Do Now (You have 5 minutes after the bell to complete) As you enter, grab a post-it note and answer the following: How does science affect your daily life? What are 2 things you did during our Snow days? What is 1 question you have for me? When you are done, make sure your name is on it, and place it on the sheet on the Prep Room door labeled “Do Now Parking Lot”.

Ms. CL’s Expectation #1 Every day students will: silently enter the classroom turn in any homework assignments sit at assigned seat (will change every Module starting with Biochemistry) independently begin “Do Now” turn in Do Now and review notes

Ms. CL’s Expectation #2 Students will earn 2 minutes of music (with headphones) during INDEPENDENT PRACTICE for every 5 minutes the class can go without getting up without permission shouting out answers w/o being called on using cell phone while Ms. CL is teaching (PowerPoint notes, giving instructions, etc)

Consequences* Verbal Warning Hall Conference Written Reflection and parent contact Working session (lunch or after school) with parent contact Escort from class, administrative referral, and parent contact * some steps may be skipped if student actions require it

Module 1: How to Define Life (Day 1 out of 2) The Nature of Biology Module 1: How to Define Life (Day 1 out of 2)

StudentsWillBeAbleTo understand the steps of the scientific method differentiate between an independent variable, dependent variable, and a control group

How do you design an experiment? A. Problem/Purpose 1. The question the lab will answer 2. Identifies the independent and dependent variables Independent variable – the factor the scientist changes from group to group (x-axis) Dependent variable – the factor the scientist measures to see the effect of the independent variable (y-axis) Scientific Method Song Variables and Controls Videoclip

How do you design an experiment? B. Research/Background Information 1. Lets the reader learn about the topic 2. Helps the scientist develop an educated hypothesis C. Hypothesis 1. An educated prediction 2. Can be tested

How do you design an experiment? D. Procedure/Experiment 1. Steps must be precise and detailed 2. Has one control group Normal conditions or absence of independent variable Used for comparison 3. Experimental group(s) have only one changing variable (which is the independent variable) random fact: I moved to Charlotte last May

How do you design an experiment? E. Observations/Data 1. Must be objective. Good Example: The bacterial colony is yellow. Bad Example: The bacterial colony is nasty. 2. Use measurements whenever possible. Good Example: There are 50 bacterial colonies. Bad Example: There are a whole bunch of colonies.

How do you design an experiment? E. Observations/Data (continued) 3. Do not draw conclusions in the data section of the report. Good Example: There are bacteria and fungal colonies in the shoe section. Bad Example: The shoe was really dirty and so it was the most contaminated and grew a lot of stuff. 4. Should be organized. May use a graph, table, or drawing(s). Always include units of measurement and a title.

How do you design an experiment? F. Analysis/Conclusions 1. Answers the purpose question. 2. Accepts or rejects the hypothesis. 3. Explains what can be inferred from the data. G. REPEAT experiment!!!! Design an Experiment - YouTube

How do we know it is “good science”? Scientific knowledge is tentative. 1. Theories are the most logical explanation based on current evidence. 2. Laws are universal generalizations that are virtually unchanging. ***A hypothesis DOES NOT become a theory and then a law.

Key players Control group: provides the baseline for comparing data Dependent variable: what we measure (placed on the y-axis) Independent variable: what the scientist controls or changes (placed on the x-axis) Experimental group: receives the variable being tested and is compared to the control group

Let’s Try this together!!! Mr. Krabbs wants to make Bikini Bottoms a nicer place to live. He has created a new sauce that he thinks will reduce the production of body gas associated with eating crabby patties from the Krusty Krab. He recruits 100 customers with a history of gas problems. He has 50 of them (Group A) eat crabby patties with the new sauce. The other 50 (Group B) eat crabby patties with sauce that looks just like new sauce but is really just mixture of mayonnaise and food coloring. Both groups were told that they were getting the sauce that would reduce gas production. Two hours after eating the crabby patties, 30 customers in group A reported having fewer gas problems and 8 customers in group B reported having fewer gas problems. What is the hypothesis? What is the independent variable? What is the dependent variable? What is the control group? What is the conclusion?

Group Activity (15 minutes) You may choose one partner to work with When you have your partner, pick up the pink sheet titled “Scientific Method - Constructing an Experiment” Choose 3 experimental questions and follow the instructions on the paper. Write your answers on a separate sheet of paper (check by Exit Ticket box). Be prepared to share your favorite!!!

Independent Practice Patrick believes that fish that eat food exposed to microwaves will become smarter and would be able to swim through a maze faster. He decides to perform an experiment by placing fish food in a microwave for 20 seconds. He has the fish swim through a maze and records the time it takes for each one to make it to the end. He feeds the special food to 10 fish and gives regular food to 10 others. After 1 week, he has the fish swim through the maze again and records the times for each. What was Patrick’s hypothesis? Which fish are in the control group? What is the independent variable? What is the dependent variable? What would be your conclusion? How would you change this experiment? *Show Ms. CL your answers

At the end of each module Any resources (such as this PowerPoint) that could help you succeed at passing the Biology EOC with an 80% or higher will be uploaded on Ms.CL’s website: MsCainLittlefield.Weebly.Com random fact: I moved from the Tampa Bay area in Florida.

understand the steps of the scientific method SWBAT understand the steps of the scientific method differentiate between an independent variable, dependent variable, and a control group

Exit Ticket (the last 5 minutes of class) Your ticket out of the class is to answer the following on a Post-it and hand it to me on your way out: Where on a graph is the independent variable placed? True or False: A hypothesis can become a theory and eventually become a law. What is one question you have for me?

Do Now(You have 5 minutes after the bell to complete) What is the purpose of the control group? What is a dependent variable? Using the graph on the right, which was the most common activity? the least? 5. Which variable is represented by “Activity”? How do you know? When you are done make sure your name is on your Post-it and place it on the sheet labeled “Do Now Parking Lot”.

Yesterday’s Exit Ticket Review Where on a graph is the independent variable placed? X - axis True or False: A hypothesis can NEVER become a theory and eventually become a law. Ms.CL will answer your Qs from yesterday.

Ms. CL’s Expectation #1 Every day students will: silently enter the classroom turn in any homework assignments sit at assigned seat (will change every Module starting with Biochemistry) independently begin “Do Now” turn in Do Now and review notes

Ms. CL’s Expectation #2 For every 5 minutes the class can go without getting up without permission shouting out answers w/o being called on using cell phone while Ms. CL is teaching (PowerPoint notes, giving instructions, etc) students will earn 2 minutes of music (with headphones) during INDEPENDENT PRACTICE

Consequences* Verbal Warning Hall Conference Written Reflection and parent contact Working session (lunch or after school) with parent contact Escort from class, administrative referral, and parent contact * some steps may be skipped if student actions require it

STERNGRR Day 2 of 2 for Module 1

identify and define Characteristics of Life (STERNGRR) SWBAT identify and define Characteristics of Life (STERNGRR) provide real-life examples of each STERNGRR term

How do you know something is alive? Characteristics of Life - Alive! Videoclip 1. Organization (The level of complexity) a. Organism Organ System Organs Tissues Cells Molecules Atoms / Elements Meet the Elements - They Might Be Giants

Life Processes: STERNGRR Synthesis – making materials Transport – moving materials Excretion – getting rid of wastes Respiration – gas exchange AND production of energy (ATP) Nutrition – gaining and using energy from food Growth and Development – getting bigger and/or changing Regulation – controlling internal processes Reproduction – producing new cells or new organisms

How do you know something is alive? SYNTHESIS all living things build proteins https://youtu.be/suN-sV0cT6c start at 1:08 random fact: I have 2 cats and a dog. My cats are named after musicians and my dog is named after a city in New Jersey.

How do you know something is alive? Respiration Organisms need energy constantly!!!! They break down substances (such as breaking down food for Nutrition) and converting it into energy Ex. Photosynthesis https://youtu.be/b5DfzvabprA first 2 minutes

How do you know something is alive? Reproduction Organisms must replace themselves so the entire species will survive. May be asexual (only one individual contributes genetic material) or sexual (two individuals contribute genes). Ex. plants reproductive organs are seeds (ovary) and pollen (sperm)

How do you know something is alive? Growth and Development Growth – to increase in size. Increases the number of cells of a multicellular organism. Development – change that takes place in structure and function of an organism during its life cycle. Example: Embryo becomes a fetus

How do you know something is alive? Excretion the process of eliminating or expelling waste matter Ex: POOP!!! also sweat and urine

How do you know something is alive? Regulation Homeostasis - the adjustment of an organism’s internal environment to maintain conditions suitable for life *the brain is the major organ responsible for homeostasis Ex: shivering in the cold, plants close their stomata

How do you know something is alive? Transport Organisms must transport nutrients to be used in cellular respiration to produce energy. xylem and phloem and the circulatory system are examples of transport https://youtu.be/WiOkj5N8J9c 3 minutes

Group Activity (30 minutes) Ms. CL will point out the posters around the room with our STERNGRR terms Each poster will have 2-3 students When I say GO each team will have 1 minute and 7 seconds to write down 2 examples of your term INCLUDE YOUR NAMES When I say SWITCH you will move clockwise At the new poster you will have 1 minute and 31 seconds to review the examples and then write 2 NEW examples We will rotate a total of 7 times (8 terms)

Independent Practice (15 minutes) Fold paper hotdog style On the front, create 8 equal sections Each section receives a STERNGRR term Cut the sections On the left inside flap, write the definition On the right inside flap, write 3 biological examples of term My oldest cat is Miles, my other cat is Otis, and my youngest pet (the dog) is named Parsippany, but we call her Parsnip for short. STERNGRR foldable

identify and define Characteristics of Life (STERNGRR) SWBAT identify and define Characteristics of Life (STERNGRR) provide real-life examples of each STERNGRR term

Exit Ticket (the last 10 minutes of class) Your ticket out of the class is to answer the following on a Post-it and hand it to me on your way out: Which organ is responsible for homeostasis? What two tissues aid in a plant’s transport of nutrients? Which STERNGRR term is described when a plant closes its stomata? What is one question you have for me?