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Room 208 Welcome to Homeroom.

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Presentation on theme: "Room 208 Welcome to Homeroom."— Presentation transcript:

1 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.

2 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.

3 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.

4 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.

5 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.

6 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.

7 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

8 September 1, 2015 Materials: 1. Pen/Pencil
2. Classroom Rules and Procedures packet- we are continuing/reviewing. You will need your Science notebook everyday.

9 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

10 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.

11 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.

12

13 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.

14 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.

15 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.

16 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.

17 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.

18 Lab safety quiz

19

20 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.

21 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

22 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.

23 Lab safety quiz Class must get a 100% to do labs.
Class must get a 100% to do labs. Can earn a star if we get a 100% the first time.

24

25 September 4, 2015 Materials: 1. Pen/Pencil 2. Science Notebook
You will need your Science notebook everyday. Materials: 1. Pen/Pencil 2. Science Notebook

26 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!

27 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.

28 Working in Groups! Expectations 1. Everyone participates.
2. You must stay with your group-drifting to another group disqualifies you to earn a star.

29 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.

30 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.

31 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)

32

33 September 8, 2015 Pen/Pencil Science Notebook Recycled Goods Sheet
Materials: Pen/Pencil Science Notebook Recycled Goods Sheet You will need your notebook everyday.

34 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.

35 T. Trimpe 2008 http://sciencespot.net/
Science Scramble Science Safety T. Trimpe

36 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

37 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

38 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

39 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

40

41 What are your New Goals for this Year?
Personal. 1. 2. 3 Social 3. Academic Physical 

42

43 September 9, 2015 Pen/Pencil Science Notebook Lab Safety packet
Materials: Pen/Pencil Science Notebook Lab Safety packet You will need your notebook everyday.

44 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

45 T. Trimpe 2008 http://sciencespot.net/
Science Pictures Science Equipment T. Trimpe

46 Name the following pieces of Lab Equipment
3. 1. 2. 5. 4. T. Trimpe

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

48 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

49 Scientific Method

50 Packet- Pgs 7, 11, 12, 9 Scientific Method Practice:
Paper Airplane lab:

51 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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

52

53 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.

54 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

55 T. Trimpe 2008 http://sciencespot.net/
Science Question Scientific Method T. Trimpe

56 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. .

57 The answer is ... 1. Research!

58 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

59 Scientific Method

60 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?

61 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

62

63 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.

64 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

65 T. Trimpe 2008 http://sciencespot.net/
Science Question Scientific Method T. Trimpe

66 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? .

67 The answer is ... 1. Analysis

68 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

69 Scientific Method

70 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?

71 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

72

73 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.

74 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.

75 Science Starter – Daily Challenge
Scientists #1

76 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

77 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

78 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

79 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?

80 Your Scientific Method Comic! P, R, H, E, A, C-

81 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

82

83 September 16, 2015 Pen/Pencil Science Notebook Lab Safety Packet
Materials: Pen/Pencil Science Notebook Lab Safety Packet You will need your notebook everyday.

84 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.

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

86 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.

87 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.

88 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.

89 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

90 Your Scientific Method Comic! P, R, H, E, A, C-

91 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.

92

93 September 17, 2015 Pen/Pencil Science Notebook Lab Safety Packet
Materials: Pen/Pencil Science Notebook Lab Safety Packet You will need your notebook everyday.

94 September 17, 2015 1. Science Start Up
2. Continue Observations and Inferences. 3. Controls, Independent and Dependent Variables.

95 T. Trimpe 2008 http://sciencespot.net/
Science Observations T. Trimpe

96 Name: one Qualitative Observation.
One Quantitative Observation. One Inference

97 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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?

98 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.

99 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?

100

101 September 18, 2015 Pen/Pencil Science Notebook Lab Safety Packet
Materials: Pen/Pencil Science Notebook Lab Safety Packet You will need your notebook everyday.

102 September 18, 2015 1. Science Start Up
2. Continue Observations and Inferences. 3. Controls, Independent and Dependent Variables.

103 Mystery Photo Fridays Challenge 1

104 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.

105 The Answers:

106 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

107 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…

108 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?

109

110 September 21, 2015 Pen/Pencil Science Notebook
Materials: Pen/Pencil Science Notebook Sponge Bob/or Simpsons sheet You will need your notebook everyday.

111 September 21, 2015 1. Science Start Up
2. Continue with Controls, Independent and Dependent Variables. 3. Start Graphing. Notes Practice

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

113 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?

114 Greetings! It’s September 21, 2015
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Control, Experimental, Independent and Dependent variables 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.

115 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

116 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?

117

118 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.

119 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)

120 Science Starter – Daily Challenge
Science Trivia

121 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?

122 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?

123 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

124 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)

125 Draw this “Example of a line graph with a Legend”

126 Draw this “Example of a Bar Graph with a Legend”

127 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.

128 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!

129

130 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.

131 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)

132 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

133 Draw this “Example of a line graph with a Legend”

134 Draw this “Example of a Bar Graph with a Legend”

135 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.

136 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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!

137

138 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.

139 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)

140 Mystery Photo Fridays Challenge 1

141 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.

142 The Answers:

143 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

144 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)

145 Draw this “Example of a line graph with a Legend”

146 Draw this “Example of a Bar Graph with a Legend”

147 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)

148 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!

149

150 September 28, 2015 Science Notebook
Materials: Science Notebook Graphing Sheet from Friday & your graph paper Pen/Pencil Ruler You will need your notebook everyday.

151 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)

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

153 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

154 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

155 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)

156 Draw this “Example of a line graph with a Legend”

157 Draw this “Example of a Bar Graph with a Legend”

158 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!

159

160 September 29, 2015 Science Notebook
Materials: Science Notebook Graphing Sheet from Yesterday & your graph paper Pen/Pencil Ruler You will need your notebook everyday.

161 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.

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

163 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

164 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

165 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)

166 Draw this “Example of a line graph with a Legend”

167 Draw this “Example of a Bar Graph with a Legend”

168 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!

169

170 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

171 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:

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

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

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

175 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:

176 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

177 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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!

178 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.

179 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)

180

181 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

182 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

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

184 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!

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

186 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

187

188 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

189 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

190

191 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

192 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!

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

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

195 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!

196 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.

197 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)

198 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

199 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)

200 Water Conservation videos
Why waste today when you can save for tomorrow. Water Conservation Commercial: Don’t Waste Water: Save Water: ~~~~~~~~~ Home water saving tips: Energy Conservation for kids:

201 Look at this! (especially the Design your own experiment group)
Thoughts? - Crazy? Weird? Cool? Not a good idea?

202 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

203

204

205 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

206 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

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

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

209 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.

210 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)

211 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

212 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)

213 Water Conservation videos
Why waste today when you can save for tomorrow. Water Conservation Commercial: Don’t Waste Water: Save Water: ~~~~~~~~~ Home water saving tips: Energy Conservation for kids:

214 Look at this! (especially the Design your own experiment group)
Thoughts? - Crazy? Weird? Cool? Not a good idea?

215 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

216

217 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

218 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

219 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

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

221 Think of all the reasons water is amazing. List them.
Share responses

222 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

223 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

224 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.

225 Look at this! (especially the Design your own experiment group)
Thoughts? - Crazy? Weird? Cool? Not a good idea?

226

227 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 gallons (approx 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.

228 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

229

230 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

231 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

232 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

233 Mystery Photo Fridays-Monday!
Challenge 3

234 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

235 The Answers:

236 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

237 Water Use Chart- notebook – for Sunday
Fill out Chart for Sunday.

238 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

239 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.

240 Look at this! (especially the Design your own experiment group)
Thoughts? - Crazy? Weird? Cool? Not a good idea?

241

242

243 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

244 *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.

245 Science Question-pds 4 & 5
T. Trimpe

246 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…..

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

248 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-

249 Water Use Chart- notebook – for Sunday/Monday
Fill out Chart for Sunday.

250 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

251 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

252 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.

253 Look at this! (especially the Design your own experiment group)
Thoughts? - Crazy? Weird? Cool? Not a good idea?

254

255 You will need your notebook everyday.
October 14, 2015 Materials: Assignment Book and Study Guide: Make the change: Quiz is moved to Monday, October Test is moved to Friday, October 23 Science Notebook Pen/Pencil Textbook Earth’s Waters Packet

256 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.

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

258 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?

259 Science Question-pds 4 & 5
T. Trimpe

260 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-

261 Water Use Chart- notebook – for Tuesday
Fill out Chart for Sunday.

262 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

263 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

264 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.

265

266 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

267 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.

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

269 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

270 Science Question-pds 4 & 5
T. Trimpe

271 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?

272 Water Use Chart- notebook – for Wednesday
Fill out Chart for Sunday.

273 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

274 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

275 Visuals- Why does ice float? XBX1S15w States of Matter: XbME

276

277 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

278 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

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

280 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…

281 Water Use Chart- notebook – for Thursday
Fill out Chart for Sunday.

282 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

283 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

284 Visuals- Why does ice float? XBX1S15w States of Matter: XbME

285

286 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

287 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.

288

289 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

290 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.

291

292 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

293 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.

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

295 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?

296 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.

297 Water Use Chart- notebook – for Sunday and Monday
Fill out Chart for Sunday.

298 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

299 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

300 The Water Cycle https://www.youtube.com/watch?v=0_c0ZzZfC8c
Take notes – 3 statements: 1. New Info. 2 Old Info. 3. Interesting Info. R and R- Independent Silent Go over 1. 2. 3.

301 “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

302

303 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

304 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.

305 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.

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

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

308 Water Use Chart- notebook – for Tuesday
Fill out Chart for Sunday.

309 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

310 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

311 The Water Cycle https://www.youtube.com/watch?v=0_c0ZzZfC8c
Take notes – 3 statements: 1. New Info. 2 Old Info. 3. Interesting Info. R and R- Independent Silent Go over 1. 2. 3.

312 “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

313

314 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

315 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.

316 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 ) 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, 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.

317 Water Use Chart- notebook – for Wednesday
Fill out Chart for Sunday.

318 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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.

319 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

320 The Water Cycle https://www.youtube.com/watch?v=0_c0ZzZfC8c
Take notes – 3 statements: 1. New Info. 2 Old Info. 3. Interesting Info.

321 “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

322 Complete Textbook Review. Pg. 38
Independent and Silent. Pg. 38 1-16, In your notebook. (Notebook check) When finished work on: SSR Missing Work Other Work

323

324 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

325 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.

326 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

327 Mystery Photo Fridays Challenge 4

328 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

329 The Answers:

330

331 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

332 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

333 Mystery Photo Fridays-Monday
Challenge 4

334 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

335 The Answers:

336 Fill out Water Use Chart for last week- entire side should be filled out. Calculate totals as well.
Fill out Chart for Sunday.

337

338 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.

339 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?

340

341 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?

342 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.

343 T. Trimpe 2008 http://sciencespot.net/
Science Question- Graphing Practice! Yay! T. Trimpe

344 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?

345 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.

346 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?

347

348 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

349 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.

350 Experiment Practice! Yay!
Science Question- Experiment Practice! Yay! T. Trimpe

351 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

352 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

353 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

354 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.

355 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

356

357 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.

358 1 Graduated Cylinders Experiment-low slope
Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

359 2 Graduated Cylinders Experiment-low slope
Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

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

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

362 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 ________________:_________________

363 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.

364

365 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

366 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.

367 Mystery Photo Fridays Challenge 5

368 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

369 The Answers:

370 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.

371 SQ3R Section 1 Streams and Rivers,
*1. How do Rivers begin -Question *2. Factors that Affect Runoff *3. River Systems Watershed: *4. Rivers Shape the Land Rivers shape the land: Answer Question

372

373 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.

374 1 Graduated Cylinders Experiment-low slope
Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

375 2 Graduated Cylinders Experiment-low slope
Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

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

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

378 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 ________________:_________________

379 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.

380

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

382 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

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

384 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

385 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

386 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.

387 SQ3R Section 1 Streams and Rivers,
*1. How do Rivers begin -Question *2. Factors that Affect Runoff *3. River Systems Watershed: *4. Rivers Shape the Land Rivers shape the land: Answer Question

388

389 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.

390 1 Graduated Cylinders Experiment-low slope
Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

391 2 Graduated Cylinders Experiment-low slope
Trial # Time (may either estimate seconds or keep exact time) 1 2 3 Average time =

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

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

394 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 ________________:_________________

395 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.

396

397 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

398 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

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

400 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.

401 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.

402 SQ3R Section 1 Streams and Rivers,
*1. How do Rivers begin -Question *2. Factors that Affect Runoff *3. River Systems Watershed: *4. Rivers Shape the Land Rivers shape the land: Answer Question

403 The 6 Pennsylvania Watersheds

404 SQ3R Section 1 Streams and Rivers
*5. Profile of a River -Question Meanders and Oxbow lake: *6. Rivers and Floods *7. Can Floods be controlled? Flooding: What to do during a flood? Answer Question

405 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?)

406 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.

407

408

409 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

410 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 Use textbook, pgs 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

411 Mystery Photo Fridays Challenge 6

412 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

413 The Answers:

414 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.

415 SQ3R Section 1 Streams and Rivers
*5. Profile of a River -Question Meanders and Oxbow lake: *6. Rivers and Floods *7. Can Floods be controlled? Flooding: What to do during a flood? Answer Question

416 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?)

417 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.

418

419 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

420 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”

421 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.

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

423 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?

424 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.

425

426 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

427 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.

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

429 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.

430 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.

431 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:

432 Understanding a microscope
Parts: How to Use the Microscope:

433 What do I see Activity: (Make a list/Draw of everything you see/Describe)
With my eye With a hand lens With a microscope

434 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?

435 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:

436 Ponds and Lakes Ponds and Lakes: Video Notes: Take notes on at least 2 things that we did not cover in class.

437 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?

438

439 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

440 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.

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

442 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.

443 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.

444 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:

445 Understanding a microscope
Parts: How to Use the Microscope:

446 What do I see Activity: (Make a list/Draw of everything you see/Describe)
With my eye With a hand lens With a microscope

447 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?

448 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:

449 Ponds and Lakes Ponds and Lakes: Video Notes: Take notes on at least 2 things that we did not cover in class.

450 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?

451

452 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 Science Notebook Pen/Pencil Textbook pg. 53

453 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.

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

455 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

456 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.

457 SQ3R Section 2 Ponds and Lakes – p. 53
3. Lake Formation (purple) 4. Lake Habitats (purple) 5. Changes in a Lake Eutrophication:

458 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.

459

460 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

461 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

462 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

463 Mystery Photo Fridays Challenge 7

464 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

465 The Answer!:

466 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.

467 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

468 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.

469

470 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

471 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

472

473 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

474 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

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

476 Label the Parts of the Microscope.
j

477 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?

478 SQ3R. Ch. 2, section 3 Wetlands pg. 59
*1. What is a Wetland? -Question *2. Wetland Habitats *3. The Importance of Wetlands *4. The Everglades: A Unique Environment (a new threat to the Everglades) Answer Question

479

480 You will need your notebook everyday.
Nov. 18, 2015 Materials: Assignment Book: Notebook Check Friday, Nov (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

481 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

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

483 Answer the following questions-
Name and describe the 3 types of freshwater wetlands. 1. 2. 3. Why are wetlands important?

484 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?

485 SQ3R. Ch. 2, section 3 Wetlands pg. 59
*1. What is a Wetland? -Question *2. Wetland Habitats *3. The Importance of Wetlands *4. The Everglades: A Unique Environment (a new threat to the Everglades) Answer Question

486 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

487 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-

488 Ch. 2, section 4 Glaciers and Iceberg
-Question *2. Icebergs Answer Question

489 Video Clips Glacial Movement: Titanic Timeline: Titanic (Items): Global Warming and Antartica:

490 You will need your notebook everyday.
Nov. 18, 2015 Materials: Assignment Book: Notebook Check Friday, Nov (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

491 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.

492

493 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

494 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.

495

496 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

497 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

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

499 Answer the following questions-
Name and describe the 3 types of freshwater wetlands. 1. 2. 3. Why are wetlands important?

500 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?

501 SQ3R. Ch. 2, section 3 Wetlands pg. 59
*1. What is a Wetland? -Question *2. Wetland Habitats *3. The Importance of Wetlands *4. The Everglades: A Unique Environment (a new threat to the Everglades) Answer Question

502 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

503

504 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

505 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.

506 Mystery Photo Fridays Challenge 7

507 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

508 The Answers:

509 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.

510 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

511 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.

512

513 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

514 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.

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

516 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?

517 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.

518 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

519 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.

520

521

522 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

523 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.

524 Science Starter – Daily Challenge
Scientists #2

525 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

526 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

527 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.

528 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

529 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.

530

531 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!  )

532 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.

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

534 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.

535 Video Clips Section 4- Glaciers and Icebergs
Inside a Glacier: Z_iDI Glacial Movement: Titanic Timeline: * If there is time - Extra Titanic: Global Warming and Antartica: re=related Section 5- Water Underground Dry Well: How Aquifers work: Ogallala Aquifer: Artesian Well:

536

537 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! 

538 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.

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

540 Answer the following questions-
1. Name 2 things you learned from the L.C. Presentations!

541 Video Clips Section 4- Glaciers and Icebergs
Inside a Glacier: Z_iDI Glacial Movement: Titanic Timeline: Seconds from Disaster: Global Warming and Antarctica: re=related Section 5- Water Underground Dry Well: How Aquifers work: Ogallala Aquifer: Artesian Well:

542

543 You will need your notebook everyday.
Dec. 7, 2015 Materials: Science Notebook Mini project packet/props if you did not present on Friday

544 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

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

546 Science Starter – Daily Challenge
Science Trivia #3

547 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

548 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 (it weighed 30 tons!)

549 Video Clips Section 4- Glaciers and Icebergs
Inside a Glacier: Z_iDI Glacial Movement: Titanic Timeline: Seconds from Disaster: Global Warming and Antarctica: re=related Section 5- Water Underground Dry Well: How Aquifers work: Ogallala Aquifer: Artesian Well:

550

551

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

553 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.

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

555

556

557 You will need your notebook everyday.
Dec. 7, 2015 Materials: Science Notebook Mini project packet/props if you did not present on Friday

558 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

559

560 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)

561 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.

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

563 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! 

564 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?

565 Ch. 3, section 1 Water to Drink word web- green headings
Water Treatment Video Sewage Treatment:

566 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)

567 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.

568 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….

569 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.

570

571 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)

572 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.

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

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

575 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?

576 Ch. 3, section 1 Water to Drink word web- green headings
Water Treatment Video Sewage Treatment:

577 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)

578 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.

579 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….

580 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.

581 Section 1 videos Water Treatment Video Sewage Treatment: Pharmaceuticals in Water: Fish Pharm

582

583 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)

584 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.

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

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

587 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?

588 Ch. 3, section 1 Water to Drink word web- green headings
Water Treatment Video Sewage Treatment:

589 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)

590 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.

591 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….

592 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.

593 Section 1 videos Water Treatment Video Sewage Treatment: Pharmaceuticals in Water: Fish Pharm

594

595 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

596 L.C. Group 1. Progress Reports 2. SSU 3. Progress report/Read Ch. 3, section 2- pgs 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 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.

597 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

598 Mystery Photo Fridays Challenge 9

599 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

600 The Answers:

601 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?

602 Ch. 3, section 1 Water to Drink word web- green headings
Water Treatment Video Sewage Treatment:

603 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.

604 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.

605 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)

606 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.

607 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….

608 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.

609 Section 1 videos Water Treatment Video Sewage Treatment: Pharmaceuticals in Water: Fish Pharm

610 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.

611 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?

612 Word Web for Ch. 3, section 2 Balancing Water Needs
1. Icebergs 2. Desalination

613 Word Web for Ch. 3, section 2 Balancing Water Needs
1. Icebergs – Tug boats could tow icebergs to dry regions 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.

614

615

616 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

617 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

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

619 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.

620 Mystery Photo Fridays Challenge 9

621 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

622 The Answers:

623 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?

624 Ch. 3, section 1 Water to Drink word web- green headings
Water Treatment Video Sewage Treatment:

625 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.

626 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.

627 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)

628 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.

629 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….

630 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.

631 Section 1 videos Water Treatment Video Sewage Treatment: Pharmaceuticals in Water: Fish Pharm

632 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.

633 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?

634 Word Web for Ch. 3, section 2 Balancing Water Needs
1. Icebergs 2. Desalination

635 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. 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.

636 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?

637 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)

638 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.

639

640 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

641 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.

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

643 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

644 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?

645 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)

646 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.

647

648 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

649 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.

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

651 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

652 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?

653

654 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 ) Ch. 3 Packet – for after review

655 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.

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

657 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.

658 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.

659 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 ) 14. Runoff From Roads (p. 102) 15. Preventing Pollution (p ) 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)

660

661 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

662 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

663

664

665 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)

666 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.

667 Science Starter – Daily Challenge
Science trivia #4

668 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?

669 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?

670 1. Intro to Cells! http://www.youtube.com/watch?v=gFuEo2ccTPA
2. Text book-pg Read intro/Go over names of organelles. 3. Vocab and notes. 4. Start Cell Analogy project

671

672 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)

673 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.

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

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

676 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

677 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

678

679 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

680 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.

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

682 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

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

684 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

685 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

686

687

688 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

689 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.

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

691 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

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

693 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

694 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….)

695

696 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

697 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.

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

699 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

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

701 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

702 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.

703

704 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 Pen or Pencil Science Notebook Cell Analogy Materials: Cells and Heredity Textbook (p. 20) Cells and Heredity packet- pg. 13 Cell analogy poster

705 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.

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

707 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

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

709 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

710 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.

711 Tour of an animal Cell:

712

713 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)

714 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

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

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

717 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 Pen or Pencil Science Notebook Cell Analogy Materials: Cells and Heredity Textbook (p. 20) Cells and Heredity packet- pg. 13 Cell analogy poster

718 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.

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

720 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

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

722 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

723 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

724 Ch. 1, section 2- Looking Inside Cells – word web
Specialized Cells Bacterial Cells

725 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)

726 After R and R, section 2 Tour of an animal Cell: 06JfGS8Q

727 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.

728

729 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

730 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…

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

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

733 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…

734

735 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.

736 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.

737 Science Question- pds 4, 7 and 8
T. Trimpe

738 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)

739 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

740 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)

741

742 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

743 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

744 Mystery Photo Fridays Challenge 10

745 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

746 The Answers:

747 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

748 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

749 Photosynthesis and Respiration
nBKif3o

750

751 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)

752 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

753 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.

754 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. .

755 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

756 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.

757

758 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

759 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!

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

761 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

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

763 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.

764 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. .

765 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

766 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.

767 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

768

769 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

770 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

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

772 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.

773 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

774 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 VI. Water and Living Things

775

776 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

777 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

778 Mystery Photo Fridays Challenge 11

779 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

780 The Answers:

781 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

782 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 VI. Water and Living Things

783

784 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

785 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

786

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

788 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.

789 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

790 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 VI. Water and Living Things

791 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.

792 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

793 Diffusion What causes Diffusion Diffusion of Oxygen

794 Osmosis Osmosis and Diffusion Effects of Osmosis

795 Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

796 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:

797 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

798 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.

799 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

800 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

801 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

802 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

803

804 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

805 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, (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!

806 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.

807 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.

808 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

809 Diffusion What causes Diffusion Diffusion of Oxygen

810 Osmosis Osmosis and Diffusion Effects of Osmosis

811 Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

812 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:

813 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

814 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.

815 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:

816 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

817 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.

818

819 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

820 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, (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, # in notebook) 4. Tomorrow Finish Textbook review Go over emergency questions White board review

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

822 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.

823 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.

824 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

825 Diffusion What causes Diffusion Diffusion of Oxygen

826 Osmosis Osmosis and Diffusion Effects of Osmosis

827 Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

828 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:

829 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

830 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.

831 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:

832 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

833 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.

834

835 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

836 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, (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, # in notebook) Independent Silent See Quizzes 4. Emergency questions/white board review

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

838 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.

839 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.

840 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

841 Diffusion What causes Diffusion Diffusion of Oxygen

842 Osmosis Osmosis and Diffusion Effects of Osmosis

843 Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small

844 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:

845 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

846 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.

847 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:

848 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

849 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.

850 Text book Review – notebook
Pg. 39 # 1-18.

851 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

852

853

854 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

855 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, (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)

856 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)

857 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)

858 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)

859

860 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

861 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

862 Mystery Photo Fridays Challenge 12

863 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

864 The Answers:

865 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?

866 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

867 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

868

869

870

871 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

872 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

873 Dominant and Recessive Alleles

874 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

875

876 Your data/ Class Data

877

878

879 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

880 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.

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

882 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

883 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?

884 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

885 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

886

887

888

889 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

890 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

891 Dominant and Recessive Alleles

892 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

893

894 Your data/ Class Data

895

896 After we have our data 1. Complete Analysis and Conclusion questions (p ) # READ the questions. 2. Complete Dragon Genetics 3. Go over both of these.

897

898

899 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

900 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.

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

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

903 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?

904 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

905 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

906 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

907 Hybrid

908 Purebred

909 Set up a Punnett Square. Try these.

910 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

911 Genotype and Phenotype

912

913 What is the phenotype and genotype percentage?
“T” stands for Tall. “t” stands for short. “D” stands for Brown “d” stands for tan

914 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.

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

916

917

918 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

919 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

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

921 Answer the following If Green (G) is dominant to Red(g), what possible allele combinations would a Green dragon have?

922 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?

923 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

924 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

925 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

926 Hybrid

927 Purebred

928 Set up a Punnett Square. Try these.

929 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

930 Genotype and Phenotype

931

932 What is the phenotype and genotype percentage?
“T” stands for Tall. “t” stands for short. “D” stands for Brown “d” stands for tan

933 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.

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

935 You may work with your table mate.
Practice!  Pgs. 17, 18, & 19. You may work with your table mate.

936 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.

937

938

939 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

940 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

941 Mystery Photo Fridays Challenge 13

942 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

943 The Answers:

944 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.

945

946 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

947 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!

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

949 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?

950 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?

951 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.

952

953

954 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

955 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.

956 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?

957 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.

958

959 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

960 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?

961 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?

962

963 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

964 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

965 Mystery Photo Fridays Challenge 13

966 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

967 The Answers:

968 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.

969

970 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

971 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

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

973 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.

974 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.

975 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.

976 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?

977 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

978 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.

979 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.

980 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

981

982 Meiosis and Punnett Squares
A Lineup of Genes

983 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.

984

985 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

986 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.

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

988 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?

989 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!

990 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

991 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

992 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.

993 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.

994 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

995 Pg. 94

996 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

997 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.

998

999 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

1000 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

1001 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1002 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

1003 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!

1004 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

1005 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

1006 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.

1007 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.

1008 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

1009 Pg. 94

1010 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

1011 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

1012

1013

1014 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.

1015 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.)

1016 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1017 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?

1018 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

1019 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

1020 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.

1021 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.

1022 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.

1023 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

1024 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

1025 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 -

1026

1027 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

1028 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

1029 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

1030

1031 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.

1032 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

1033 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1034 Explain Mendel’s Experiment.
Quiz on Friday! Review- Explain Mendel’s Experiment.

1035 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

1036 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

1037 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.

1038 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.

1039 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.

1040 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-

1041 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

1042

1043 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

1044 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

1045 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

1046

1047 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.

1048 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

1049 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1050 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?

1051 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

1052 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

1053 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.

1054 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.

1055 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.

1056 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-

1057 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

1058

1059 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

1060 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

1061 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

1062 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

1063

1064 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.

1065 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

1066 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1067 Quiz on Friday! Review- Explain the process of Transcription and Translation. Remember location and vocab. You may also draw a picture with labels.

1068 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

1069 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

1070 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.

1071 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.

1072 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.

1073 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-

1074 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

1075

1076 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

1077 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

1078 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

1079 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

1080

1081 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.)

1082 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

1083

1084 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

1085 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

1086 Mystery Photo Monday Challenge 3

1087 See if you can determine what the following magnified photo is.
1

1088 The Answers:

1089 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

1090 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

1091 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)

1092 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)

1093 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.

1094 Practice in Packet. Work with a partner.

1095 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.

1096 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.

1097 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.

1098 Ch. 4, section 2 Human Genetic Disorders (p. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular trait.

1099 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.

1100

1101 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

1102 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

1103 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

1104 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

1105 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)

1106 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)

1107 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.

1108 1. Practice in Packet. Pgs 9 and 10. 2
1. Practice in Packet. Pgs 9 and Independently and silently at first. 3. Then Work with a partner. 4. Go over with the class.

1109 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.

1110 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.

1111 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.

1112 Ch. 4, section 2 Human Genetic Disorders (p. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular trait.

1113 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.

1114

1115 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

1116 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.

1117 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1118 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.

1119 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

1120 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

1121 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)

1122 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)

1123 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.

1124 1. Practice in Packet. Pgs 9 and 10. 2
1. Practice in Packet. Pgs 9 and Independently and silently at first. 3. Then Work with a partner. 4. Go over with the class.

1125 PaPer People work 1. Complete Parts 1-3 today. (We will continue to part 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.

1126 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.

1127 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.

1128 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.

1129 Ch. 4, section 2 Human Genetic Disorders (p. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular trait.

1130 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.

1131

1132 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

1133 You will need your notebook everyday.
March 10, 2016 Today: Pds. 4 and 5- IPad Activities Social Studies     Watch -     Play - Science Study with a partner for your next Thursday’s Ch. 4, sections 1 and 2 Quiz Sex-Linked Traits worksheet (pgs in packet) Math English Pi Day Pie Poem Challenge Extra Credit Challenge (Ask for the handout from your teacher or Mr. Broadhead) Reading   

1134

1135 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

1136 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 & 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.

1137 Mystery Photo Fridays

1138 See if you can determine what the following magnified photos are.

1139 The Answers:

1140 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

1141 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.

1142 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

1143 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

1144 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.

1145 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.

1146 Ch. 4, section 2 Human Genetic Disorders (p. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular trait.

1147 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.

1148 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.

1149

1150 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

1151 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

1152 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1153 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?

1154 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

1155 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

1156 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

1157 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.

1158 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.

1159 Ch. 4, section 2 Human Genetic Disorders (p. 117)
II. Pedigrees – a chart or “family tree” that tracks which member has a particular trait.

1160 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.

1161 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.

1162 Paper People Parts 4-7. The children get married.
Listen for instructions. Complete Parts 4-7.

1163

1164 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 )

1165 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

1166 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1167 Answer this question- 1. A person’s characteristics are determined by an interaction between _________________ and ____________________________.

1168 Paper People 1. Complete Parts 4-7. Listen for instructions.
2. If you finish early, work on Practice pages, pg in packet.

1169

1170 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 ) Textbook *after class votes- Mini Whiteboard?

1171 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.

1172 T. Trimpe 2008 http://sciencespot.net/
Science Question- T. Trimpe

1173 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?

1174 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

1175 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

1176

1177 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.

1178 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.)

1179

1180 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.

1181 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, YAY!  *New LC group starts this week too! 1. SSU/See Quizzes/Take After Break Option B Quiz 2. Go over paper People Part Work on Pedigree, drawings, crosses, essay. 3. You may start your HW when finished.

1182 T. Trimpe 2008 http://sciencespot.net/
Science To DO- T. Trimpe

1183 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

1184 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.

1185 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

1186 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.

1187 Next - Paper People Part 7
Listen for Instructions Complete – alone or with original partner Lastly - Discovery Video on Clones

1188

1189 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

1190 March 30, 2016 L.C. Group 1. SSU 2. Paper People Part Work on Pedigree, drawings, crosses, essay. 3. LC Work – L.C will present Friday, April 1, 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.

1191 T. Trimpe 2008 http://sciencespot.net/
Science To Do- T. Trimpe

1192 Listen for your name. Turn in your work.

1193 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.

1194 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.

1195 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

1196 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.

1197 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

1198 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.

1199

1200 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

1201 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.

1202 T. Trimpe 2008 http://sciencespot.net/
Science Question T. Trimpe

1203 Answer this question Name and Explain 3 different methods of getting organisms with particular desired traits.

1204 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.

1205 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

1206 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.

1207 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

1208 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.

1209 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.

1210

1211 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

1212 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.

1213 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?

1214 Mystery Photo Fridays Challenge 3

1215 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.

1216 The Answers:

1217

1218

1219 April 4, 2016 Science Notebook Pen/Pencil Materials:
You will need your notebook everyday. April 4, 2016 Materials: Science Notebook Pen/Pencil

1220 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.

1221 Mystery Photo Fridays Challenge 3

1222 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.

1223 The Answers:

1224 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?

1225 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

1226 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.

1227

1228 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

1229 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.

1230 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!) 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

1231 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)

1232 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.

1233 Draw data table on new sheet in notebook
Date % Mold on Dry Bread % Mold on Moist Bread You may need additional lines

1234

1235 April 5, 2016 Science Notebook Pen/Pencil Materials:
You will need your notebook everyday. April 5, 2016 Materials: Science Notebook Pen/Pencil

1236 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.

1237 First - Go find- If you have a Genetics book in your locker, go get it and return it to class.

1238 T. Trimpe 2008 http://sciencespot.net/
Science Question T. Trimpe

1239 What makes something living?
Answer the question- What makes something living?

1240 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

1241 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.

1242

1243 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

1244 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.

1245 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!) 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

1246 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)

1247 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.

1248 Draw data table on new sheet in notebook
Date % Mold on Dry Bread % Mold on Moist Bread You may need additional lines

1249 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

1250 Draw data table on new sheet in notebook
Date Mealworm or pupa observations-color, movement, size, etc. stage You may need additional lines

1251 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

1252

1253 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?

1254 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

1255 T. Trimpe 2008 http://sciencespot.net/
Science Question T. Trimpe

1256 What makes something living?
Answer the question- What makes something living?

1257 T. Trimpe 2008 http://sciencespot.net/
Science Question T. Trimpe

1258 (Same question as yesterday) - What makes something living?
Answer the question- (Same question as yesterday) - What makes something living?

1259 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

1260 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.

1261

1262 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

1263 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.

1264 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!) 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

1265 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)

1266 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.

1267 Draw data table on new sheet in notebook
Date % Mold on Dry Bread % Mold on Moist Bread You may need additional lines

1268 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

1269 Draw data table on new sheet in notebook
Date Mealworm or pupa observations-color, movement, size, etc. stage You may need additional lines

1270 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

1271

1272 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

1273 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

1274 T. Trimpe 2008 http://sciencespot.net/
Science Question T. Trimpe

1275 Answer the question- How can you guess the percent of mold that will eventually grow on your bread?

1276 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)


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