group 1.SSU 2. Take a Class Survey Instructions Complete 3. Dragon Genetics Complete-attach to packet. 4. 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 Feb 9, 2016 1. SSU 2. Take a Class Survey Instructions Complete 3. Dragon Genetics Complete-attach to packet.

T. Trimpe 2008 http://sciencespot.net/ Science To finish 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.

Ch. 3 Genetics: Section 1- Mendels’ Work 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?

Experiments with Other Traits Dominant and Recessive Alleles 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.) Mendels’ Experiment Crossing Pea Plants The F 1 Offspring The F2 Offspring Experiments with Other Traits Dominant and Recessive Alleles Genes and Alleles Genes and Alleles in Mendel's Crosses Symbols for Alleles Significance of Mendel's Contribution

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.) Mendels’ Experiment Crossing Pea Plants The F 1 Offspring The F2 Offspring Experiments with Other Traits

Dominant and Recessive Alleles Genes and Alleles 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.) Dominant and Recessive Alleles Genes and Alleles 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 Science Textbook (pg. 84) Science Notebook Pen or Pencil You will need your notebook everyday. Feb 10, 2016 Materials: Science Textbook (pg. 84) Science Notebook Pen or Pencil Pds. 1 and 4-Dragon Genetics sheet Genetics packet

Feb 10, 2016 1. SSU 2. Dragon Genetics-finish L.C. Group 1.SSU 2. Take a Class Survey Instructions Complete 3. Dragon Genetics Complete-attach to packet. 4. 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 Feb 10, 2016 1. SSU 2. Dragon Genetics-finish 3. Go over Ch. 3, section 2 reading strategies. (do we need a few minutes to finish our strategies) 4. Practice pages 17, 18, & 19 in packet.

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Write out Mendel’s Experiment – Answer the following Write out Mendel’s Experiment – Include generations Descriptions Symbols

Ch. 3 Genetics: Section 2- Probability and Heredity 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?

Principals of Probability Mathematics of Probability 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.) Principals of Probability Mathematics of Probability Independence of Events Probability and Genetics Punnett Squares Using a Punnett Square Predicting Probabilities Phenotypes and Genotypes Codominance

Ch. 2, section 2 Probability and Heredity (p 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.) 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

Probability and Genetics Punnett Squares Using a Punnett Square 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.) Probability and Genetics Punnett Squares Using a Punnett Square Predicting Probabilities

Hybrid

Purebred

Set up a Punnett Square. Try these.

Phenotype- the appearance – Brown or Tall or Pink 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.) Phenotypes and Genotypes Phenotype- the appearance – Brown or Tall or Pink 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 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.) Codominance – alleles are neither dominant or recessive. Both alleles expressed.

Finish this- Find the Genotype and Phenotype percentages “P” stands for Purple “W” stands for White

Feb 11, 2016 Science Textbook (pg. 84) Science Notebook Pen or Pencil You will need your notebook everyday. Feb 11, 2016 Materials: Science Textbook (pg. 84) Science Notebook Pen or Pencil Genetics packet

Feb 11, 2016 1. SSU 2. Go over Ch. 3, section 2 reading strategies. L.C. Group 1.SSU 2. Practice pages in packet 3. Continue Ch. 3 LC work. 4. Paper Pet 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 11, 2016 1. SSU 2. Go over Ch. 3, section 2 reading strategies. 3. Practice pages 17, 18, & 19 in packet. 4. Paper Pets start

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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?

Ch. 3 Genetics: Section 2- Probability and Heredity 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?

Principals of Probability Mathematics of Probability 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.) Principals of Probability Mathematics of Probability Independence of Events Probability and Genetics Punnett Squares Using a Punnett Square Predicting Probabilities Phenotypes and Genotypes Codominance

Ch. 2, section 2 Probability and Heredity (p 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.) 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

Probability and Genetics Punnett Squares Using a Punnett Square 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.) Probability and Genetics Punnett Squares Using a Punnett Square Predicting Probabilities

Hybrid

Purebred

Set up a Punnett Square. Try these.

Phenotype- the appearance – Brown or Tall or Pink 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.) Phenotypes and Genotypes Phenotype- the appearance – Brown or Tall or Pink 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 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.) Codominance – alleles are neither dominant or recessive. Both alleles expressed.

Finish this- Find the Genotype and Phenotype percentages “P” stands for Purple “W” stands for White

You may work with your table mate. 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.

You will need your notebook everyday. Feb 12, 2016 Materials: Assignment book- 1. 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 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 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

Mystery Photo Fridays Challenge 13

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1

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 Science Notebook Pen or Pencil Paper Pets Packet You will need your notebook everyday. Feb 16, 2016 Materials: Science Notebook Pen or Pencil Paper Pets Packet Later- Punnett Square practice problems

Feb 16, 2016 1. SSU 2. Go over Paper Pets Part 3. 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 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!

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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?

Ch. 3 Genetics: Section 2- Probability and Heredity 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 Today- 1. 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 Punnett Square HW Pen or Pencil Paper Pets Packet You will need your notebook everyday. Feb 17, 2016 Materials: Punnett Square HW Pen or Pencil Paper Pets Packet

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 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.

Ch. 3 Genetics: Section 2- Probability and Heredity 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 Today- 1. 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.

Pen or Pencil For after the quiz Feb 18, 2016 -SSR book or other work You will need your notebook everyday. Feb 18, 2016 Materials: Pen or Pencil For after the quiz -SSR book or other work -Paper Pets Packet -Paper Pets

Feb 18, 2016 1. No SSU- Punnett Square quiz 2. After the quiz, 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 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?

Ch. 3 Genetics: Section 2- Probability and Heredity 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?

Assignment book: Paper Pets due Monday, Feb 22 Science Notebook You will need your notebook everyday. Feb 19, 2016 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 It’s Friday. Who had a job? 1. SSU L.C. Group 1. SSU 2. Independent Silent Time- work on homework, SSR. Must stay silent. Ms. S is showing quizzes/grades. 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 It’s Friday. Who had a job? 1. SSU 2. Independent Silent Time- work on Ch. 3, section3 vocab and notes, SSR. Must stay silent. Ms. S is showing quizzes/grades. 3. Once quizzes/grades shown- Pds. 1,7,8- Paper Pet work. Pds. 4 and 5- Genetics Video

Mystery Photo Fridays Challenge 13

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 5 3 4

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 shown- Pds. 1,7,8- Paper Pet work. Pds. 4 and 5- Genetics Video – bring chairs to the Smart Board.

Assignment book: Ch. 3, section 3 vocab and notes Paper Pet Photo You will need your notebook everyday. Feb 22, 2016 Materials: Assignment book: Ch. 3, section 3 vocab and notes Paper Pet Photo Science Notebook (Later) Science Textbook pg. 92

Feb 22, 2016 1. SSU 2. Paper Pet Presentations 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 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

T. Trimpe 2008 http://sciencespot.net/ Science Scramble “B” Words T. Trimpe 2008 http://sciencespot.net/

Can you unscramble all the words below Can you unscramble all the words below? Hint: They all start with the letter B. C A E R T B I A 1. I can make you sick. L O B O D 2. I flow through your body. O B L I O G S I T 3. I study living things. S E B A 4. I have a pH over 7. N O B E S 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.

Next- 1. 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.

Ch. 3 Genetics: Section 3- The Cells and Inheritance 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) Chromosomes and Inheritance Chromosome Pairs Genes on Chromosomes Meiosis What happens during Meiosis Meiosis and Punnett Squares A Lineup of Genes

Ch. 1, section 3 The cell and inheritance (p. 92) 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.

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 (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.

What happens during Meiosis 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? Meiosis – the process by which the number of chromosomes is reduced by hald to form sex cells-sperm and egg What happens during Meiosis

Meiosis and Punnett Squares 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 Pen or Pencil Science Notebook Science Textbook pg. 92 You will need your notebook everyday. Feb 23, 2016 Materials: Pen or Pencil Science Notebook Science Textbook pg. 92

Feb 23, 2016 1. SSU/Paper Pets that were not presented yesterday. 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 1. SSU/Paper Pets that were not presented yesterday. 2. Continue Ch. 3, section 3- The Cell and It’s inheritance (p. 92) 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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 here- 1. What do you find interesting about Genetics so far. 2. What are some questions that you still have?

Next- 1. 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!

Ch. 3 Genetics: Section 3- The Cells and Inheritance 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) Chromosomes and Inheritance Chromosome Pairs Genes on Chromosomes Meiosis What happens during Meiosis Meiosis and Punnett Squares A Lineup of Genes

Ch. 3, section 3 The cell and inheritance (p. 92) 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.

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? Meiosis – the process by which the number of chromosomes is reduced by half to form sex cells-sperm and egg What happens during Meiosis

Pg. 94

Meiosis and Punnett Squares 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.

You will need your notebook everyday. Feb 24, 2016 Materials: Assignment Book: Study for Next Friday’s Ch. 3, section 1 (2), 3, and 4 quiz. Pen or Pencil Science Notebook Science Textbook pg. 92

Feb 24, 2016 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 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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

Next- 1. 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!

Ch. 3 Genetics: Section 3- The Cells and Inheritance 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) Chromosomes and Inheritance Chromosome Pairs Genes on Chromosomes Meiosis What happens during Meiosis Meiosis and Punnett Squares A Lineup of Genes

Ch. 3, section 3 The cell and inheritance (p. 92) 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.

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? Meiosis – the process by which the number of chromosomes is reduced by half to form sex cells-sperm and egg What happens during Meiosis

Pg. 94

Meiosis and Punnett Squares 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

You will need your notebook everyday. Feb 29, 2016 Materials: Assignment Book: Notebook check on Friday (same day as your quiz) Pen or Pencil Science Notebook Later Science Textbook pg. 97 Packet pg. 13 and 14.

Feb 29, 2016 L.C. Group 1. SSU 2. Optional Video – The Mystery of Twins 3. Start Ch. 3, section 4 Reading strategy Packet work. 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 1. SSU/ We did not meet last Friday. Who had a job? 2. Finish genetics video – The Mystery of Twins *Talk to a Twin if there is one in your class!  3. Start Ch. 3, section 4 – reading strategy. (See Quizzes- you have until Wednesday for a new score) 4. Go over the information. 5. Practice in packet. pgs. 13 and 14.)

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

1. What is another way to say Heterozygous? Quiz on Friday! Review- 1. What is another way to say Heterozygous? 2. What looks the same as a Homozygous allele combination?

Ch. 3 Genetics: Section 4- The DNA Connection 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

How Cells Make Proteins The Role of RNA Types of RNA 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.) The Genetic Code Genes and DNA Order of the Bases How Cells Make Proteins The Role of RNA Types of RNA Translating the Code Mutations Types of Mutations Effects of Mutations

Ch. 3, Section 4 the dna connection (p.97) 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 Genes and DNA DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) The bases in a gene are arranged in a specific order. Order of the Bases 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) 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 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 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…) 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 Is also single stranded Has a Uracil nitrogen base instead of thymine.

Ch. 1, Section 4 the dna connection (p 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 Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. Translating the Code

cell. (but remember that chromosomes are inside of the nucleus…) 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…) Translating the Code

II. How Cells Make Proteins – C. 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.youtube.com/watch?v=gG7uCskUOrA

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. Types of Mutations Substitution Deletion Addition 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. Mendels’ Experiment Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis A Lineup of Genes The Genetic Code How Cells Make Proteins Mutations

March 1, 2016 Assignment Book: Ch. 3, section 4 vocab and notes You will need your notebook everyday. March 1, 2016 Materials: Assignment Book: Ch. 3, section 4 vocab and notes Pen or Pencil Science Notebook Science Textbook pg. 97 Packet pg. 13 and 14.

March 1, 2016 L.C. Group 1. SSU 2. Optional Video – The Mystery of Twins 3. Start Ch. 3, section 4 Reading strategy Packet work. 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 1. SSU 2. Continue Ch. 3, section 4 – reading strategy. (Pd. 1 See Quizzes- (Reminder to all classes - you have until Thursday for a new score) 3. Go over the Ch. 3, section 4. The DNA Connection 4. Practice in packet. pgs. 13 and 14. Instructions 5. Genetics video

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Explain Mendel’s Experiment. Quiz on Friday! Review- Explain Mendel’s Experiment.

Ch. 3 Genetics: Section 4- The DNA Connection 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

How Cells Make Proteins The Role of RNA Types of RNA 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.) The Genetic Code Genes and DNA Order of the Bases How Cells Make Proteins The Role of RNA Types of RNA Translating the Code Mutations Types of Mutations Effects of Mutations

Ch. 3, Section 4 the dna connection (p.97) 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 Genes and DNA DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) The bases in a gene are arranged in a specific order.

Ch. 3, Section 4 the dna connection (p.97) The Genetic Code – B. Order of the Bases 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…) 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 Is also single stranded Has a Uracil nitrogen base instead of thymine.

II. How Cells Make Proteins – B. Types of RNA 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 Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. Translating the Code-

II. How Cells Make Proteins – 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 – Translating the Code

https://www.youtube.com/watch?v=gG7uCskUOrA

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. Types of Mutations Substitution Deletion Addition 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

Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis Genetics Video/ Study with a friend. What pages are these on? Find them. Mendels’ Experiment Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis A Lineup of Genes The Genetic Code How Cells Make Proteins Mutations

March 2, 2016 Pen or Pencil Science Notebook Science Textbook pg. 97 You will need your notebook everyday. March 2, 2016 Materials: Pen or Pencil Science Notebook Science Textbook pg. 97 Packet pg. 13 and 14.

March 2, 2016 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 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

If an animal’s somatic chromosome number is 40- Quiz on Friday! Review- If an animal’s somatic chromosome number is 40- 1. How many pairs are there? 2. How many chromosomes are in the haploid cell?

Ch. 3 Genetics: Section 4- The DNA Connection 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

How Cells Make Proteins The Role of RNA Types of RNA 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.) The Genetic Code Genes and DNA Order of the Bases How Cells Make Proteins The Role of RNA Types of RNA Translating the Code Mutations Types of Mutations Effects of Mutations

Ch. 3, Section 4 the dna connection (p.97) 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 Genes and DNA DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) The bases in a gene are arranged in a specific order.

Ch. 3, Section 4 the dna connection (p.97) The Genetic Code – B. Order of the Bases 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…) 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 Is also single stranded Has a Uracil nitrogen base instead of thymine.

II. How Cells Make Proteins – B. Types of RNA 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 Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. Translating the Code-

II. How Cells Make Proteins – 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 – Translating the Code

https://www.youtube.com/watch?v=gG7uCskUOrA

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. Types of Mutations Substitution Deletion Addition 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

Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis 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.) Mendels’ Experiment Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis A Lineup of Genes The Genetic Code How Cells Make Proteins Mutations

Ch. 3 Genetics: Section 4- The DNA Connection 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 Pen or Pencil Notebook Pds 1- DNA coloring to go over. You will need your notebook everyday. March 3, 2016 Materials: 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. 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 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

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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.

Ch. 3 Genetics: Section 4- The DNA Connection 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

How Cells Make Proteins The Role of RNA Types of RNA 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.) The Genetic Code Genes and DNA Order of the Bases How Cells Make Proteins The Role of RNA Types of RNA Translating the Code Mutations Types of Mutations Effects of Mutations

Ch. 3, Section 4 the dna connection (p.97) 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 Genes and DNA DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) The bases in a gene are arranged in a specific order.

Ch. 3, Section 4 the dna connection (p.97) The Genetic Code – B. Order of the Bases 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…) 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 Is also single stranded Has a Uracil nitrogen base instead of thymine.

II. How Cells Make Proteins – B. Types of RNA 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 Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. Translating the Code-

II. How Cells Make Proteins – 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 – Translating the Code

https://www.youtube.com/watch?v=gG7uCskUOrA

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. Types of Mutations Substitution Deletion Addition 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

Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis Genetics Video Start/ Study with a friend. What pages are these on? Find them. Mendels’ Experiment Dominant and Recessive Alleles Chromosomes and Inheritance Meiosis A Lineup of Genes The Genetic Code How Cells Make Proteins Mutations

Ch. 3 Genetics: Section 4- The DNA Connection 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

You will need your notebook everyday. March 4, 2016 Materials: 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 It’s Friday! Who had a job? 1. Ch. 3, quiz. L.C. Group 1. Ch. 3, quiz. 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.) 3. 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 It’s Friday! Who had a job? 1. Ch. 3, quiz. 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. 3. When all have finished- Genetics video-Genes and Environment

You will need your notebook everyday. March 7, 2016 Materials: Assignment Book: Ch. 4, section 1 vocab and notes. You will get the packet in class today. Pen or Pencil Notebook Textbook – pg. 110

March 7, 2016 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 1. L.C Presentations for pds. 1,4,8//SSU for pds 5 and 7. 2. Start Ch. 4, section 1- reading 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. 6. Paper People Start

Mystery Photo Monday Challenge 3

See if you can determine what the following magnified photo is. 1

The Answers:

Ch. 4- Human Inheritance Learning Goals and Thinking Skills: 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) Patterns of Inheritance Single Genes with Two Alleles Single Genes with Multiple Alleles Traits controlled by many genes The Sex chromosomes Girl or Boy? Sex chromosomes and fertilization Sex-linked Genes Inheritance of Color Blindness The Effect of Environment

Ch. 4, section 1 Human Inheritance Outline (p. 110) 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. 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) 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) 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. Girl or Boy? XX-girl XY-boy 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 environments- For 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) 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. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule 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) 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 Karyotypes Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. 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 Pen or Pencil Notebook Textbook – pg. 110 Ch. 4 Packet You will need your notebook everyday. March 8, 2016 Materials: Pen or Pencil Notebook Textbook – pg. 110 Ch. 4 Packet

March 8, 2016 1. Pds 1,5,7 –No SSU// LC presentation for pds 4 and 8 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 1. Pds 1,5,7 –No SSU// LC presentation for pds 4 and 8 2. Continue Ch. 4, section 1- reading strategy (pg. 110.) 3. Go over section notes. 5. Practice with X linked. Independent. With a partner. Go over 6. Paper People Start

Ch. 4- Human Inheritance Learning Goals and Thinking Skills: 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) Patterns of Inheritance Single Genes with Two Alleles Single Genes with Multiple Alleles Traits controlled by many genes The Sex chromosomes Girl or Boy? Sex chromosomes and fertilization Sex-linked Genes Inheritance of Color Blindness The Effect of Environment

Ch. 4, section 1 Human Inheritance Outline (p. 110) 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. 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) 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) 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. Girl or Boy? XX-girl XY-boy 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 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 environments- For 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) 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. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule 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) 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 Karyotypes Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. 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 Assignment book: 1. Ch. 4, section 2 vocab and notes. You will need your notebook everyday. March 9, 2016 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.) 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. 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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Answer the 3 questions- 1. 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.

Ch. 4- Human Inheritance Learning Goals and Thinking Skills: 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) Patterns of Inheritance Single Genes with Two Alleles Single Genes with Multiple Alleles Traits controlled by many genes The Sex chromosomes Girl or Boy? Sex chromosomes and fertilization Sex-linked Genes Inheritance of Color Blindness The Effect of Environment

Ch. 4, section 1 Human Inheritance Outline (p. 110) 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. 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) 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) 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. Girl or Boy? XX-girl XY-boy 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 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 environments- For 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) 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. Cystic Fibrosis – caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule 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) 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 Karyotypes Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. 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.

You will need your notebook everyday. March 10, 2016 Today: Pd. 1: SS quiz. Turn in by class period. Put on front desk. 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. SSR

You will need your notebook everyday. 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/

March 11, 2016 Pen or Pencil Notebook Textbook, pg. 117. You will need your notebook everyday. March 11, 2016 Materials: Pen or Pencil Notebook Textbook, pg. 117. Later Genetics packet pgs. 11 and 12

March 10, 2016 Any questions about the study guide? 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 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.

Mystery Photo Fridays

See if you can determine what the following magnified photos are.

The Answers:

Ch. 4- Section 1 Human Inheritance 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 environments- For 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 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) Causes of Genetic Disorders Cystic Fibrosis Sickle-Cell Disease Hemophilia Down Syndrome Pedigrees (make sure you know what the symbols mean) Managing Genetic Disorders Karyotypes Genetic Counseling Dealing with Genetic Disorders

Ch. 4, section 2 Human Genetic Disorders (p. 117) 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. 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. 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) 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 Karyotypes Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. 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 Pen or Pencil Notebook Genetics packet pgs. 11 and 12 You will need your notebook everyday. March 14, 2016 Materials: Pen or Pencil Notebook Genetics packet pgs. 11 and 12 Paper People Packet

March 14, 2016 1. SSU 2. Practice with Pedigrees. Packet pgs. 11 & 12 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 1. 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. 4. Paper People Work. Parts 4-7.//see quizzes

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Answer the 3 questions- 1. 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?

Ch. 4- Section 1 Human Inheritance 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

Ch. 4- Section 2 Human Genetic Disorders 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) Causes of Genetic Disorders Cystic Fibrosis Sickle-Cell Disease Hemophilia Down Syndrome Pedigrees (make sure you know what the symbols mean) Managing Genetic Disorders Karyotypes Genetic Counseling Dealing with Genetic Disorders

Ch. 4, section 2 Human Genetic Disorders (p. 117) 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. 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. 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) 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 Karyotypes Genetic Counseling – Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. 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 Study Guide? Pen or Pencil Notebook Paper People Packet You will need your notebook everyday. March 16, 2016 Materials: Study Guide? Pen or Pencil Notebook Paper People Packet Genetics packet (pgs. 13-16)

March 16, 2016 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 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.

T. Trimpe 2008 http://sciencespot.net/ Science Question- 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 Pen or Pencil Notebook Genetics packet (pgs. 13-16) You will need your notebook everyday. March 16, 2016 Materials: Pen or Pencil Notebook Genetics packet (pgs. 13-16) Textbook *after class votes- Mini Whiteboard?

March 16, 2016 1. SSU 2. Class Review Options L.C. Group l. SSU 2. Review with class is Optional. 3. Continue working through 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 1. SSU 2. Class Review Options A. Class Whiteboard Review – B. Partner Paper Review – you will have time to write a question from each section and a person from the class (using the sticks) has to answer them. Papers will get turned in. 3. After Class Review- Your Choice Options: A. Review with a friend B. Work on Pgs 13-16 C. Other- ask Ms. S first.

T. Trimpe 2008 http://sciencespot.net/ Science Question- T. Trimpe 2008 http://sciencespot.net/

Answer these questions- 1. 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?

Ch. 4- Section 1 Human Inheritance 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 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

Patterns of Inheritance Single Genes with Two Alleles White Board Review/Partner Paper Review – Find the Pages in your textbook. Patterns of Inheritance Single Genes with Two Alleles Single Genes with Multiple Alleles Traits controlled by many genes The Sex chromosomes Girl or Boy? Sex chromosomes and fertilization Sex-linked Genes Inheritance of Color Blindness The Effect of Environment IV. Causes of Genetic Disorders Cystic Fibrosis Sickle-Cell Disease Hemophilia Down Syndrome V. Pedigrees VI. Managing Genetic Disorders Karyotypes Genetic Counseling Dealing with Genetic Disorders

March 17, 2016 Pen or Pencil Notebook You will need your notebook everyday. March 17, 2016 Materials: Pen or Pencil Notebook SSR book or something to work on silently after the quiz.

March 17, 2016 1. No SSU 2. Quiz and Notebook check. 1. No SSU 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 Independtly and Silently. 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. (make sure Parts 1-6 are complete in Paper People. Drawings, Genotypes, and Phenotypes.)

March 29, 2016 Assignment Book: Pen or Pencil Notebook You will need your notebook everyday. March 29, 2016 Materials: 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. Pen or Pencil Notebook Textbook, pg. 123 Later- Paper People Packet.

March 29, 2016 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! 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.

T. Trimpe 2008 http://sciencespot.net/ Science To DO- 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 Selective Breeding Inbreeding Hybridization Cloning Genetic Engineering Genetic Engineering in Bacteria Genetic Engineering in Other Organisms Gene Therapy Concerns about Genetic Engineering Learning About Human Genetics The Human Genome Project DNA Fingerprinting

Ch. 4, section 3 Advances in genetics (p. 123) Selective Breeding – selecting organisms with desired traits to be the parents of the next generation. Selective breeding, hybridization, cloning are 3 methods. 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 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 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 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 Gene Therapy – inserting copies of genes directly into a person's cells (example of replacing the defective allele causing hemophilia on the x chromosome) 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 The Human Genome Project – The goals of the project was to identify the DNA sequence of every gene in the human genome. 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 Pen or Pencil Notebook Paper People Packet. You will need your notebook everyday. March 30, 2016 Materials: Pen or Pencil Notebook Paper People Packet. Textbook, pg. 76

March 30, 2016 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! 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.

T. Trimpe 2008 http://sciencespot.net/ Science To Do- 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.

Ch. 4- Section 3 Advances in Genetics 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 Selective Breeding Inbreeding Hybridization Cloning Genetic Engineering Genetic Engineering in Bacteria Genetic Engineering in Other Organisms Gene Therapy Concerns about Genetic Engineering Learning About Human Genetics The Human Genome Project DNA Fingerprinting

Ch. 4, section 3 Advances in genetics (p. 123) Selective Breeding – selecting organisms with desired traits to be the parents of the next generation. Selective breeding, hybridization, cloning are 3 methods. 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 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 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 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 Gene Therapy – inserting copies of genes directly into a person's cells (example of replacing the defective allele causing hemophilia on the x chromosome) 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 The Human Genome Project – The goals of the project was to identify the DNA sequence of every gene in the human genome. 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 Pen or Pencil Notebook Ch. 4 Genetic Packet Materials: You will need your notebook everyday. March 31, 2016 Materials: Pen or Pencil Notebook Ch. 4 Genetic Packet

March 31, 2016 1. SSU 2. Clone Age/ Advertisement- Optional 1. SSU L.C. Group 1. SSU 2. Clone Age/ Advertisement- Optional 3. LC Work – L.C will present Friday, April 1, 2016 YAY!  1. SSU 2. Go over Genetics that is due tomorrow. 2. The Clone Age 4. Public service advertisement campaign for or against Human cloning.

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Answer this question Name and Explain 3 different methods of getting organisms with particular desired traits.

Ch. 4- Section 3 Advances in Genetics 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 Selective Breeding Inbreeding Hybridization Cloning Genetic Engineering Genetic Engineering in Bacteria Genetic Engineering in Other Organisms Gene Therapy Concerns about Genetic Engineering Learning About Human Genetics The Human Genome Project DNA Fingerprinting

Ch. 4, section 3 Advances in genetics (p. 123) Selective Breeding – selecting organisms with desired traits to be the parents of the next generation. Selective breeding, hybridization, cloning are 3 methods. 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 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 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 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 Gene Therapy – inserting copies of genes directly into a person's cells (example of replacing the defective allele causing hemophilia on the x chromosome) 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 The Human Genome Project – The goals of the project was to identify the DNA sequence of every gene in the human genome. 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.

You will need your notebook everyday. April 1, 2016 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 1. LC presentations! It’s Friday! Who had a job? L.C. Group 1. LC presentations! 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.

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?

Mystery Photo Fridays Challenge 3

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5.

The Answers:

April 4, 2016 Science Notebook Pen/Pencil Materials: You will need your notebook everyday. April 4, 2016 Materials: Science Notebook Pen/Pencil

April 4, 2016 1. Pd. 1 LC presentation/ SSU. 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. 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.

Mystery Photo Fridays Challenge 3

See if you can determine what the following magnified photos are 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?

To describe characteristics that all living things share 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) The Characteristics of Living Things Cellular Organization The chemicals of Life Energy Use Growth and Development Response to Surroundings Life Comes from Life The Needs of Living Things Energy Water Living Space Stable Internal Conditions

Ch. 1, section 1 What is Life? (p. 16) 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. 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 Living Space – organisms need a place to live 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 % Mold on Dry Bread % Mold on Moist Bread You may need additional lines

April 5, 2016 Science Notebook Pen/Pencil Materials: You will need your notebook everyday. April 5, 2016 Materials: Science Notebook Pen/Pencil

April 5, 2016 L.C. Group 1. 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. 1. SSU (moved to later in class for pd. 4- need to finish Cloning first ) 2. Finish the Clone Age Part 2. 4. New Seats. New Packets (vocab and notes no longer assigned) 5. (pd. 4) SSU. 6. What is Life Chart. 7. Go over Ch. 1, section 1 What is Life? notes. 8. Bread Mold lab start. 9. Mealworm Lab start.

First - Go find- If you have a Genetics book in your locker, go get it and return it to class.

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

What makes something living? Answer the question- What makes something living?

To describe characteristics that all living things share 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 objects- 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) The Characteristics of Living Things Cellular Organization The chemicals of Life Energy Use Growth and Development Response to Surroundings Life Comes from Life The Needs of Living Things Energy Water Living Space Stable Internal Conditions

Ch. 1, section 1 What is Life? (p. 16) 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. 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 Living Space – organisms need a place to live 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 % Mold on Dry Bread % Mold on Moist Bread You may need additional lines

Introduction: 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___________________ Mealworm Lab

Draw data table on new sheet in notebook Date Mealworm or pupa observations-color, movement, size, etc. stage You may need additional lines

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 Science Notebook Pen/Pencil You will need your notebook everyday. April 6, 2016 Materials: Science Notebook Pen/Pencil Mealworm packet (if your class got it yesterday) *Did you get a Ch. 1 Living Things packet?

April 6, 2016 1. SSU 2. Ch. 1 LC work 3. Bread Mold lab prep/ start. L.C. Group 1. SSU 2. Ch. 1 LC work 3. Bread Mold lab prep/ start. 9. Mealworm Lab prep/start 1. SSU 2. Go over Ch. 1, section 1 What is Life? notes. 3. Bread Mold lab prep/ start. 4. Mealworm Lab prep/start

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

What makes something living? Answer the question- What makes something living?

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

(Same question as yesterday) - What makes something living? Answer the question- (Same question as yesterday) - What makes something living?

To describe characteristics that all living things share 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 objects- 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) The Characteristics of Living Things Cellular Organization The chemicals of Life Energy Use Growth and Development Response to Surroundings Life Comes from Life The Needs of Living Things Energy Water Living Space Stable Internal Conditions

Ch. 1, section 1 What is Life? (p. 16) 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. 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 Living Space – organisms need a place to live 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 % Mold on Dry Bread % Mold on Moist Bread You may need additional lines

Introduction: 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___________________ Mealworm Lab

Draw data table on new sheet in notebook Date Mealworm or pupa observations-color, movement, size, etc. stage You may need additional lines

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 Science Notebook Pen/Pencil Mealworm packet Materials: You will need your notebook everyday. April 7, 2016 Materials: Science Notebook Pen/Pencil Mealworm packet

April 7, 2016 1. SSU 2. Bread Mold lab. 3. Mealworm Lab 1. SSU L.C. Group 1. SSU 2. Bread Mold lab. 3. Mealworm Lab 4. LC work 1. SSU 2. Bread Mold lab 3. Mealworm Lab

T. Trimpe 2008 http://sciencespot.net/ Science Question 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)

May 3, 2016 Assignment Book: Due Thursday Science Notebook Pen/Pencil You will need your notebook everyday. May 3, 2016 Materials: Assignment Book: Due Thursday Checklist to number 20. Medical Mysteries-As many as you can finish. Ms. S will see the average number that everyone has. (If your packet has significantly less missions completed than your classmates, then you may have to do more…) Science Notebook Pen/Pencil Science Checklist Medical Mysteries

May 3 , 2016 Are you ready to present? How did the last 3 weeks go? L.C. Group Are you ready to present? How did the last 3 weeks go? 1. SSU 2. Science Checklist/Medical Mysteries finished? Turn in. 3. Intro to Ch. 1 Assessment. Go over instruction sheet Questions 4. Get started on Ch. 1 Living Things Assessment. Rough Drafts Ideas 1. SSU/Looking for 2. Last day to work on Checklist and Medical Mysteries. Due tomorrow. 3. Intro to Ch. 1 Assessment. Go over instruction sheet Questions 4. Get started on Ch. 1 Living Things Assessment. Rough Drafts Ideas 5. Old work will be recorded in pinnacle today or tomorrow- (Ch. 4 packets and Paper People Project. If you have not turned it in, please do so.)

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

1. How Far did you get in your Science Checklist? Answer the question- 1. How Far did you get in your Science Checklist? 2. How Far did you get into Medical Mysteries? 3. Did you turn in your Ch. 4 Human Genetics Packet and Paper people Packet?

Today, May 3, 2016 1. No Living Things Report – Bread Mold and Mealworms dies. Ran out of time for lima beans. 2. Last class day to work on- Checklist to numbers 21. Medical Mysteries. As many as you can finish. (if you have not turned in CH. 4 Genetics packet or Paper People, you must turn this in first.) 3. Ch. 1 Assessment – * Go over instructions. * See examples. * Get started

May 3, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped. Ch. 2 Viruses and Bacteria Give reasons why viruses are considered to be non- living Describe the basic structure of a virus; Explain how viruses multiply Describe ways in which bacteria cells are different from all other organisms’ cells List positive roles that bacteria play in people’s lives Name the two kingdoms of bacteria and tell how bacteria reproduce and survive. Describe how infectious diseases spread from person to person. Describe some ways in which infectious diseases can be treated or prevented.

Ch. 1 Assessment You must include 1 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

Materials *Textbook *Maybe a computer for classification information *Paper, Pencil, Markers… *Computer use at home if you plan to type your final copy. *Other (See Final Copy samples)

May 4, 2016 Assignment Book: Due Thursday Science Notebook Pen/Pencil You will need your notebook everyday. May 4, 2016 Materials: Assignment Book: Due Thursday Checklist to number 20. Medical Mysteries-As many as you can finish. Ms. S will see the average number that everyone has. (If your packet has significantly less missions completed than your classmates, then you may have to do more…) Science Notebook Pen/Pencil Science Checklist Medical Mysteries Today- Medical Mysteries if your old work is turned in and your checklist is finished. Checklist and Medical Mysteries due tomorrow. Stay in your assigned seat to work. 8:25 clean up to make sure you are ready for the bus.

May 5, 2016 Science Notebook Pen/Pencil Science Checklist You will need your notebook everyday. May 5, 2016 Materials: Science Notebook Pen/Pencil Science Checklist Medical Mysteries

May 5 , 2016 L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 5. Ch. 1 Assessment Intro – SAME AS CLASS 6. Draft ideas / Old work back Presentations are on Monday! YAY!!!!  1. SSU 2. Go over Ch. 3, section 2. 3. Killer Flu Video- 4. Turn in Medical Mysteries and Checklist packet 5. Ch. 1 Assessment Intro 6. Draft ideas/ Old work back

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 5, 2016 Answer the question- When was the last time you were sick? Do you remember how you got sick? Was it caused by a virus or a bacteria? How do you know?)

May 5, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped. Ch. 2 Viruses and Bacteria Give reasons why viruses are considered to be non- living Describe the basic structure of a virus; Explain how viruses multiply Describe ways in which bacteria cells are different from all other organisms’ cells List positive roles that bacteria play in people’s lives Name the two kingdoms of bacteria and tell how bacteria reproduce and survive. Describe how infectious diseases spread from person to person. Describe some ways in which infectious diseases can be treated or prevented.

Ch. 2, section 3 viruses, bacteria, and your health (p. 68) How Infectious Diseases Spread Contact with an Infected Person Contact with a Contaminated Object Contact with an Animal Contact with Environmental Sources Common Infectious Diseases Treating Infectious Diseases Preventing Infectious Diseases Staying Healthy

Ch. 2, section 3 viruses, bacteria, and your health (p. 68) How Infectious Diseases Spread – illnesses that pass from one organism to another Contact with an Infected Person – Direct contact-touching, kissing, hugging an infected person Indirect contact- inhaling tiny drops of moisture that an infected person sneezes or coughs into the air. Contact with a Contaminated Object-some viruses can survive for a while outside a person’s body and can spread via objects such as utensils or in contaminated food or water. Contact with an Animal – bites of animals can transmit some serious infectious diseases to humans (rabies can be transferred through the bites of infected animal, bites of ticks can transmit the bacteria that cause Lyme disease.) Contact with Environmental Sources – some viruses and bacteria live in food, water, and soil, or on the surface of objects.

II. Common Infectious Diseases (p. 17)- AIDS, Chicken Pox, Flu, Measles, Polio, Rabies, Food poisoning, Lyme disease, Strep throat, Tetanus (lockjaw), Tuberculosis (TB) III. Treating Infectious Diseases ~Viral Diseases * No medications exist that can cure viral infections, but there are medications with or without prescriptions that can help you feel better ~Bacteria Diseases Antibiotics can kill bacteria without harming a person’s cells. Antibiotics are made naturally by bacteria and fungi. Penicillin weakens the cell walls of some bacteria causing the cells to burst

IV. Preventing Infectious Diseases * Vaccine - - substance that stimulates the body to produce chemicals that destroy viruses or bacteria * May be made from dead or altered viruses or bacteria * Causes the body to activated its natural defense. V. Staying Healthy – the best way to protect against infectious diseases is to keep your body healthy- * Eat nutritious food, get plenty of rest, fluid, and exercise. * Have recommended vaccinations, store food properly, keep kitchen equipment and surfaces clean, cooking meats well. Killer Flu: Video Questions http://www.pbs.org/wgbh/nova/sciencenow/3318/02.html

Ch. 1 Assessment You must include 1 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

Materials *Textbook *Maybe a computer for classification information *Paper, Pencil, Markers… *Computer use at home if you plan to type your final copy. *Other (See Final Copy samples)

May 6, 2016 Science Notebook Pen/Pencil Textbook Materials: You will need your notebook everyday. May 6, 2016 Materials: Science Notebook Pen/Pencil Textbook

May 6 , 2016 L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 5. Ch. 1 Assessment Intro – SAME AS CLASS 6. Draft ideas- Completed Rough Draft due Wednesday, May 6. Presentations are on Monday! YAY!!!!  Assignment Book: Completed Rough Drafts due Wednesday, May 11 It’s Friday- Who had a job? 1. SSU 2. Ch. 1 Assessment Intro 3. Draft ideas- Completed Rough Draft due Wednesday, May 6.

Mystery Photo Fridays Challenge 15

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1

The Answers:

Ch. 1 Assessment You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

Ch. 3 Protists and Fungi Agenda Reading Strategy or Complete the Graphic Organizer for HW. Go over notes Protista Video Reading Strategy for Ch. 3, section 2 Algal Blooms Complete Reading Strategy for Fungi See video Fungi Dissection Open notebook quiz on Ch. 3.

May 9, 2016 Science Notebook Pen/Pencil Textbook You will need your notebook everyday. May 9, 2016 Materials: Science Notebook Pen/Pencil Textbook Ch. 1 Assessment Rough Draft Work (due Wednesday, May 11)

May 9 , 2016 L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 5. Ch. 1 Assessment Intro – SAME AS CLASS 6. Draft ideas- Completed Rough Draft due Wednesday, May 11 Presentations are on TuesdayYAY!!!!  Assignment Book: Completed Rough Drafts due Wednesday, May 11 It’s Friday- Who had a job? 1. SSU 2. Ch. 1 Assessment Intro 3. Draft ideas- Completed Rough Draft due Wednesday, May 11

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 9, 2016 Answer the question- What are you doing for your Ch. 1 Assessment? Are you almost done your rough draft? When is your rough draft due? Can your rough draft be in pencil? Can it be incomplete on Wednesday?

Ch. 1 Assessment You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

May 10, 2016 Science Notebook Pen/Pencil Textbook You will need your notebook everyday. May 10, 2016 Materials: Science Notebook Pen/Pencil Textbook Ch. 1 Assessment Rough Draft Work (due Wednesday, May 11)

Ch. 1 Assessment You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

You will need your notebook everyday. May 11, 2016 Materials: Assignment Book- HW: Final Copy for Ch. 1 Assessment due Wednesday, May 18. Pds 4 and 8- Science Notebook Pen/Pencil Textbook (maybe?) Ch. 1 Assessment Rough Draft Work Ch. 1 Assessment Instruction Sheet (with peer review rubric)

May 11 , 2016 L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 5. Ch. 1 Assessment Intro – SAME AS CLASS 6. Draft ideas- Completed Rough Draft due Wednesday, May 11 Presentations are on TuesdayYAY!!!!  1. No SSU for pds 1,5,7- SSU- for pds 4 and 8 2. Ch. 1 Assessment Peer Review Listen for instructions 3. Start Final Copy

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 11, 2016 Answer the question- What part of your project do you think is pretty good? What part of your project would you like suggestion on?

To describe characteristics that all living things share May 11, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped.

Ch. 1 Assessment You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

You will need your notebook everyday. May 12, 2016 Materials: Assignment Book- HW: Final Copy for Ch. 1 Assessment due Wednesday, May 18. Science Notebook Pen/Pencil Textbook (maybe?) Ch. 1 Assessment Rough Draft Work Ch. 1 Assessment Instruction Sheet (with peer review rubric) Other work if you have finished your rough draft. (You must stay in your assigned seat and work on your other work.)

May 12 , 2016 L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 4. Ch. 1 Assessment Intro – SAME AS CLASS 1. No SSU for pds 1 SSU- for pds 4, 5, 7, and 8 2. Last class day to work on Final Copy of Ch. 1 Assessment. 3. Project due Wednesday, May 18, 2016

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 12, 2016 Answer the question- Did you peer review someone’s project? Did complete both sheets for the peer review? Did you write your name on your partner’s paper? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If you did not have your project ready for peer review yesterday, you must find someone to peer review it.- It is not required to be your popsicle stick partner. If you did not review someone’s project, you are still required to review a project. Find someone who has not had their project reviewed, or review another person’ rough draft. See Ms. S for a new peer review sheet

Today, May 12, 2016 1. Final Copy of Ch. 1 Assessment 2. Make sure you have peer reviewed someone’s work. 3. Have your turned in your Medical Mysteries and Checklist? Z’s are going in today. 4. Work on other work if you are finished with your Ch. 1 Assessment, Medical Mysteries, and checklist.

To describe characteristics that all living things share May 11, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped.

Ch. 1 Assessment You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To show evidence, you must write/highlight/posted note attached stating “this is from section (number)______, (title)________________, (heading)________________________.” (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding…. Ask Ms. S

May 13, 2016 Science Notebook Pen/Pencil Textbook (pg. 80) Materials: You will need your notebook everyday. May 13, 2016 Materials: Science Notebook Pen/Pencil Textbook (pg. 80)

May 13 , 2016 1. SSU 2. LC meeting for Ch. 3 L.C. Group 1. SSU 2. LC meeting for Ch. 3 3. Start LC work - Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? * Names of people who have all work in/non under a 70%. * It’s Friday- who had a job? 1. SSU- 2. Intro to Ch. 3, section 3 Protists and Fungi (new packet) 3. Group or Individual work for Ch. 3, section 1 Protists 4. Protists video- Micro Foe/Micro Hero/Science Sleuth (Ch. 1 Living Things packet will be turn in on Wed, May 18 the same day that your project is due.)

Mystery Photo Fridays Challenge 15

See if you can determine what the following magnified photos are.

The Answers:

Ch. 3- Protists and Fungi Objectives May 13, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world.

Today, May 13, 2016 1. Ch. 3, section 1(p. 80-89) Protist Reading- It is a very long section Your Options A. Work alone with your own reading strategy or graphic organizer – See packet. B. Work popsicle stick chosen groups of 3 or 4 to take notes on the 3 types of Protists and fill out the graphic organizer. (Each person would be required to do one type of protest and then share the notes with your team. ) You may write the graphic organizer or recreate the graphic organizer in your notebook) 10-15 minutes of silent time to read and write detailed notes. 2. Protist Video- * Micro Foe/Micro Hero/Science Sleuth * Add to notes if needed. Reminder- You will be having an Open Notebook Quiz on Chs. 2 and 3. Study guide with objectives will come out next week.

May 16, 2016 Progress Report Science Notebook Pen/Pencil You will need your notebook everyday. May 16, 2016 Materials: (new due date! Ch. 1 Assessment due on Thursday, May 19) Progress Report Science Notebook Pen/Pencil Textbook (pg. 80)

May 13 , 2016 1. SSU 2. LC meeting for Ch. 1 L.C. Group 1. SSU 2. LC meeting for Ch. 1 3. Start LC work - Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? * Silent work while you get your progress report grades. Finish your section for notes SSR 1. SSU- 2. Continue Group or Individual work for Ch. 3, section 1 Protists 3. Share the information. 4. Protists video- Micro Foe/Micro Hero/Science Sleuth (Ch. 1 Living Things packet will be turn in on Thursday, May 19 the same day that your project is due.)

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 16, 2016 Answer the question- If you worked in a group, choose your topic to respond to. If you worked alone, choose one topic to respond to. *Name the 4 animal like protists (both names) *Name the 3 Fungus-like protists *Name the 6 Plant Like protists.

Ch. 3- Protists and Fungi Objectives May 16, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world.

Today, May 16, 2016 1. Ch. 3, section 1(p. 80-89) Protist Reading- It is a very long section Finish your Option- A. Work alone with your own reading strategy or graphic organizer – See packet. B. Work popsicle stick chosen groups of 3 or 4 to take notes on the 3 types of Protists and fill out the graphic organizer. (Each person would be required to do one type of protest and then share the notes with your team. ) You may write the graphic organizer or recreate the graphic organizer in your notebook) 10-15 minutes of silent time to read and write detailed notes. 2. Protist Video- * Micro Foe/Micro Hero/Science Sleuth * Add to notes if needed. Reminder- You will be having an Open Notebook Quiz on Chs. 2 and 3. Study guide with objectives will come out next week.

May 17, 2016 Science Notebook Pen/Pencil Textbook later – pg. 95 You will need your notebook everyday. May 17, 2016 Materials: Assignment Book: Open Notebook Quiz next Tuesday, May 24. Science Notebook Pen/Pencil Textbook later – pg. 95

May 17 , 2016 1. SSU 2. LC meeting for Ch. 1 L.C. Group 1. SSU 2. LC meeting for Ch. 1 3. Start LC work - Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 1. SSU- 2. Protists video- Micro Foe/Micro Hero/Science Sleuth 3. Ch. 3, section 3 Table Topics (Ch. 1 Living Things packet will be turn in on Thursday, May 19 the same day that your project is due.)

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 17, 2016 Answer the question- Name and explain the 2 ways that Bacteria can reproduce.

Ch. 3- Protists and Fungi Objectives May 17, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world.

Ch. 3, Section 3 Fungi (p. 95) Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Group 1 - What are fungi? (p. 95) Group 2 - Cell Structure(p. 96) Group 3 -How Do fungi obtain food?(p. 97) Group 4 - Reproduction in Fungi(p. 97) Group 5 -Classification of Fungi (p. 99) Group 6- Fungi and the Living World (p. 102)

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. Write the points on your poster. When all have finished, you will present your poster/information and the sheets will be put up around the room. Walk around and get the notes.

You will need your notebook everyday. May 19, 2016 Materials: Your Ch. 1 Assessment project!  (- final copy, rough draft, peer review sheet) Pen/Pencil Ch. 1 Living Things Packet Science Notebook (maybe later.)

May 19 , 2016 1 – Same as rest of class Joey’s Game  1. Old work back L.C. Group 1 – Same as rest of class Joey’s Game  https://jeopardylabs.com /play/science- jeopardy2608 1. Old work back 2. Turn in Ch. 1 Living things packet. 3. Ch. 1 Assessment- For Posters/Lesson plans- Staple your Peer Review sheet, rough draft poster, and final copy poster together. (Lesson plans will get presented.) 4. Ch. 1 Assessment- For Games/Skits/Songs- Staple your Peer Review sheet and rough draft together. Present your final. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 2. Gallery Walk for posters (or you can present your poster ) 3. Presentations of Games, Lesson Plans, Skits, Songs. – Order on the board. 4. Fungi video finish

Ch. 3- Protists and Fungi Objectives May 19, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world.

Ch. 3, Section 3 Fungi (p. 95) Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Group 1 - What are fungi? (p. 95) Group 2 - Cell Structure(p. 96) Group 3 -How Do fungi obtain food?(p. 97) Group 4 - Reproduction in Fungi(p. 97) Group 5 -Classification of Fungi (p. 99) Group 6- Fungi and the Living World (p. 102)

May 20, 2016 Pen/Pencil Your game if you are presenting today!  You will need your notebook everyday. May 20, 2016 Materials: Pen/Pencil Your game if you are presenting today!  Science Notebook (maybe later….)

May 20 , 2016 1 – Same as rest of class Joey’s Game  1. SSU for pd. 5 L.C. Group 1 – Same as rest of class Joey’s Game  https://jeopardylabs.com /play/science- jeopardy2608 1. SSU for pd. 5 2. Finish Presentations of Games, Lesson Plans, Skits, Songs. – 3. Fungi video finish 4. Finish Fungi notes or see Protists- Instructions – working with your partner. Rinsing the slide. Returning it dry…. Draw a Picture of what you see- or think you see…. Paramecium Amoeba Spirostomum Volvox Euglena Stentor 5. If time- Joeys’ Game! 

Protist Paramecium Amoeba Spirostomum Volvox Euglena Stentor

May 20, 2016 Pen/Pencil Your game if you are presenting today!  You will need your notebook everyday. May 20, 2016 Materials: Pen/Pencil Your game if you are presenting today!  Science Notebook

May 20 , 2016 1 – Same as rest of class Joey’s Game  1. SSU for pd. 5 L.C. Group 1 – Same as rest of class Joey’s Game  https://jeopardylabs.com /play/science- jeopardy2608 1. SSU for pd. 5 2. Finish Presentations of Games, Lesson Plans, Skits, Songs. – 3. Fungi video finish 4. Finish Fungi notes or see Protists- Instructions – working with your partner. Rinsing the slide. Returning it dry…. Draw a Picture of what you see- or think you see…. Paramecium Amoeba Spirostomum Volvox Euglena Stentor 5. If time- Joeys’ Game! 

Mystery Photo Fridays Challenge 16

See if you can determine what the following magnified photos are See if you can determine what the following magnified photos are. Number your paper to 5. 2 1

The Answers:

Next- 1. Finish Fungi notes 2. See Protists- Instructions – working with your partner. Rinsing the slide. Returning it dry…. In your notebook - draw a picture of what you see- or think you see…. Paramecium Amoeba Spirostomum Volvox Euglena Stentor

Protist Paramecium Amoeba Spirostomum Volvox Euglena Stentor

May 23 , 2016 1 – Same as rest of class 1. SSU L.C. Group 1 – Same as rest of class 1. SSU 2. Finish Fungi- Mushroom Dissection 3. Make sure notes are ready for Tuesday. 4- Wednesday- Intro to Astronomy! 3. Start Ch. 1, section 1 Explanation and Demo of the Season Drawings.

May 23, 2016 Pen/Pencil Science Notebook A sheet of lined paper. You will need your notebook everyday. May 23, 2016 Materials: Pen/Pencil Science Notebook A sheet of lined paper. Presentation work –pds 8- if you are presenting. 

May 23 , 2016 1. SSU for pds 4,5,7- 2. LC Presentations Finish L.C. Group 1. SSU for pds 4,5,7- 2. LC Presentations Finish 3. LC work . You present on Wednesday!- Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 1. SSU for pds. 4,5,7- 2. Finish Presentations. 3. Fungi Video – For, Hero, Sleuth 4. Finish Fungi- Mushroom Dissection (in groups of 3) 5. Make sure notes are ready for Tuesday.

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

May 23, 2016 Answer the question- Name 4 types of Fungi. What kind of Fungi is a Mushroom? Write this down: A basidium (pl., basidia) is a microscopic, spore-producing structure found on the fruiting bodies of basidiomycete fungi.

MusHroom dissection lab 1. Get your mushroom and place it on the paper towels in front of you. Examine it closely. On the bottom of this lab, draw a diagram of your mushroom, labeling the cap, stem and gills. If the gills are not visible, remove the tissue (it's called a veil) protecting them gently with your forceps. Be careful not to touch the gills with the forceps. 2. Grasp the cap firmly with one hand and the stem with the other hand. Gently wiggle and/or twist the stem until it breaks away from the cap. 3. Pinch the stem between your fingers until it breaks into two or more long pieces. Gently pull the pieces apart. The thin, hair-like filaments you will see where you split the stem are the hyphae. Examine the hyphae using a magnifying lense. What do they look like? Draw and describe them on your lab sheet. 4. Place the stem pieces on a corner of your paper towel and turn your attention to the cap. Look at the underside of the cap to study the gills. Each gill is lined with thousands of small structures called basidia. Using your forceps, gently remove one gill from the cap. You will get better results if you GENTLY grasp the gill near where it attaches to the cap. Try to avoid touching the free edge, the one along the bottom of the gill, with your forceps. The basidia you want to see under the microscope are fragile and easily damaged if you aren't careful. 5. Place the gill on a microscope slide and use the standard procedure for preparing a wet mount. Draw & label the gill and basidia on this lab sheet. 6. Place the slide on the microscope and examine the gill under low power. Look at the edge of the gill that was not attached to the mushroom and look for the little finger-like projections. Switch the microscope to high power. Look at the finger- like projections under high power. These are the basidia. If your mushroom is mature the basidia may have spores attached to them. Notice how tiny the basidia and the spores are. Draw and label the gills, basidia and spores. 7. After completing your observations and recording your data, clean off your slide and cover slip and place them as directed by Ms. S. Wrap the mushroom pieces in your paper towel and dispose of them in the appropriate trash container. Return the microscope to back of room.

Questions and Conclusions: 1. The mushroom you examined contained basidia. To what major group of fungi does Agaricus belong?  2. Fungi reproduce by spores. How are spores structurally different from seeds? Is a spore asexual or sexual? 3. How are spores dispersed? 4. What are the advantages and disadvantages of reproducing by spores? 5. Is it autotrophic or heterotrophic? Explain how you know.  6. Smell the mushroom. Compare its smell with some other odor you are familiar with. 7. Where are the spores produced? Label this with a bracket on your previous drawing. 8. When we look at a mushroom we are not looking at the main body of the fungi, only at the reproductive fruiting body. Where is the main part of the organism? 9. Why doesn't the mushroom have any green leaves? 10. Mushrooms produce millions of spores. How does the structure of the gills allow for the production of so many spores? (Hint: surface area) 11. Many fungi grow in rings. This was once thought to be a magical place where fairies danced. One type of mushroom is even named the fairy ring mushroom. Give a more reasonable explanation for why they grow in rings. Hint: It is not because the spores fall in rings. Think about the mycelium and the search for food 12. Each year a group of mushrooms grow on the school lawn. They are destroyed when the lawn is mowed for the first time each year. Yet each year they continue to grow in the same place. Explain why.

May 24, 2016 Pen/Pencil Science Notebook You will need your notebook everyday. May 24, 2016 Materials: Pen/Pencil Science Notebook SSR book/Silent work for after your quiz

-Independent and Silent May 24 , 2016 L.C. Group 1. Open Notebook Quiz -Independent and Silent Talkers lose points for being distracting to those trying to concentrate 2. LC Work when finished. 1. Open Notebook Quiz -Independent and Silent Talkers lose points for being distracting to those trying to concentrate 2. SSR or Silent Work when finished.

May 25, 2016 Pen/Pencil Science Notebook 3. Sheet of lined paper. You will need your notebook everyday. May 25, 2016 Materials: Pen/Pencil Science Notebook 3. Sheet of lined paper.

May 25 , 2016 L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group. 1. Pds 1,4, 5,7- LC Presentations! 2. Pd. 5- finish Fungi Lab 3. Fungi Lab and Protists Working in groups of 3- Send one person back at a time to look at fungi or protists. Each person gets 10 minutes. Group members must time their teammates. While teammate is using the computer, work on your Fungi questions 4. On Thursday we are starting Astronomy/ New LC group meets. Let Ms. S know if you are planning to join.

T. Trimpe 2008 http://sciencespot.net/ Science Question T. Trimpe 2008 http://sciencespot.net/

Answer the question Name a few Protists

Today Fungi Lab and Protists Working in groups of 3- (Ms. S will tell you your group) Send one person back at a time to look at fungi or protists. Each person gets 10 minutes. Group members must time their teammates. While teammate is using the computer, work on your Fungi questions

MusHroom dissection lab 1. Get your mushroom and place it on the paper towels in front of you. Examine it closely. On the bottom of this lab, draw a diagram of your mushroom, labeling the cap, stem and gills. If the gills are not visible, remove the tissue (it's called a veil) protecting them gently with your forceps. Be careful not to touch the gills with the forceps. 2. Grasp the cap firmly with one hand and the stem with the other hand. Gently wiggle and/or twist the stem until it breaks away from the cap. 3. Pinch the stem between your fingers until it breaks into two or more long pieces. Gently pull the pieces apart. The thin, hair-like filaments you will see where you split the stem are the hyphae. Examine the hyphae using a magnifying lense. What do they look like? Draw and describe them on your lab sheet. 4. Place the stem pieces on a corner of your paper towel and turn your attention to the cap. Look at the underside of the cap to study the gills. Each gill is lined with thousands of small structures called basidia. Using your forceps, gently remove one gill from the cap. You will get better results if you GENTLY grasp the gill near where it attaches to the cap. Try to avoid touching the free edge, the one along the bottom of the gill, with your forceps. The basidia you want to see under the microscope are fragile and easily damaged if you aren't careful. 5. Place the gill on a microscope slide and use the standard procedure for preparing a wet mount. Draw & label the gill and basidia on this lab sheet. 6. Place the slide on the microscope and examine the gill under low power. Look at the edge of the gill that was not attached to the mushroom and look for the little finger-like projections. Switch the microscope to high power. Look at the finger- like projections under high power. These are the basidia. If your mushroom is mature the basidia may have spores attached to them. Notice how tiny the basidia and the spores are. Draw and label the gills, basidia and spores. 7. After completing your observations and recording your data, clean off your slide and cover slip and place them as directed by Ms. S. Wrap the mushroom pieces in your paper towel and dispose of them in the appropriate trash container. Return the microscope to back of room.

Questions and Conclusions: 1. The mushroom you examined contained basidia. To what major group of fungi does Agaricus belong?  2. Fungi reproduce by spores. How are spores structurally different from seeds? Is a spore asexual or sexual? 3. How are spores dispersed? 4. What are the advantages and disadvantages of reproducing by spores? 5. Is it autotrophic or heterotrophic? Explain how you know.  6. Smell the mushroom. Compare its smell with some other odor you are familiar with. 7. Where are the spores produced? Label this with a bracket on your previous drawing. 8. When we look at a mushroom we are not looking at the main body of the fungi, only at the reproductive fruiting body. Where is the main part of the organism? 9. Why doesn't the mushroom have any green leaves? 10. Mushrooms produce millions of spores. How does the structure of the gills allow for the production of so many spores? (Hint: surface area) 11. Many fungi grow in rings. This was once thought to be a magical place where fairies danced. One type of mushroom is even named the fairy ring mushroom. Give a more reasonable explanation for why they grow in rings. Hint: It is not because the spores fall in rings. Think about the mycelium and the search for food 12. Each year a group of mushrooms grow on the school lawn. They are destroyed when the lawn is mowed for the first time each year. Yet each year they continue to grow in the same place. Explain why.

May 26, 2016 Pen/Pencil Science Notebook You will need your notebook everyday. May 26, 2016 Materials: Pen/Pencil Science Notebook Fungi Lab sheet and your lined paper

May 26 , 2016 L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group. 1. Pds 1-LC Presentations! 2. Pd. 4, 5, 7, 8- finish Fungi Lab and turn in 3. Start Astronomy- Discussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 4. Chapter Group Talk and Share 5. Days/Nights/Seasons Explanation Drawing Demo Possibly video

T. Trimpe 2008 http://sciencespot.net/ Science To Do T. Trimpe 2008 http://sciencespot.net/

What question are you on in your Fungi Lab? Answer the question What question are you on in your Fungi Lab? Let’s get them finished and turned in!

Welcome to Astronomy! Quick Review of Day/Nights/Seasons – Diagraming Quiz Solar System and the Sun – Open Notebook Quiz based on your classmates presentations Stars, Galaxies- Informational

with your group…… Be prepared to share.- How much do we already know?  1. How do we get our seasons? 2. How do we get day and night? 3. What is the moons’ motion in relation to the earth and sun? 4. What are the phases of the moon? 5. What are eclipses? 6. How do we get tides?

Skipping section 3 – Rockets and Satellites. You may read on your own. May 19, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1- Astronomy Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Ch. 1, section 1-Earth in Space Identify the effects of Earth’s rotation and revolution Explain what causes the night and day, and the seasons Learning Goals for Ch. 1, section 2-Phases, Eclipses, and Tides To explain what causes the phases of the moon To explain causes solar and lunar eclipses To explain what causes the tides Learning Goals for Ch. 1, section 4-Earth’s Moon To describe the features of the moon that can be seen with a telescope To explain how the Apollo landings help scientists learn about the moon Skipping section 3 – Rockets and Satellites. You may read on your own.

CR-2 Exhibit imagination, curiosity, and wonder through the senses. May 21, 2014 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Ch. 1, section 1-Earth in Space Identify the effects of Earth’s rotation and revolution Explain what causes the night and day, and the seasons

Ch. 1, section 1 Earth in Space (14) Days and Years Rotation Revolution Calendar Seasons on Earth How Sunlight Hits Earth Earth’s Tilted Axis Earth in June Earth in December Both June and December Earth in March and September

May 26, 2016 Pen/Pencil Science Notebook Materials: You will need your notebook everyday. May 26, 2016 Materials: Pen/Pencil Science Notebook

May 26 , 2016 L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group. 1. Pd 1. - Start Astronomy- Discussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 4. Chapter Group Talk and Share 5. Days/Nights/Seasons Explanation Drawing Demo Possibly video

Draw and Discuss the Seasons Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earth’s motion. Label the 4 months represented. June, March, September, December Label the equinoxes and their dates Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21)

View Notes (Do we need to view notes?) Rotation and Revolution Review: https://www.youtube.com/watch?v=cDed5eXmng E Seasons: https://www.youtube.com/watch?v=rcquRMaVSK U

Class Demonstration of the Seasons! Ms. S will give out card with seasons and events. Your class task is to put the cards in order and show the movement of the earth.

Ch. 1, section 2 Phases, Eclipses, and Tides (p. 24) Motions of The Moon Phases of the Moon What Causes Phases? The Cycle of the Phases Eclipses Solar Eclipses Total Solar Eclipses Partial Solar Eclipses V. Lunar Eclipses Total Lunar Eclipses Partial Lunar Eclipses VI. Tides What causes Tides High Tides The Tide Cycle Spring and Neap Tides

Phases of the Moon https://www.youtube.com/watch?v=76- HAqNKqKA

Phases of the Moon in the Northern Hemisphere Practice Drawing these…

The Position of the earth around the sun lets you know the phase

Moon Phase Diagraming

Solar and Lunar Eclipse https://www.youtube.com/watch?v=kgbK2FZFFdw

Tides

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

Open notes quiz on the Sun and your classmates presentations. TBD Days 1 and 2 (maybe 3) 1. Read Intro to your section. 2. Research your planet. (textbook, laptops) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61. Work on Ch. 2, section 1, Observing the Solar System, p. 50. Open notes quiz on the Sun and your classmates presentations. TBD

You will need your notebook everyday. May 27, 2016 Materials: Assignment Book: HW: Seasons and Moon phase diagram quiz, Friday, June 3. Pen/Pencil Science Notebook

May 27 , 2016 1. SSU 2. Pd 1. - Start Astronomy- Discussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 3. Pd 1- Chapter Group Talk and Share 4. Continue Days/Nights/Seasons Explanation Drawing Demo Possibly video 5. Phases of the Moon Video practice L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group.

Mystery Photo Fridays Challenge 16

See if you can determine what the following magnified photos are..

The Answers:

Today! 1. Continue Days/Nights/Seasons Explanation Drawing Demo Possibly video 2. Phases of the Moon Video practice

Draw and Discuss the Seasons Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earth’s motion. Label the 4 months represented. June, March, September, December Label the equinoxes and their dates Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21)

View Notes (Do we need to view notes?) Rotation and Revolution Review: https://www.youtube.com/watch?v=cDed5eXmng E Seasons: https://www.youtube.com/watch?v=rcquRMaVSK U

Class Demonstration of the Seasons! Ms. S will give out card with seasons and events. Your class task is to put the cards in order and show the movement of the earth.

Ch. 1, section 2 Phases, Eclipses, and Tides (p. 24) Motions of The Moon Phases of the Moon What Causes Phases? The Cycle of the Phases Eclipses Solar Eclipses Total Solar Eclipses Partial Solar Eclipses V. Lunar Eclipses Total Lunar Eclipses Partial Lunar Eclipses VI. Tides What causes Tides High Tides The Tide Cycle Spring and Neap Tides

Phases of the Moon https://www.youtube.com/watch?v=NCweccNOaq o Stop at 3:52.

Phases of the Moon in the Northern Hemisphere Practice Drawing these… https://www.youtube.com/watch?v=AQRNzepe4wI

The Position of the earth around the sun lets you know the phase

Moon Phase Diagraming

Moon Phase Ms. S will give out card with the moon phases. Your class task is to put the cards in order and show the movement of the earth.

Solar and Lunar Eclipse https://www.youtube.com/watch?v=kgbK2FZFFdw

Tides https://www.youtube.com/watch?v=EYQ54bSrtGI Diagraming Quiz Monday,

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

Open notes quiz on the Sun and your classmates presentations. TBD Welcome to the Solar System in 9 short Acts!  Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61 maybe??) Open notes quiz on the Sun and your classmates presentations. TBD

You will need your notebook everyday. May 31, 2016 Materials: Assignment Book: HW: Seasons and Moon phase diagram quiz, Friday, June 3. Pen/Pencil Science Notebook

May 27 , 2016 1. SSU 2. Pd 1. - Start Astronomy- Discussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 3. Pd 1- Chapter Group Talk and Share 4. Continue Days/Nights/Seasons Explanation Drawing Demo Possibly video 5. Phases of the Moon Video practice L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group.

Mystery Photo Fridays Challenge 16

See if you can determine what the following magnified photos are..

The Answers:

Today! 1. Continue Days/Nights/Seasons Explanation Drawing Demo Possibly video 2. Phases of the Moon Video practice

Draw and Discuss the Seasons Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earth’s motion. Label the 4 months represented. June, March, September, December Label the equinoxes and their dates Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21)

View Notes (Do we need to view notes?) Rotation and Revolution Review: https://www.youtube.com/watch?v=cDed5eXmng E Seasons: https://www.youtube.com/watch?v=rcquRMaVSK U

Class Demonstration of the Seasons! Ms. S will give out card with seasons and events. Your class task is to put the cards in order and show the movement of the earth.

Ch. 1, section 2 Phases, Eclipses, and Tides (p. 24) Motions of The Moon Phases of the Moon What Causes Phases? The Cycle of the Phases Eclipses Solar Eclipses Total Solar Eclipses Partial Solar Eclipses V. Lunar Eclipses Total Lunar Eclipses Partial Lunar Eclipses VI. Tides What causes Tides High Tides The Tide Cycle Spring and Neap Tides

Phases of the Moon https://www.youtube.com/watch?v=NCweccNOaq o Stop at 3:52.

Phases of the Moon in the Northern Hemisphere Practice Drawing these… https://www.youtube.com/watch?v=AQRNzepe4wI

The Position of the earth around the sun lets you know the phase

Moon Phase Diagraming

Moon Phase Ms. S will give out card with the moon phases. Your class task is to put the cards in order and show the movement of the earth.

Solar and Lunar Eclipse https://www.youtube.com/watch?v=kgbK2FZFFdw

Tides https://www.youtube.com/watch?v=EYQ54bSrtGI Diagraming Quiz Monday,

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

Open notes quiz on the Sun and your classmates presentations. TBD Welcome to the Solar System in 9 short Acts!  Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61 maybe??) Open notes quiz on the Sun and your classmates presentations. TBD

May 31, 2016 Pen/Pencil Science Notebook Textbook, pg. 62 Materials: You will need your notebook everyday. May 31, 2016 Materials: Pen/Pencil Science Notebook Textbook, pg. 62

May 31 , 2016 1. SSU 2. Review Days/Nights/Seasons Explanation Drawing Demo Possibly video 5. Phases of the Moon Practice Video 6. Start Solar System Project Groups/Planets/Instructions L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group.

T. Trimpe 2008 http://sciencespot.net/ Science To Do T. Trimpe 2008 http://sciencespot.net/

Answer the question Without looking, what are the seasons drawn on the board. Include months, equinoxes, and solstices, and their dates.

T. Trimpe 2008 http://sciencespot.net/ Science To Do T. Trimpe 2008 http://sciencespot.net/

What season and phase is drawn on the board? Answer the question What season and phase is drawn on the board?

Today! 1. Pd. 1 Phases of the Moon Video practice 2. Start Solar System in 9 Short acts Welcome to the Solar System in 9 short Acts!  Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61 maybe??) Open notes quiz on the Sun and your classmates presentations.

Draw and Discuss the Seasons Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earth’s motion. Label the 4 months represented. June, March, September, December Label the equinoxes and their dates Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21)

Ch. 1, section 2 Phases, Eclipses, and Tides (p. 24) Motions of The Moon Phases of the Moon What Causes Phases? The Cycle of the Phases Eclipses Solar Eclipses Total Solar Eclipses Partial Solar Eclipses V. Lunar Eclipses Total Lunar Eclipses Partial Lunar Eclipses VI. Tides What causes Tides High Tides The Tide Cycle Spring and Neap Tides

Phases of the Moon https://www.youtube.com/watch?v=NCweccNOaq o Stop at 3:52.

Phases of the Moon in the Northern Hemisphere Practice Drawing these… https://www.youtube.com/watch?v=AQRNzepe4wI

The Position of the earth around the sun lets you know the phase

Moon Phase Diagraming

Solar and Lunar Eclipse https://www.youtube.com/watch?v=kgbK2FZFFdw

Tides https://www.youtube.com/watch?v=EYQ54bSrtGI Diagraming Quiz Monday,

June 1, 2016 Pen/Pencil Science Notebook Textbook to your planet page You will need your notebook everyday. June 1, 2016 Materials: Pen/Pencil Science Notebook Textbook to your planet page

June 1, 2016 L.C. Group 1SSU 1. SSU 2. Solar System Project 2. LC Work – Presentations will be on Friday, June 3 after the diagram quiz for pds 4,5,7,8. (Pds. 1- Monday, after the quiz.) 3. 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 1. SSU 2. Solar System Project Review instructions Presentations start Thursday.

T. Trimpe 2008 http://sciencespot.net/ Science To Do T. Trimpe 2008 http://sciencespot.net/

What season and moon phase is drawn on the board? Answer the question What season and moon phase is drawn on the board?

Today! 1. Solar System in 9 Short acts * Only one group at the smart board at a time. Work on skit while you wait- Presentations start tomorrow. Put your order on the board. 1. Solar System in 9 Short acts Welcome to the Solar System in 9 short Acts!  Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61) Open notes quiz on the Sun and your classmates presentations. *Reminder- Opened ended and multiple choice questions must be answered in your skit. Your classmates need the information for their open notebook quiz,

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

June 2, 2016 Pen/Pencil Science Notebook Textbook to your planet page You will need your notebook everyday. June 2, 2016 Materials: Pen/Pencil Science Notebook Textbook to your planet page

June 1, 2016 L.C. Group 1SSU 1. SSU 2. Solar System Project 2. LC Work – Presentations will be on Monday, June 6 after the quiz.) 3. 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 1. SSU 2. Solar System Project Review instructions Presentations start Friday.

T. Trimpe 2008 http://sciencespot.net/ Science To Do T. Trimpe 2008 http://sciencespot.net/

What season and moon phase is drawn on the board? Answer the question What season and moon phase is drawn on the board?

Today! 1. Solar System in 9 Short acts * Only one group at the smart board at a time. Work on skit while you wait- Presentations start tomorrow. Put your order on the board. 1. Solar System in 9 Short acts Welcome to the Solar System in 9 short Acts!  Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61) Open notes quiz on the Sun and your classmates presentations. *Reminder- Opened ended and multiple choice questions must be answered in your skit. Your classmates need the information for their open notebook quiz,

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

June 2, 2016 Pen/Pencil Science Notebook to take planet notes!  You will need your notebook everyday. June 2, 2016 Materials: Pen/Pencil Science Notebook to take planet notes!  Scripts/Props/etc needed for your skip – Mercury, Venus, Earth, Mars…. Presentations today! 

June 2, 2016 Pen/Pencil Science Notebook to take planet notes!  You will need your notebook everyday. June 2, 2016 Materials: Pen/Pencil Science Notebook to take planet notes!  Scripts/Props/etc needed for your skip – Mercury, Venus, Earth, Mars…. Presentations today! 

June 3, 2016 Pen/Pencil Science Notebook You will need your notebook everyday. June 3, 2016 Materials: Pen/Pencil Science Notebook Scripts/Props/etc needed for your skit – (after quiz and LC presentations)

Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg Mystery of the Milkyway: https://www.youtube.com/watch?v=O7DGTRYZW_I

June 6, 2016 Pen/Pencil Materials: You will need your notebook everyday. June 6, 2016 Materials: Pen/Pencil

June 6, 2016 Pen/Pencil Science Notebook to take planet notes!  You will need your notebook everyday. June 6, 2016 Materials: Pen/Pencil Science Notebook to take planet notes!  Scripts/Props/etc needed for your skit Today- Season and Moon phase Quiz returned Continue presentations today! 

June 7, 2016 Pen/Pencil Science Notebook to take planet notes You will need your notebook everyday. June 7, 2016 Materials: Pen/Pencil Science Notebook to take planet notes Scripts/Props/etc needed for your skit Today- Season and Moon phase Quiz returned Continue presentations (LC or Planets) today! 

June 7, 2016 Pen/Pencil Science Notebook to take planet notes You will need your notebook everyday. June 7, 2016 Materials: Pen/Pencil Science Notebook to take planet notes Scripts/Props/etc needed for your skit Today- Continue presentations today!  Sun Work Notebook work

Today After Pluto: Sun Work- 1. read pgs 56-60 with group. Take notes. *Know the interior of the sun- temperature, how it get’s hot, any definitions *The sun’s atmosphere- layers, specifics *Features on the sun-what they are/do 2. Sun Video 3. Class study guide-what should your classmates know for the quiz. 4. Make sure your notebook is ready for planet quiz.

June 8, 2016 Pen/Pencil Science Notebook to take planet notes You will need your notebook everyday. June 8, 2016 Materials: Pen/Pencil Science Notebook to take planet notes Scripts/Props/etc needed for your skit Continue presentations (LC or Planets) & planet videos today! 

June 8, 2016 Pen/Pencil Science Notebook Textbook pg. 56 Today- You will need your notebook everyday. June 8, 2016 Materials: Pen/Pencil Science Notebook Textbook pg. 56 Today- Sun Work Notebook work

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets Learning Goals for Section 2-The Sun The sun’s atmosphere- layers, specifics Know the interior of the sun- temperature, how it get’s hot, any definitions Features on the sun-what they are/do

Today After Pluto: Sun Work- 1. read pgs 56-60 silently. Take notes. *Know the interior of the sun- temperature, how it get’s hot, any definitions *The sun’s atmosphere- layers, specifics *Features on the sun-what they are/do 2. Sun Video/ other videro 3. Class study guide-what should your classmates know for the quiz. Vote on Day to take quiz- Thursday or Friday. 4. Make sure your notebook is ready for planet quiz.

Ch. 3 Stars, Galaxies, and the Universe! Section 2- Characteristics of Stars Star Size comparison: Textbook p. 105. Classifying Stars + http://www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. – p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg

June 9, 2016-Pd. 1 Pen/Pencil Science Notebook to take planet notes You will need your notebook everyday. June 9, 2016-Pd. 1 Materials: Pen/Pencil Science Notebook to take planet notes Scripts/Props/etc needed for your skit Today- 1. Missing work= No Field Day 2.Continue presentations Planet skits & videos. (LC- either join the class or work on your last LC presentation and experiment)

June 8, 2016-Pds 4, 5,& 8 Pen/Pencil Science Notebook Textbook pg. 56 You will need your notebook everyday. June 8, 2016-Pds 4, 5,& 8 Materials: Pen/Pencil Science Notebook Textbook pg. 56 Today- Notebook work-Finish class study guide Take Open notebook quiz Start Videos

June 9, 2016-Pd 7 Pen/Pencil Science Notebook Textbook pg. 56 Today- You will need your notebook everyday. June 9, 2016-Pd 7 Materials: Pen/Pencil Science Notebook Textbook pg. 56 Today- Notebook work-Finish Class study guide Start Ch. 3 with videos

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets Learning Goals for Section 2-The Sun The sun’s atmosphere- layers, specifics Know the interior of the sun- temperature, how it get’s hot, any definitions Features on the sun-what they are/do

Today Sun Work- *Know the interior of the sun- temperature, how it get’s hot, any definitions *The sun’s atmosphere- layers, specifics *Features on the sun-what they are/do 2. Sun Video/ other videos 3. Make sure your notebook is ready for sun and planet quiz. 4. Sun and Planet quiz

Ch. 3 Stars, Galaxies, and the Universe! Section 2- Characteristics of Stars Star Size comparison: Textbook p. 105. Classifying Stars + http://www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. – p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg

June 10, 2016-Pds 4 & 7 Pen/Pencil Science Notebook Today- You will need your notebook everyday. June 10, 2016-Pds 4 & 7 Materials: Pen/Pencil Science Notebook Today- Take Open notebook quiz Start Videos

June 9, 2016-Pds 5 & 8- Pen/Pencil Science Notebook You will need your notebook everyday. June 9, 2016-Pds 5 & 8- Materials: Pen/Pencil Science Notebook SSR book / Other work to work on Today- See Get quizzes. Get stars. See grades. Read SSR book while you wait for your scores. Start/Continue Ch. 3 with videos

Ch. 3 Stars, Galaxies, and the Universe! Section 2- Characteristics of Stars Star Size comparison: Textbook p. 105. Classifying Stars + http://www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. – p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg

1. Team Quizzo –sit with your team 2. Finish Videos Today- Pd. 4 Break. 1. Team Quizzo –sit with your team 2. Finish Videos

Ch. 3 Stars, Galaxies, and the Universe! Section 2- Characteristics of Stars Star Size comparison: Textbook p. 105. Classifying Stars + http://www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. – p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg