Room 208 Welcome to Homeroom.

Room 208 Welcome to Homeroom.
1. Find your assigned seat. (Look for your envelope or see Ms. Seymour.) 2. See Ms. Seymour for your locker combination. 3. Find your locker. Go try it. 4. Take your seat when the bell rings.

Room 208 Homeroom Expectations
1. Be On Time 2. Be Respectful 3. Sit in Assigned Seat 4. Stay in Assigned Seat 5. No Talking During Announcements 6. Wait to be dismissed.

September 2, 2014 Ms. Seymour for your seat number. On the cart. Sit in your assigned seat. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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.

Materials for Today-Sept 2, 2014
1. Pen/Pencil 2. Assignment Book: HW-due by Thursday September 4 1. Signed Classroom Rules and Procedures sheet. 2. Science Notebook (bought, made, or used with plenty of paper)

Daily Classroom Procedures
Your science class will follow the following format each day. Welcome Attendance Activities At A Glance Board Materials, Activities, & Homework Essential Skills Specific Learning Goals and Objectives Behavior Expectations Success Criteria

Advisory Sept 2, 2014 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today : Welcome to 6th Grade Advisory. Sit anywhere for now. (you will be assigned a seat later) We will go to Ms. Peck’s room. Attendance –seat numbers. Room Advisory Classroom Rules/Procedures Questions? Work on Something quietly/read Wait to be dismissed.

Room 208 Break See Ms. Seymour for your assigned seat. 1. Be On Time
2. Be Respectful 3. Sit in Assigned Seat 4. Stay in Assigned Seat and Desk 5. Read, Talk Quietly, Have your Snack. 6. If you need to leave the room (Bathroom/Drink/Locker), You must sign out and take the pass. 6. At the end of break, throw away your trash and get ready for pd. 4

September 3, 2014 Materials: Pen/Pencil
Classroom Rules and Procedures packet- we are continuing/reviewing/adding information

September 3, 2014 Find your seat number. (Same as yesterday) 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: Have Science notebook and have Classroom rules and procedures sheet signed by Thursday

Write on Class Rules and Procedures sheet
Activity in Room 208 Is Not an extension of outside recess, the gym, the art rooms, library, or hallway social time. Is time to see Ms. Seymour for help, get work that you need, work on Science work only. Is for Science Extension

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. Make your bingo chips ( 4 by 4 inch chips. Save your chips.-put in envelope. Put in pencil case.) Expectations: Review Bingo-At times talking. At times Quiet

Review of Classroom Rules and Procedures Bingo Rules
Get 5 squares in a row and earn a star. Say “Bingo” and wait for Ms. S to see your board. Read the words from the board Once a person wins, keep your squares on your board until you win. Once you win, clean your board and begin to play again.

Classroom Rules and Procedures packet Science Notebook

Today: Welcome, Attendance, Activities Board!
September 4, 2014 Today: Welcome, Attendance, Activities Board! Essential Skill~ You will be able to: 1. 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.

Science Notebook Expectations:
Write the Following on the first page of your Science Notebook. Science Notebook Expectations: Date each entry. Title each entry. Keep work neat. Keep work in order. Do not add pages. Listen for entry instructions (i.s.-complete sentences, bullet points, incomplete sentences, letters…) Bring notebook to class everyday.

September 4, 2014 Today: Welcome, Attendance, Activities Board! Essential Skill~ You will be able to: 2. IR-1 Recognize individual motivations, emotions, interests, values and strengths. Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to: 1. Understand and articulate your strengths and interests as a student Relevance: Question-Why should you spend time recognizing our strengths and making goals for ourselves? Success Criteria: Name at least 3 goals for the year.

September 5, 2014 Materials: Pen/Pencil Science Notebook

My Questionnaire! – Choose 10 to answer
1. What are the three most important things I should know about you? 2. What are things you are really good at? 3. What are you most proud of? 4. What is the favorite thing you did this summer? 5. What have you most loved learning (even if not in school)? Why? 6. What’s your favorite thing to do when you’re not in school? 7. What is the best book or books you have ever read? 8. I think 6th grade will be…. 9. What do you love about school? 10. Some things I really want to work on this year in 6th grade are…. 11. What are things you cannot wait to do this year? 12. I learn best when the class is….

Partner Talk For 2 minutes, share with your neighbor.
For 2 minutes, your neighbor shares with you. = Total of 4 minutes You may ask questions during each presentation. Then we share with the class!

September 8, 2014 Materials: Pen/Pencil Science Notebook
Class inspectors today Lab Refreshers today

Goal Setting List Goals in your notebook
List your goals for the school year. Personal. 1. 2. 3 Social 3. Academic 1. 2. 3. Physical

September 8, 2014 Today: Welcome, Attendance, Activities Board! Essential Skill~ You will be able to: IR-7 Work, communicate and contribute effectively with others. Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to: 1. Determine their role in the group Relevance: Question-Why should we learn to work, communicate and contribute effectively with others in this Science class? Success Criteria: Being able to work with your group and every one in your group work with you.

Scrap Tower You will be working with your team! You will be given materials to build a freestanding tower (*optional challenge - to hold a weighted item off the ground.) You will be given minutes. The team with the highest freestanding tower wins the challenge. Careful planning, identifying roles and responsibilities as well as creative thinking are essential for this exercise. Feel free to use scrap paper to

Expectations 1. Everyone participates.
2. You must stay with your group-drifting to another group disqualifies you to earn a star. 3. If your group finishes early, report back to your seat and work on something independent and silently. 4. Tower is freestanding. Not taped to floor or bucket.

Class Birthday Line up Line up in a straight line side-by-side.
Your task is to get in order of your birthdays. The challenge is that you cannot talk at all. This exercise is great for improving communication and leadership skills.

Photo Finish Your small group will have to try and cross the line at exactly the same time. If one person is out of sync, then you must start over again. Concentration, listening and communication are essential for this fun challenge.

Lab Safety In your Science Notebook, write the date and title “Lab Safety” Think- for 2 minutes and write as many lab safety rules as you can. Pair-share your rules with your partner. Add rules if you can think of more. Share-You will share your answers with the class. Class will add to their list Short video:

Write in Science Notebook Group Activities Reflection Sept. 8, 2014
What did you enjoy in working in a group? (I enjoyed….. What did you not enjoy when working with a group? (I did not enjoy…) What recommendations would you give to your fellow group members? (I recommend that my fellow group members…..) What recommendations do you think your group members would give you? (My group members would most likely recommend me to….) Do you think we will be doing many group activities in Science Class this year? (yes or no)

September 9, 2014 Materials: Pen/Pencil Science Notebook

Today! Pd 4- Finish Bday Line up Pd 7 and 8- Scrap Tower Finish
Lab Safety and Equipment start Partner and Group work in notebook/ Short Video Clips Sound on projector not working, so you’ll be moving closer to the board to hear. – (twice.) Maybe new packet

C-7: State Implications and Consequences Learning Goals: Lab Safety
September 9, 2014 Today: Essential Skills: C-7: State Implications and Consequences Learning Goals: Lab Safety Lab Equipment Learning Objectives: Students should be able to: Know specific lab safety instructions. Know the names and uses of equipment. Relevance: Question-Why should we know and act on lab safety?

Lab Safety In your Science Notebook, write the date and title “Lab Safety” Think- for 2 minutes and write as many lab safety rules as you can. Pair-share your rules with your partner. Add rules if you can think of more. Share-You will share your answers with the class. Class will add to their list Short video: What rules did we miss? Add them after watching the video.

Lab Equipment First-short video: Pay attention to the equipment that you see: In your Science Notebook, write the date and title “Lab Equipment” Pair-With your table, see if you can identify the items in your tray. Draw a picture of each and label it. Share- Share answers with the class

New Packet! With your group or a partner of your choosing at your table, work on pages 3,5, & 6. Be prepared to share. We are going over these in class.

Science Notebook-Open to Lab Safety/Equipment section (Sept 9, 2014).

Your Task… In New Packet- Complete pgs. 3,5,6
May work with someone from your group only- at your desk or your given group’s room location. We will go over this in class. If you finish early- read a book.

September 10, 2014 Today: Essential Skills: C-3 Gather Information and Organize Data Learning Goals: Scientific Method Learning Objectives: Students should be able to: Identify the questions you need to answer an the problems that you need to solve Relevance: Question-Why should we have an order to do our lab experiments?

September 11, 2014 Needed today: Stampers Class Inspectors
HW: Start studying for next Thursday’s Quiz. Materials: Pen/Pencil Equipment/Safety/Observation packet Pds. 1 and 4- open to pg. 7. and PT’s. Pds 5,7,8- open to pg 6 Science Notebook-for later in class Needed today: Stampers Class Inspectors

Your Task… PT Lab. We are working through this with group and the class. We are skipping #’s 13 and 14.

Your Task… In New Packet- Complete pgs. 3,5,6
May work with someone from your group only- at your desk or your given group’s room location. We will go over this in class. If you finish early- read a book.

C-3 Gather Information and Organize Data Learning Goals:

Equipment/Safety/Observation packet Science Notebook

Equipment/Safety/Observation packet- pg. 9 Science Notebook

September 15, 2014 Today: Essential Skills: C-3 Gather Information and Organize Data Learning Goals: Scientific Method Observations and Inferences Learning Objectives: Students should be able to: Identify the questions you need to answer an the problems that you need to solve Recognize the difference between observations and inferences Relevance Statement: Science is about making observations, connections, making guesses…. We need to understand how to make observations and inferences.

Today! Finish Scientific Method Scenario (& worksheet if your class received one.) Observation and Inferences notes and practice Lab. (finish today or tomorrow…) Go over Get star.

Lab Vocab Prediction: To tell something before it happens.
Inference: Forming a conclusion based on observations. Observation: Any information that we gather by using our senses. Experiment: An activity designed to test a hypothesis. Control: The part of an experiment that serves as a standard. Variable: Any factor in an experiment that could affect the results and is therefore tested separately.

In your notebook- Scientific Method
What are the steps of the Scientific Method? What does each step mean? (3 minutes to work with your partner.)

Scientific Method: Pretty Red Heads Like Animal Crackers
Purpose- What does the Scientist want to know more about? Research - Gather Information Hypothesis:-an educated guess of the answer: usually an “if-then” sentence. Experiment: step by step experiment designed to test the hypothesis and collect data Analysis-describe what you noticed about the data Conclusion: was the hypothesis correct or incorrect

Scientific Method Practice.
Work through pg. 9 in packet, and front and back of Dr. E McSquare sheet. May work with someone from your group only- at your desk or your given group’s room location. We will go over this in class. If you finish early- read a book.

Observations Observation:
recognizing and noting some FACT to gather information. You make observations using your five senses. Can be: Qualitative: factual descriptions that do not use numbers. Ex. John has blue eyes Quantitative: - factual descriptions that do use numbers. Ex. John has 2 eyes.

Inferences Inferences: a possible explanation or guess about an observation. Ex: you leave the movie theater and see the ground is wet so you infer that it rained.

Observation and Inference Practice-
We will go over the instructions, and then you may work with a partner at your table to finish the sheets. Go over as a class. Start short Observation and Inference lab.

Equipment/Safety/Observation packet- pg. 10 Science Notebook-Observations and Inference Notes

September 16, 2014 Today: Essential Skills: C-3 Gather Information and Organize Data Learning Goals: Observations and Inferences Graphing! Learning Objectives: Students should be able to: Recognize the difference between observations and inferences Relevance Statement: Science is about making observations, connections, making guesses…. We need to understand how to make observations and inferences.

September 16, 2014 Essential Skills:
C-5: Demonstrate Understanding of Concepts Learning Goals: Line graphs and Bar Graphs Learning Objectives: Students should be able to: To know the difference between a line graph and bar graph. To know how to create a correct graph with appropriate titles. Relevance: Graphs are used often in Science. Why?

Today! Finish Observation and Inferences practice
Finish Observation and Inference Lab. Go over Get star. Start Graphing Notes Graphing Practice

Equipment/Safety/Observation packet- Science Notebook- Mini White Board and your expo markers

C-5: Demonstrate Understanding of Concepts Learning Goals: Scientific Method, Lab Safety, Lab equipment, Obs and Inferences Learning Objectives: Students should be able to: Relevance: Reviewing for tomorrow’s quiz

Today! Review! Review with Ms. Seymour Review with partners/tablemates
Safety Equipment Scientific Method Observation and Inferences Review with partners/tablemates Be prepared to share

Equipment/Safety/Observation packet-to be turned in. put in bucket. Science Notebook-to be checked

C-5: Demonstrate Understanding of Concepts Learning Goals: Scientific Method, Lab Safety, Lab equipment, Obs and Inferences Learning Objectives: Students should be able to: Relevance: Quiz today

Today! Quiz Work on something silently when finished.
Independent and Silent Turn in NB Check Work on something silently when finished.

Science Notebook- new page for Graphing Notes

Graphing Notes Good example: The effect of x axis on y axis.
COMPONENTS OF GRAPHS Title: The main idea of the graph; Explains what the graph shows. Good example: The effect of x axis on y axis. Bad example: The Line Graph Horizontal Axis (x-axis): Runs from left to right; The manipulated variable (independent variable) . Vertical Axis (y-axis): Runs from top to bottom; The responding variable (dependent variable) . Legend/Key: Indicates the meaning of the symbols, colors, or patterns used.

Graphing Notes Line Graph: Shows patterns and trends in the data (usually over time) and have several sets of data plotted on them to easily show a comparison.

Bar Graph: Uses bars to compare items, especially averages and totals.
Graphing Notes Bar Graph: Uses bars to compare items, especially averages and totals.

Independent and Dependent Variables
Independent Variable: The variable that is changed by the experimenter in order to measure the impact of the change on one or more Dependent Variables. -X axis Dependent variable: dependent variable is the observed result of the independent variable being changed -Y axis

Draw table in your notes.
Label the Independent Variable side. Label the Dependent Variable?

Your Task Complete Graphing Practice # 1 and 2 with table mate(s)
Show Ms. S. If it is done well (complete, neat lines), continue with graph 3 or 4. Complete graphs from sheet. Staple graphs to sheet. Turn in.

September 22, 2014 Materials: Assignment book-HW: Notes for Ch. 1, section 1 Pen/Pencil Science Notebook- Graphing Notes Graphing Practice Sheet

Today! Visit Ms. S’s webpage. See where to get your vocab and notes. (tomorrow-online textbook.) Review Graphing Notes-questions using sticks. Continue with Graphing Practice. Get #’s 3 and 4. Copy outline for graph.

September 23, 2014 Materials: Maybe assignment book? If you don’t finish the Graphing # 1,2, & 3. Pen/Pencil Science Notebook-New page for SQ3R Text book, pg. 16.

Today! Online textbook registration (bring your assignment book to write your username and password.) Time to work on something else (Graphing). Start Ch. 1, section 1 in Earth’s Waters SQ3R Reading.

Science Notebook-New page for SQ3R Text book, pg. 16.

Learning Goals and Thinking Skills: You will be able to:
September 24, 2014 Learning Goals and Thinking Skills: You will be able to: 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. Learning Goals: To make personal water use changes that will save our water. Relevance: Why would an entire 6th grade unit be dedicated to studying water?

SQ3R Notes Survey- the section
Question- Write each main title (greenish title) and question in left column. Write a minimum of one question. Read-together as a group. Recite- (answer your question in the right column.) Review

SQ3R Ch. 1, Section 1 Sept 24, 2014 How is Water Important?
*How Do People Use Water? write question Water and Living Things Water on Earth Answer Question (after we read)

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

September 26, 2014 Materials: Assignment Book: HW: Study for Thursday’s Graphing Quiz Pen/Pencil Science Notebook-SQ3R Ch. 1, section 1 Text book, pg. 16. (we are reviewing)

SQ3R Ch. 1, Section 1 How is Water Important?

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.

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

September 29, 2014 Materials: Assignment Book: HW Ch. 1, section 2 Notes and Vocab. Progress Reports signed and due tomorrow. Progress Reports to be signed today Pen/Pencil Science Notebook-SQ3R Ch. 1, section 1 Text book, pg. 16. (we are reviewing) Ch. 1 packet- you will be working on HW while progress reports are being filled out.

SQ3R Ch. 1, Section 1 How is Water Important?

Water Use Lab: 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
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.

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…) Write them under Research!

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

September 30, 2014 Materials: Progress Report Pen/Pencil
Science Notebook- pd. 5- Research section of Water Use Lab. All pds.- skip 2 full pages after Water Use Lab. We are taking R and R Notes Text book, pg. 16. (you will need it) Ch. 1 packet- p. 6- R and R

R & R Notes R and R stands for “Review and Reinforce” It comes after:
SQ3R, Activities, Videos, Labs R and R is my turn (your name) to: Demonstrate my understanding of the content Use all of the available resources given to me to articulate the correct answers To see if there sections that we need to re-read and go over together as a class.

September 30, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: 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. Learning Goals: To make personal water use changes that will save our water. Relevance: What can you tell me about water?

SQ3R Section 2 Properties of Water- Sept. 30, 2014
*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

October 1, 2014 Materials: Progress Report if you have note turned it in. Pen/Pencil Science Notebook- Graphing Notes Blue Graphing Practice Sheet

October 1, 2014 Essential Skills:

October 2, 2014 Materials: Pen/Pencil Everything else is put away.

Today October 2, 2014 Graphing Quiz Independent and Silent
When finished: Complete S and Q of SQ3R Ch. 1, section 2. Work on

Today October 3, 2014 Graphing Quiz Independent and Silent
When finished: Complete S and Q of SQ3R Ch. 1, section 2. Work on

October 3, 2014 Materials: Pen/Pencil Later in Class: Water Use Chart
Science Notebook

Today October 3, 2014 ERB forms- fill out
Water Use Chart for Thursday and Friday Current Events- thoughts? to-desperation-in-rural-california/ar-BB73j6n Start Ch. 1, Section 2 Properties of Water reading, pg.

ERB forms- what to fill out
Also- see sample. Fill in (& bubble) identifying information student’s last name, first name, middle initial, student ID number - Our student ID numbers have 7 digits; however, there are 9 blanks on the testing sheet. Please leave the last two boxes empty testing date- October 2014 date of birth, Grade 06 gender, Level 5 teacher name (homeroom teacher), (Seymour, Parker, Matilla, Radico, Peck) school name, Tredyffrin/Easttown Middle School District. TESD Do not fill in the section pertaining to RACE AND ETHNICITY..

Current Events desperation-in-rural-california/ar-BB73j6n What is going on in California? How are the people responding?- pay attention to the stories being told What are your thoughts?

October 6, 2014 Materials: Pen/Pencil Water Use Chart
Science Notebook-Water Use Lab Later in Class: Text book, pg. 23 Science Notebook- Ch. 1, section 2 SQ3R * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Today October 6, 2014 Get quizzes. Requizzing starts Thursday- see Ms. S during activity or Advisory. (New Quiz). Water Use Chart. Fill out Weekend. Water Use lab- Hypothesis and Experiment. Start Ch. 1, section 2 Properties of Water SQ3R

October 6, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: 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. Learning Goals: To make personal water use changes that will save our water. Relevance: What can you tell me about water?

SQ3R Section 2 Properties of Water- October 6, 2014

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.

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

Water Notes Water Molecule: 2 Hydrogen Atoms 1 Oxygen Atom
Polar Molecule : “-” and “+”

Surface Tension Tightness across the surface:

Capillary Action: Attraction of water molecules to other materials.

Water the Universal Solvent
Salt Solution:

Text book, pg. 23 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Earth’s Water’s Packet- Properties of Water Lab * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Pds 5-Today October 8, 2014 Water Use Chart. Fill out Monday and Tuesday Review Start Ch. 1, section 2 Properties of Water Continue Ch. 1, section 2 SQ3R to the end of water, the Universal Solvent. Short Properties of Water lab.

Salt Solution:

Earths Water’s Packet- properties of water lab Text book, pg. 16 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Later-mini whiteboard and expo markers * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Pds. 7 &8-Today October 8, 2014 Water Use Chart. Fill out Tuesday.
Go over Properties of Water lab-fill our sheet. Earn a star. Whiteboard review Finish rest of Chapter 1, section 2-reading, SQ3R.

Salt Solution:

Properties of Water & Heat Capacity (Specific Heat)

The Water Cycle

Text book, pg. 23 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Earth’s Water’s Packet- Properties of Water Lab * Science Extension Meets on Wednesday during Activity. Come with Water Ideas!

Today October 9, 2014 Water Use Chart. Fill out the blank days including Wednesday. Review Start Ch. 1, section 2 Properties of Water Continue Ch. 1, section 2 SQ3R to the end of water, the Universal Solvent. Short Properties of Water lab.

October 10, 2014 Materials: Assignment book: HW: Start studying for next Fri’s Ch. 1 test. 2. Ch. 1, section 3 vocab and notes Pen/Pencil Water Use Chart Text book, pg. 23 – we are reviewing Science Notebook- Ch. 1, section 2 SQ3R Earth’s Waters Packet

Today October 10, 2014 Water Use Chart. Fill out the blank days including Thursday. (Most days should be filled out to Thursday.) Review Start Ch. 1, section 2 Properties of Water Finish section 2. R and R section 2 – independent/silent/go over Short Video. Any questions? Start HW

Text book, pg. 23 –needed for R and R Science Notebook- Ch. 1, section 2/3 SQ3R Earth’s Waters Packet R and R section 2, pg.7

Today October 13, 2014 Water Use Chart. Fill out the blank days. Entire Experimental group should be filled out Review Ch. 1, section 2 Properties of Water R and R section 2 – independent/silent/go over Remaining questions? Start SQ3R for section 3- The Water Cycle Start Reading.

October 13, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. Learning Objectives: Students 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. Learning Goals: To understand the water cycle Relevance: What can you tell me about the water cycle?

SQ3R Section 3 Water Cycle Oct. 13, 2014
Section Headings Water Evaporates Clouds Form Water Falls As Precipitation A Global Process Answer Question

October 13, 2014 Water Cycle Draw a diagram of the water cycle. (you may use pg. 33). Include the following words in your drawing: 1. The sun 2. Precipitation 7. Ocean 3. Evaporation 8. Lake 4. Transpiration 9. River 5. Condensation 10. Runoff 6. Ground water

The Water Cycle Take notes

October 14, 2014 Pds 5 Materials: Pen/Pencil
Text book, pg. 23 –needed for R and R Science Notebook- Ch. 1, section 3 SQ3R Earth’s Waters Packet R and R section 2, pg.7

October 14, 2014 Materials: Pen/Pencil Text book, pg. 32 –
Science Notebook- new page for Ch. 1, section 3 SQ3R

Going over R and R’s Remember, we will go over the questions that you still do not understand by: Rereading the section Taking more notes Discussing it again. Please make sure you understand the material.

Today October 14, 2014 SQ3R for section 3- The Water Cycle Reading.
Diagraming. Short Video Clip Longer video clip- take notes on what we did not cover in class.

October 14, 2014 Water Cycle Draw a diagram of the water cycle. (you may use pg. 33). Include the following words in your drawing: 1. The sun 2. Precipitation 7. Ocean 3. Evaporation 8. Lake 4. Transpiration 9. River 5. Condensation 10. Runoff 6. Ground water

The Water Cycle http://www.youtube.com/watch?v=0_c0ZzZfC8c
Animation Take notes – one or two things that we did not cover.

October 15, 2014 Materials: Pen/Pencil Text book, pg. 32 –
Science Notebook- Ch. 1, section 3 SQ3R/water cycle diagram/video notes. Earth’s Waters Packet- R and R, section 3. pg. 8

Today October 15, 2014 R and R section 3 “Restate to the class”
Independent, Silent, Go over “Restate to the class”

The Water Cycle http://www.youtube.com/watch?v=0_c0ZzZfC8c
Animation Take notes – one or two things that we did not cover.

“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. How do people use water? (seats 1 & 2) (seats 23 and 24) Water and Living Things (seats 3 and 4) (seats 25 and 26) Water on Earth (seats 5 and 6) (seats 27 and 28) Water’s unique structure (seats 7 and 8) Surface Tension (seats 9 and 10) Capillary Action (seats 11 and 12) Water, the Universal Solvent (seats 13 and 14) Changing State (seats 15 and 16) Why Ice Floats (seats 17 and 18) Specific Heat (seats 19 and 20) Water Evaporates/Clouds Form/Water Falls (seats 21 and 22)

The most important thing….
From your particular topic.

October 16, 2014 Materials: Pen/Pencil “Reteach the class sheet”
Mini white board/your Expo marker Later-Science Notebook, Earths Water’s packet, textbook pg. 38. all for review.

Today October 16, 2014 “Reteach” has been changed to “Restate to the class” Book Review-pg # 1-10. Mini white board review

October 16, 2014 Learning Goals and Thinking Skills: You will be able to: 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. *describe the physical and chemical properties of water. *explain how water dissolves other polar substances *identify three states in which water exists on Earth. *to describe how earth’s water moves through the water cycle. *list ways that living things depend on the water cycle. Learning Goals: Ch. 1 test tomorrow Relevance: Ch. 1 test tomorrow

October 17, 2014 Materials: Pen/Pencil
Earth’s Waters Packet and Reteach the Class Sheet- put in bucket Science Notebook- Ms. S will show you how to paper clip all old work so that the first thing Ms. S sees is Graphing Notes.

Today October 17, 2014 Ch. 1 Test When finished- Independent Silent
work on Something else

October 17, 2014 Learning Goals and Thinking Skills: You will be able to: 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. *describe the physical and chemical properties of water. *explain how water dissolves other polar substances *identify three states in which water exists on Earth. *to describe how earth’s water moves through the water cycle. *list ways that living things depend on the water cycle. Learning Goals: Ch. 1 test today Relevance: Ch. 1 test today

October 20, 2014 Materials: Assignment Book: HW: Pen/Pencil
1. Field Trip Permission slips due Friday, Oct. 24 Ch. 2, section 1 vocab and notes Pen/Pencil Science Notebook – Water Use Lab (Experiment) Water Use Charts.

Today October 20, 2014 Go over Field trip forms
Graph Water Use for Control and Experiment- Go over how to Graph. Answer questions If you finish early, start HW Analysis explanation

October 20, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. C-5: Demonstrate Understanding of Concepts Learning Objectives: Students should be able to: To know the difference between a line graph and bar graph. To know how to create a correct graph with appropriate titles Give examples of how people and other living things use water. Identify how earth’s water is distributed among salt and fresh water sources. Learning Goals: Using the appropriate graph, Graphing your Water Use correctly Relevance: Graphing and Using Water Wisely

Analysis 1. What source were you trying to use less water? Did you save water? How much water did you save? If you were not successful, what are reasons that you can think of for using more water. How much more water did you use? 2. Were you able to use less water in your Experimental Group as compared to your Control group? How much water did you save? If you were not successful, what reasons can you think of for using more water. How much more water did you use? Were there any sources that you used 0 gallons of water? List them. What were the reasons that you did not use some of these sources. 3. Was trying to conserve water challenging or easy? Why was it challenging or easy? 4. If you had another week to create a second experiment, what areas would you try to conserve water? 5. If you could do this experiment differently, what would you do? 6. What long lasting message will you take away from this lab about conserving water?

October 21, 2014 Materials: Assignment Book: HW: Pen/Pencil
Water Use Analysis sheet Due Thursday Pen/Pencil Science Notebook – Water Use Lab Graph Water Use Charts. Fresh Water Packet-need to make sure packet is complete.

Today October 21, 2014 Any Field trip forms?
Graph Water Use for Control and Experiment- Review correct Graphing Write a lab in your notebook Analysis explanation – Discuss questions. Due by Thursday.

October 21, 2014 Learning Goals and Thinking Skills: You will be able to: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. C-5: Demonstrate Understanding of Concepts – Graphing Correctly, Neatly, Following instructions Learning Objectives: Students should be able to: To know the difference between a line graph and bar graph. To know how to create a correct graph with appropriate titles Give examples of how people and other living things use water. Identify how earth’s water is distributed among salt and fresh water sources. Learning Goals: Using the appropriate graph, Graphing your Water Use correctly Relevance: Graphing and Using Water Wisely

Analysis 1. What source were you trying to use less water? Did you save water? How much water did you save? If you were not successful, what are reasons that you can think of for using more water. How much more water did you use? 2. Were you able to use less water in your Experimental Group as compared to your Control group? How much water did you save? If you were not successful, what reasons can you think of for using more water. How much more water did you use? Were there any sources that you used 0 gallons of water? List them. What were the reasons that you did not use some of these sources. 3. Was trying to conserve water challenging or easy? Why was it challenging or easy? 4. If you had another week to create a second experiment, what areas would you try to conserve water? 5. If you could do this experiment differently, what would you do? 6. What long lasting message will you take away from this lab about conserving water?

Science Notebook –new page for SQ3R Textbook open to pg. 42.

Today October 22, 2014 Any Field trip forms? New Seats
Start Ch. 2, section 1-SQ3R, Reading, NB prep for lab.

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
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?

SQ3R Section 1 Streams and Rivers, Oct. 22, 2014
*1. How do Rivers begin -Question *2. Factors that Affect Runoff *3. River Systems *4. Rivers Shape the Land Answer Question

Lab Title: How Fast does a Stream Flow?
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 Analyze and Conclude: Answer with complete sentences.

Draw 4 Data Tables that look like this.
Trial # Time (estimate seconds. Do not include milliseconds) 1 2 3 Average time =

1 Graduated Cylinders Experiment-low slope

2 Graduated Cylinders Experiment-low slope

High Slope Experiment Trial #
Time (estimate seconds. Do not include milliseconds) 1 2 3 Average time =

Low Slope Experiment Trial #
Time (estimate seconds. Do not include milliseconds) 1 2 3 Average time =

Analyze and Conclude (pg. 47)
1. Average the three trials for each experiment. Record the average times on your data table. 2. Calculate the average stream speed for each experiment using the following formula: = Distance (111cm)/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 ________________:_________________

Water Use Lab Analysis-put in bin. Science Notebook –Stream Flow Lab Textbook open to pg. 42/46

Today October 23, 2014 Any Field trip forms?
Continue Ch. 2, section 1- Stream Flow Lab Intro Complete Go over. Earn star

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?

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 (111cm)/average time 3. Graph the speeds on one graph- bar graph.- X axis – slope/volume condition. Y axis – speed. 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 ________________:_________________

Science Notebook –Stream Flow Lab Textbook open to pg. 42/46

Today October 24, 2014 Any Field trip forms? Conclusion Notes
Water Use Conclusion- Go over Continue Ch. 2, section 1- Stream Flow Lab Analysis Go over. Earn star

Conclusion Notes- October 24, 2014
Write your conclusion based on your hypothesis: “My hypothesis was (choose one): correct or incorrect.” Then restate your hypothesis without using if/then statement. Instead write “Using/Doing/Changing, etc. ________ will/will not ______________” Writing “I think” is incorrect…

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?

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 (111cm)/average time 3. Graph the speeds on one graph- bar graph.- X axis – slope/volume condition. Y axis – speed. 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 ________________:_________________

Science Notebook –Stream Flow Lab Textbook open to pg. 42/46

Today October 27, 2014 Any Field trip forms? Stream Flow Lab
Analysis Go over. Earn star Continue Ch. 2, section 1-

Formation of River

Watershed Videos http://www.youtube.com/watch?v=f63pwrMXkV4

The 6 Pennsylvania Watersheds

Quick Watershed Demo Materials Plastic sheet Newspaper
Spray bottles with water Small pieces of paper

SQ3R Section 1 Streams and Rivers
*5. Profile of a River -Question *6. Rivers and Floods *7. Cal Floods be controlled? Answer Question

Science Notebook –Stream Flow Lab –to be checked. (and then back to SQ3R) Textbook open to pg. 44

Today October 27, 2014 Any Field trip forms? Stream Flow Lab
Analysis- Have checked. Go over. Continue Ch. 2, section 1-

*1. How do Rivers begin -Question *2. Factors that Affect Runoff *3. River Systems *4. Rivers Shape the Land Answer Question

*5. Profile of a River -Question *6. Rivers and Floods *7. Can Floods be controlled? Answer Question

Watershed Videos http://www.youtube.com/watch?v=f63pwrMXkV4

The 6 Pennsylvania Watersheds

October 28, 2014 Materials: Assignment book: HW: Ch. 2, section 2 vocab and notes. Science Notebook –page for SQ3R Pt. 2 Textbook open to pg. 48

Today October 28, 2014 Continue Ch. 2, section 1- Profile of a River and Flooding. Labeling in packet. Pg. 15 Flooding Video R and R section 1

Label the Profile of the river.
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?)

Oxbow lake: http://www.youtube.com/watch?v=4qKS_Nk7UmY

Flooding: http://www.youtube.com/watch?v=wC600Dww6_M
What to do during a flood?

October 29, 2014 Materials: Science Notebook –page for SQ3R Pt. 2
Textbook open to pg to prepare for tomorrow. Then we are turning to pg. 48 in textbook. for review.

Today October 29, 2014 Go over Guest Teacher Plans
Continue Ch. 2, section 1- Profile of a River and Flooding. Flooding Video – if we did not see it yesterday. R and R section 1 Independent. Silent. Go over. Microscope video

SQ3R Section 2 Ponds and Lakes -
*1. Intro- *2. Ponds *3. Lakes *4. Lake Formation *5. Lake Habitats *6. Changes in a Lake * You’ll be reading the sections out loud, then given time to answer question.

C-7. State Implications and Consequences C-5 Demonstrate Understanding of Concepts- Microscope 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 Learn the basics of a microscope for Friday’s Pond Water Lab. Learning Goals: To understand the relationship between the land and water flow. Relevance: What can you tell me about rivers or streams?

Oxbow lake: http://www.youtube.com/watch?v=4qKS_Nk7UmY

Flooding: http://www.youtube.com/watch?v=wC600Dww6_M
What to do during a flood?

R and R’s – come after reading, discussions, SQ3R’s videos, labs, activities…
We will go over the questions that you still do not understand by: Rereading the section Taking more notes Discussing it again. Please make sure you understand the material.

Understanding a microscope

October 31, 2014 Materials: Science Notebook –SQ3R Ch. 2, section 2 Ponds and Lakes. Textbook open to pg. 53. Packet pg. 11.

Today October 31, 2014 How did yesterday go?
Review section reading. (Eutrophication video) Pond Water short lab. Pg. 11 in packet. Go over. Video on Ponds and Lakes.

C-7. State Implications and Consequences Learning Objectives: Students should be able to: Explain how ponds and lakes form Describe pond and lake habitats and the process of lake turnover. Learning Goals: To understand the beauty of ponds and lakes Relevance: What can you tell me about ponds and lakes?

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

Nov. 3, 2014 Materials: Science Packet pg. 11
Science Notebook –new section for video notes. Later in class- Packet open to pg. 7.

Today Nov. 3, 2014 Go over lab findings.
Video on Ponds and Lakes- take notes on what we did not cover in class. R and R section 2- Independent, Silent, Go over.

C-7. State Implications and Consequences Learning Objectives: Students should be able to: Explain how ponds and lakes form Describe pond and lake habitats and the process of lake turnover. Learning Goals: To understand the beauty of ponds and lakes Relevance: What can you tell me about ponds and lakes?

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

Nov. 4, 2014 Materials: Science Packet pg. 7 and for vocab.
Science Notebook –new section for SQ3R Later in class- textbook open to pg. 59

Today Nov. 3, 2014 R and R section 2- Independent, Silent, Go over.
Start Wetlands Reading part 1 Demo/Video Reading part 2 Video

Nov. 4, 2014 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences Learning Objectives: Students should be able to: Identify features of wetlands that make them suitable habitats for living things Explain what a wetland is and how wetlands control flooding. Learning Goals: To understand the importance of wetlands Relevance: Do you know what a wetland is?

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

Wetlands

Everglades: http://www.youtube.com/watch?v=BDHWpkcpvPo
Threats to the Everglades:

Nov. 6, 2014 Materials: Assignment Book: Start Studying for next Thursday’s, Ch. 2, sections 1,2,3 quiz. Science Notebook –Ch. 2, section 3 SQ3R Textbook, pg. 59

Today Nov. 6, 2014 Continue Wetlands Reading part 1
Demo/Video – take notes on new info. Go over Reading part 2 Video

Wetlands

Nov. 7, 2014 Materials: Science Notebook –Video Notes/fCh. 2, section 3 SQ3R Textbook, pg. 63

Today Nov. 7, 2014 Continue Wetlands Part 1/Video – take notes on new info. Go over Reading part 2 Video (2): Everglades and a Threat R and R section 3. Start reviewing sections 1 and 2 with classmates.

Wetlands

Nov. 10, 2014 Materials: Science Packet, pg. 8 R and R section 3.
Notebook –Ch. 2, section 1 SQ3R for review. (you will also need R and R section 1 and notes and vocab for review) Textbook, pg. 59/42

Today Nov. 10, 2014 Finish Wetlands-R and R section 3.
Start reviewing section 1 Streams and Rivers. (15 minutes) Use R and R section 1 Notes and vocab SQ3R Start section 4, Glaciers and Icebergs.- define words, survey book for notes, SQ3R.

Learning Goals and Thinking Skills: for Section 1 Review
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?

*1. How do Rivers begin *2. Factors that Affect Runoff *3. River Systems *4. Rivers Shape the Land *5. Profile of a River *6. Rivers and Floods *7. Can Floods be controlled? Answer Question

Learning Objectives: Section 4- Glaciers and Icebergs
Nov. 10, 2014 Thinking Skills: C-7. State Implications and Consequences Learning Objectives: Section 4- Glaciers and Icebergs Describe how glaciers form Explain how icebergs form and why icebergs are dangerous to ships. Learning Goals: Relevance: Why should we care about icebergs and glaciers?

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

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

Nov. 11, 2014 Materials: Science Packet section 2: Ponds and Lakes Notes/Vocab/R and R.. Notebook –Ch. 2, section 2 SQ3R for review. Textbook, pg. 53 Later- Sci Notebook SQ3R section 4/ Textbook pg. 65

Today Nov. 11, 2014 Review section 2 Ponds and Lakes. (15 minutes)
Use R and R section 1 Notes and vocab SQ3R Continue section 4, Glaciers and Icebergs.- SQ3R. Reading Videos R and R

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?

*1. Intro- *2. Ponds *3. Lakes *4. Lake Formation *5. Lake Habitats *6. Changes in a Lake

Nov. 12, 2014 Materials: Sci. Packet R and R section 4, pg.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Science Packet section 3: Wetlands Notes/Vocab/R and R.. Notebook –Ch. 2, section 3 for review. Textbook, pg. 59

Today Nov. 12, 2014 Finish R and R section 4. 15 min. Wetland Review
Go over Get star 15 min. Wetland Review Use: section 3 R and R, SQ3R, notes and vocab. Class Whiteboard Review Partner Review

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?

*1. Intro- *2. Ponds *3. Lakes *4. Lake Formation *5. Lake Habitats *6. Changes in a Lake

Ch. 2, section 5 Water Underground
*1. Underground Layers -Question *2. Aquifers *3. Bringing Groundwater to the Surface *4. Springs and Geyers Answer Question

Welcome, Attendance, and Today: Thinking Skills:
Nov Welcome, Attendance, and Today: Thinking Skills: C-7. State Implications and Consequences 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. Learning Goals: Relevance: What kind of soil do you have?

Aquifers/ Artesian Wells/ Dry Wells
How Aquifers work: Ogallala Aquifer: Artesian Well:

Groundwater Lab Purpose: How fast does water move though sand, clay, and pebbles? Research: answer these questions: 1. The movement of water through material depends on what two things? Define “pores” Define “permeable.” Define “impermeable.” Hypothesis: If the water is (choose one- permeable or impermeable), then the water will move (choose one-fast or slower).

Analysis- Answer these questions:
1. Through which material did water move the fastest? The slowest? 2. What can you conclude about the personality of the three materials? 3. Based on you observations of each sample, suggest an explanation for the differences in their permeability? 4. Based on the results of this lab, would you expect to get more water from a well dug in sand, pebbles, or clay? Explain. Conclusion: Write your hypothesis using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)

Nov. 13/14, 2014 Materials: Science Notebook.
Put a book mark at your Water Use Graph. Paper clip all old work after Water Use Graph.

American Education Week invitations Ch. 2, section 1,2,3 Quiz
Today Nov. 13/14, 2014 Today American Education Week invitations Ch. 2, section 1,2,3 Quiz Start HW- Ch. 2, section 5 notes and vocab.

Nov. 13, 2014 Materials: Assignment Book: HW: Ch. 2, section 5 vocab and notes Science Notebook - New section for SQ3R, section 5. Textbook. Pg. 68.

Today (assembly at 1:25-2:25)
Today Nov. 13, 2014 Today (assembly at 1:25-2:25) Start Ch. 2, section 5 Underground Layers SQ3R, reading,

*1. Underground Layers -Question *2. Aquifers *3. Bringing Groundwater to the Surface *4. Springs and Geysers Answer Question

Nov. 14, 2014 Materials: Science Notebook - New section for SQ3R, section 5. Textbook. Pg. 68.

American Education Week Invitations
Today Nov. 14, 2014 American Education Week Invitations Start Ch. 2, section 5 Underground Layers SQ3R, reading, lab prep, continue reading.

Science Notebook- Ground Water lab. (and layers of ground picture).
Today Nov. 17, 2014 Science Notebook- Ground Water lab. (and layers of ground picture).

Nov. 17, 2014 Materials: Science Notebook - New section for SQ3R, section 5. Textbook. Pg. 68.

Groundwater Lab Purpose: How fast does water move through sand, soil, and pebbles? Research: answer these questions: 1. The movement of water through material depends on what two things? 2. Define “pores” 3. Define “permeable.” 4. Define “impermeable.” Hypothesis: If the soil is (choose one- permeable or impermeable), then the water will move (choose one-fast or slower).

Time of water moving through different materials
Trial 1 (s) Trial 2 (s) Trial 3 (s) average(s) Soil Sand Pebbles

Analysis- Answer these questions:
1. Through which material did water move the fastest? The slowest? 2. What can you conclude about the personality of the three materials? 3. Based on you observations of each sample, suggest an explanation for the differences in their permeability? 4. Based on the results of this lab, would you expect to get more water from a well dug in sand, pebbles, or clay? Explain. Conclusion: Write your hypothesis using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)

“P”SQ3R “HTE” Notes P-personal. I am allowed to go at my own/quicker pace. SQ3R- see previous notes HT- Higher Thinking. I must show evidence of higher thinking. (HT-section.) – notes on HT next slide Asking additional questions that relate to advanced/ing Science, Technology, the world, Social studies, English, Reading, culture, E- Essay. I will compose my section essay to demonstrates my higher level thinking by asking questions and articulating them in a formal essay. Possible peer reviews and sharing of essays.

HT-Higher Thinking Choose 3 or more sections to “HT”
Topics to help you with HT are: Describe how something you learned is important?- what will you gain, how will you use what you have learned. What do you want to learn more about? Why? Make a connection between the topic and one of the following: Another idea from this class Your life The world I wonder what would happen if_______? My solution for the situation that I read about is to_________.

Science Notebook- Ground Water lab. (and layers of ground picture).
Today Nov. 17, 2014 Materials: Science Notebook- Ground Water lab. (and layers of ground picture).

Nov. 17, 2014 Today: Ground Water Lab.

Nov. 17, 2014 Welcome, Attendance, and Today: Thinking Skills: C-7. State Implications and Consequences 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. Learning Goals: Relevance: What kind of soil do you have?

Groundwater Lab Purpose: How fast does water move through sand, soil, and pebbles? Research: answer these questions: 1. The movement of water through material depends on what two things? 2. Define “pores” 3. Define “permeable.” 4. Define “impermeable.” Hypothesis: If the soil is (choose one- permeable or impermeable), then the water will move (choose one-fast or slower).

Time of water moving through different materials
Trial 1 (s) Trial 2 (s) Trial 3 (s) average(s) Soil Sand Pebbles

Nov. 18, 2014 Materials: Science Packet- due tomorrow.
Science Notebook- Ground Water lab. (and layers of ground picture). Later- textbook pg. 68 Later – Science packet pg. 10

Today Nov. 18, 2014 Today Go over what should be done in packet.
With lab groups Finish Analysis and Conclusion Finish reading section- choose readers within your group. R and R section 5, pg. 10 in packet with group. ~ if there is time today, we will go over Analysis and R and R. If not, we will go over them tomorrow.

Analysis- Answer these questions using complete sentences:
1. Through which material did water move the fastest? The slowest? 2. What can you conclude about the pores of the three materials? 3. Based on your observations of each sample, suggest an explanation for the differences in their permeability? 4. Based on the results of this lab, would you expect to get more water from a well dug in sand, pebbles, or soil? Explain. 5. What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your hypothesis using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)

Nov. 19, 2014 Materials: HW: Ch. 3, section 1 notes and vocab (packet coming later in class) Science Packet- Science Notebook- Ground Water lab. Science packet pg. 10 Textbook pg. 68

Today Nov. 19, 2014 Today Go over Analysis and Conclusion
Go over R and R section 5. Go over SQ3R. Turn in packet. New PSQ3R”HT-EPA” explanation. Get new packet. Based on time – start HW or start (P)SQ3R(HTEPA) Ch. 3, section 1.

“P”SQ3R “HT-E-PA” Notes
P-Personal SQ3R – see previous notes HT-Higher Thinking E-Essay PA- Project or Activity

“P”SQ3R “HT-E-PA” P-personal. Study sections at your own/quicker pace.
SQ3R- see previous notes HT- Higher Thinking. Show evidence of higher thinking. (HT-section.) Asking additional questions that relate to advanced/ing Science, Technology, Math, Social studies, English, Reading, the World, Culture, Music, Art, Digital Media, etc.

“P”SQ3R“HT-E-PA” HT-Higher Thinking Choose 3 or more sections to “HT.”
Describe how something I learned is important?- what will I gain, how will I use what I have learned. What do I want to learn more about? Why? Make a connection between the topic and one of the following: Another idea from this class Your life The world I wonder what would happen if_______? My solution for the situation that I read about is to_________. (You can also discover if there is topic you wish to pursue in Science Extension !)

“P”SQ3R “HT-E-PA” E -Essay - Compose an essay that responds to or asks questions about the section, and articulate them in a formal essay. (5 paragraph- intro, 3 section body, conclusion.) (time depending and interest) PA- Project/Activity -design a project or activity (major or minor -time permitting and interest. See idea sheet.) These will be peer reviewed and shared. You will also meet with Ms. S to discuss learning, progress, and go over questions.

Project/Activity Ideas
Design and conduct your own experiment using the steps of the Scientific Method Problem solving experiments Technology experiments Application experiments Etc. Songs Pictures/Sketches/Poems/Screen Plays to help other students learn the material. Detailed models, diagrams, or bulletin boards on a topic of your study

When should I do PSQ3RHT-E-PA?
You may do this during class while the rest of the class is reading & working on SQ3R. You may start PSQ3RHT-E-PA at home (online textbook) and then finish in class. You may start and complete PSQ3RHT-E-PA at home and work on Enrichment in class. – use back computer for Enrichment work. Enrichment: Further research for essay or project/activity Creating your own topic that you would like to pursue. Partner enrichment work. Other ideas. You may also choose PSQ3RHT-E-PA for some sections but not others. You may also opt out of independent and silent R and R (to meet with Ms. S). You may also do Enrich sheet instead.

PSQ3RHT-E-PA Group Work
You will also have opportunities to work with other members who choose PSQ3RHT-E-PA for section work.

Who is interested?  The beauty of PSQ3R-HT-EPA is that you are never finished! (i.e.- you will never say “I’m finished. What do I do now?”) You will always keep learning, asking new questions, researching new ideas, writing more essays, and creating new projects! 

Nov. 21, 2014 Materials: Science Notebook-Hard vs. Soft Water Lab Textbook pg. 84

Today Nov. 21, 2014 Today Welcome Parents/Guardians Review Water Hardness-reading Lab Prep Review. Experiment/Graph Analysis and Conclusion

C-7. State Implications and Consequences
Nov. 21, 2014 Thinking Skills: 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? Learning Goals: What makes water “different” in different locations? How do these differences impact daily water use?

Hard Water Vs. Soft Water
Purpose: The purpose of the lab is to determine the difference of soap sud height between hard and soft water. Research: Define Hardness. Refer to reading pg. 84. Hypothesis: If the water is (choose one: hard or soft), then the soap sud height will be : (choose one higher or lower)

Experiment Average Distilled Distilled with Epsom Salt TE Water Water
Soap Sud Height (cm) Trial 1 Soap Sud Height (cm) Trial 2 Soap Sud Height (cm) Trial 3 Average Distilled Distilled with Epsom Salt TE Water Graph Data when you have completed collecting data. Determine the type of graph you will need. Remember your titles and headings.

Analysis-answer question with complete/full sentences
1. What does your data show? Give evidence and explain “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…. 2. How does your data relate to the purpose of your lab? “The purpose of the lab was…., therefore, this lab reveals that…. 3. 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? 4. How will you apply your new knowledge of water hardness in your lives? (this evening- can you actually apply your knowledge? ) 5. Based on your results, what are some of the benefits of soft water'? 6. What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)

Nov. 20, 2014 Materials: Science Notebook-New page for PSQ3RHTEPA notes!  New page for tomorrow’s lab. Textbook pg. 80

Lab Prep tomorrow’s lab. Start Ch. 3, section 1. Water to Drink
Today Nov. 20, 2014 Today Go over PSQ3RHT-E-PA Lab Prep tomorrow’s lab. Start Ch. 3, section 1. Water to Drink SQ3R or PSQ3RHT-E-PA

Nov. 20, 2014 Thinking Skills: C-7. State Implications and Consequences Learning Objectives: Section 1- Water to Drink Describe sources of drinking water and how it is treated and distributed Explain what happens to waste water?. Learning Goals: Think about the water that comes to your house, or this school- where is it coming from or what are the qualities?

Ch. 3, section 1 Water to Drink
1. Sources of Drinking Water -Question 2. Treating Drinking Water 3. A typical Treatment Plant 4. Water Distribution Water Treatment Video Answer Question

*3. A Typical Treatment Plant -Question *4. Water Distribution *5. Treating Waste Water *6. Septic Systems Sewage Treatment: Answer Question

Pharmaceuticals in Water: http://www. youtube. com/watch
Pharmaceuticals in Water: =related Fish Pharm

Nov. 21, 2014 Materials: Science Notebook-Hard Water vs. Soft water Lab

Finish Lab- graphing and Analysis Questions.
Today Nov. 21, 2014 Today Finish Lab- graphing and Analysis Questions. Go over Earn star Start Ch. 3, section 1 Water to Drink

Nov. 21, 2014 Thinking Skills: C-7. State Implications and Consequences Learning Objectives: Section 1- Water to Drink Describe sources of drinking water and how it is treated and distributed Explain what happens to waste water?. Learning Goals: Think about the water that comes to your house, or this school- where is it coming from or what are the qualities?

Nov. 24, 2014 Materials: Blank computer paper – will be passed out Colored pencils

Today Nov. 21, 2014 Today We are writing Thank you letters to the parents/Guardians who helped your group during the Hard Water vs. Soft Water lab. If your parent/guardians came, please write your name and their name on the board.(Mr./ Mrs……) See quizzes-must be returned to Ms. S. Get Ch. 2 packets back. Secret Life on 118 Green Street:

Dec. 2, 2014 Materials: Science Notebook-new section for SQ3R or PSQ3R-HT-E-PA. Textbook pg. 80

Dec. 2, 2014 Today Start Ch. 3, section 1 Water to Drink
Decide your group- SQ3R with Ms. S or independent PSQ3R-HT-E-PA (may abbreviate to PSQ3R). Move seats? Handout available. PSQ3RHT-E-PA reminder – Headings are in GREEN. Remember to title it PSQ3R-HT-E-PA or PSQ3R. Get started. there are 4 short videos. End of class – 5 minutes. - Sharing what you learned/still have questions about

Dec. 2, 2014 Thinking Skills: C-7. State Implications and Consequences Learning Objectives: Section 1- Water to Drink Describe sources of drinking water and how it is treated and distributed Explain what happens to waste water?. Learning Goals: Think about the water that comes to your house, or this school- where is it coming from or what are the qualities?

1. Sources of Drinking Water 2. Treating Drinking Water 3. A typical Treatment Plant 4. Water Distribution *Water Treatment Video 5. Treating Waste Water 6. Septic Systems *Sewage Treatment: Answer Question

Answer Question

Additional Videos Pharmaceuticals in Water: Fish Pharm:

Dec. 2, 2014 Materials: Science Notebook-Hard Water vs. Soft water Lab

Finish Lab- graphing and Analysis Questions.
Today Dec. 2, 2014 Today Finish Lab- graphing and Analysis Questions. Go over Earn star Start Ch. 3, section 1 Water to Drink

Dec. 3, 2014 Materials: Assignment Book: HW: Ch. 3, section 2 notes and vocab. Science Notebook-(P)SQ3R for Ch. 3, sect. 1. Text book pg. 80- we are reviewing first. Colored Pencils (Red, Blue, Pink, Light Blue)

Today, Dec. 3, 2014 SQ3R Group PSQ3R Group
Continue with Ch. 3, section 1 Backtrack to Acids and Bases Brain Pops Copy Acid and Base Chart Finish section reading (short video clips) R and R section 1 Start HW PSQ3R Group Continue with Ch. 3, section 1 Finish reading the section, write essay, additional research of project start. Please pause from your work to watch videos and draw picture in NB. Show Ms. S your progress while SQ3R group is working on R and R. Start HW

Brain Pop- Acids and Bases/ pH

Copy Acid and Base Chart – pay attention to the colors and pH numbers.

Dec. 3, 2014 Materials: Science Notebook-new section for SQ3R or PSQ3R-HT-E-PA. Textbook pg. 80

Dec. 3, 2014 Today Start Ch. 3, section 1 Water to Drink
Decide your group- SQ3R with Ms. S or independent PSQ3R-HT-E-PA (may abbreviate to PSQ3R). Move seats? Handout available. PSQ3RHT-E-PA reminder – Headings are in GREEN. Remember to title it PSQ3R-HT-E-PA or PSQ3R. Get started. there are 4 short videos. End of class – 5 minutes. - Sharing what you learned/still have questions about

1. Sources of Drinking Water -Question 2. Treating Drinking Water 3. A typical Treatment Plant 4. Water Distribution Water Treatment Video Answer Question

*5. Treating Waste Water *6. Septic Systems Sewage Treatment: Answer Question

Additional Videos Pharmaceuticals in Water: Fish Pharm:

Brain Pop- Acids and Bases/ pH

Copy Acid and Base Chart – pay attention to the colors and pH numbers.

Text book pg. 80- we are reviewing first.
Dec. 4, 2014 Materials: Science Notebook- (P)SQ3R for Ch. 3, sect. 1. Later - new pg. for Ch. 3, section 2. Text book pg. 80- we are reviewing first. Later pg. 93) Science Packet- R and R, pg. 73

PSQ3R Group – meet in back.
Today, Dec. 4, 2014 SQ3R Group Finish with Ch. 3, section 1 (pd. 7 & 8- finish pH chart) R and R section 1 Independent Silent. Go over Hear from PSQ3R Group. Start Ch. 3, section 3 – pg. 93. SQ3R Fresh Water for the Future 2 short videos. End section 2. Start tomorrow’s HW- Ch. 3, section 3 notes and vocab. PSQ3R Group – meet in back. Finish Ch. 3, section 1 (pd. 7 and 8-finish pH chart) Finish reading the section, write essay, additional research of project start. Show Ms. S your progress while SQ3R group is working on R and R. Share work – essay presentations - with SQ3R group. Start Ch. 3, section 2 – PSQ3R-HT-E-PA

Science Notebook- new page for Table Topics Text book pg. 97
Dec. 5, 2014 Materials: Assignment book: HW: 1. Ch. 3, section 3 notes and vocab Start studying for next Friday’s quiz. Science Notebook- new page for Table Topics We will return to Desalination and Icebergs at end of class. Text book pg. 97

Today, Dec. 5, 2014 SQ3R Group Start Ch. 3, section 3- Fresh Water Pollution. Start Table Topics for Ch. 3, section 3 Introduction Get started Turn in (Monday- Get notes and discuss) Return to Desalination and Iceberg video R and R section 1-after discussion PSQ3R Group – meet in back. Finish Ch. 3, section 2 – PSQ3R-HT- E-PA Start Ch. 3, section 3- PSQ3R-HT-E- PA

Dec. 5, 2014 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.

IR-7: Work, Communicate, and contribute effectively with others
Dec. 5, 2014 Essential Skills: IR-7: Work, Communicate, and contribute effectively with others 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: Saving our Freshwater.

Section 3- Freshwater Pollution Table Topics
Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Group 1: What is Pollution? (p. 97) Group 2: Point and Nonpoint Sources (p.98) and Cleaning Up Polluted Water (p. 103) Group 3: Human Wastes (p. 99) Group 4: Industrial Wastes (p. 100) Group 5: Agricultural Chemicals and Runoff From Roads (p. 102) Group 6: Preventing Pollution (p. 103)

Ch. 3, section 3 Table Topics Rules
5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading. Take notes on your topic while you are reading. When you are allowed to talk, agree on the 3 or 4 points you want on your poster. When your poster is finished, give to Ms. S. Work on HW of 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.

Cleaning up Oil Spills

Science Notebook- new page for Table Topics
Dec. 8, 2014 Materials: Assignment book: HW: 1. Ch. 3, section 4 notes and vocab. 2. (only if you do not finish in class- Finish P,R,H of KE & PE Lab prep) Science Notebook- new page for Table Topics We are discussing and taking notes today

Today, Dec. 8, 2014 SQ3R Group Continue Ch. 3, section 3- Fresh Water Pollution. Table Topics for Ch. 3, section 3 Discuss Take Notes R and R section 1-after discussion PSQ3R Group – meet in back. Finish Ch. 3, section 2 – PSQ3R-HT- E-PA Start Ch. 3, section 3- PSQ3R-HT-E- PA

IR-7: Work, Communicate, and contribute effectively with others
Dec. 8, 2014 Essential Skills: IR-7: Work, Communicate, and contribute effectively with others 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: Saving our Freshwater.

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 of 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.

Cleaning up Oil Spills

Dec. 9, 2014 Materials: Science Notebook- new page for (P)SQ3R Ch. 3, section 4- Water as an Energy Source Textbook – pg. 105

Today, Dec. 9, 2014 SQ3R Group Start Ch. 3, section 4- Water as an Energy Source. Pg. 105 Finish Lab Prep/Data Tables. Into to lab. Collect Data Review PSQ3R Group – meet in back. Start Ch. 3, section4-Water as an Energy Source. Pg. 105 (HT ideas/help- see website PSQ3R-HT-E-PA.) A good idea to HT are different types of Energy Calculating Kinetic Energy

Today, Dec. 9, 2014 Essential Skills: C-2 Identify the questions you need to answer and the problem you need to solve. C-5 Demonstrate Understanding of Concepts Learning Objectives and Goal: Ch. 3, section 4 Water as an Energy Source Explain how moving water can produce electricity Describe the benefits and limitations of hydroelectric power Describe the impact of dams Relevance: How does water prove that it has power? -examples What are some ways that people can guide it’s power? -examples

Ch. 3, section 4, Water as an Energy Source
Power From Moving Water The Impact of Dams Answer Question

Hydroelectric Power: https://www.youtube.com/watch?v=r nPEtwQtmGQ

Dec. 10, 2014 Materials: Science Notebook- KE and PE Lab.

Today, Dec. 10, 2014 SQ3R Group KE and PE Lab- Continue to Collect Data Graph-use titles Analysis and Conclusion (correct format) Have checked. Get star. Go over. Continue section 4- Impact of Dams.- SQ3R- Would you rather read as a class or in your groups. PSQ3R Group – meet in back. KE and PE Lab- Continue to Collect Data Graph-use titles Analysis and Conclusion (correct format) Have checked. Get star. Go over. Continue section 4- Impact of Dams.- PSQ3R- (HT ideas/help- see website PSQ3R-HT- E-PA.) A good idea to HT are different types of Energy Calculating Kinetic Energy

Potential and Kinetic Energy Lab
Purpose: The purpose of this lab is to determine the difference in kinetic energy of different sized (weighted) marbles rolling down on a flat surface determine the difference in kinetic created by different heighted ramps. relate how the amount of water and the height that it moves down impacts Hydroelectric power. Research: Define these terms: Potential Energy- Kinetic Energy- Hypothesis: (1) If the marble is (smaller or larger), then the marble will have a (higher or lower) kinetic energy (2) If the ramp is (higher or lower), then the marble will have a (higher or lower) kinetic energy Experiment: Copy Data Tables.

Copy data table Table 1: Effect of marble size on distance moved
Trial 1 Distance (cm) Trial 2 Distance (cm) Trial 3 Distance (cm) Average Distance Big Medium Small Graph your data. Which type of graph will you use? What are your X, Y and main titles?

Copy data table Table 2: Effect of ramp height on small marble distance
Trial 1 Distance (cm) Trial 2 Distance (cm) Trial 3 Distance (cm) Average Distance No Slope Medium Slope High Slope Graph your data. Which type of graph will you use? What are your X,Y, and Main titles

Analysis and Conclusion- answer in full/complete sentences
1. What does your data show? Give evidence (numbers) and explain. 2. How does your data relate to the purpose of your lab? 3. When the marbles are still on top of the incline plane, would they have energy? If so, what is it called? 4. When the marble is moving down the incline plane, would it have energy? If so, what is it called? 5. Which marble has the most PE? KE? How do you know? 6. What would happen if the smaller marble was let go at twice the height of the larger one? (we will try this as a group). 7. How do you think this relates to the amount of water and the height of water that it is dropped- how does it impact it’s energy? What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)

Dec. 11, 2014 Materials: Science Notebook- KE and PE Lab.

Today, Dec. 11, 2014 SQ3R Group Finish Analysis and Conclusion (correct format) Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format. Go over. Continue section 4- Impact of Dams.- SQ3R- Would you rather read as a class or in your groups. Review PSQ3R Group – meet in back. Finish Analysis and Conclusion (correct format) Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format. Go over Continue section 4- Impact of Dams.- PSQ3R- (HT ideas/help- see website PSQ3R- HT-E-PA.) A good idea to HT are different types of Energy Calculating Kinetic Energy Review

Potential and Kinetic Energy Lab
Purpose: The purpose of this lab is to determine the difference in kinetic energy of different sized (weighted) marbles rolling down on a flat surface determine the difference in kinetic created by different heighted ramps. relate how the amount of water and the height that it moves down impacts Hydroelectric power. Research: Define these terms: Potential Energy- Kinetic Energy- Hypothesis: (1) If the marble is (smaller or larger), then the marble will have a (higher or lower) kinetic energy (2) If the ramp is (higher or lower), then the marble will have a (higher or lower) kinetic energy Experiment: Copy Data Tables.

Copy data table Table 1: Effect of marble size on distance moved
Trial 1 Distance (cm) Trial 2 Distance (cm) Trial 3 Distance (cm) Average Distance Big Medium Small Graph your data. Which type of graph will you use? What are your X, Y and main titles?

Copy data table Table 2: Effect of ramp height on small marble distance
Trial 1 Distance (cm) Trial 2 Distance (cm) Trial 3 Distance (cm) Average Distance No Slope Medium Slope High Slope Graph your data. Which type of graph will you use? What are your X,Y, and Main titles

Analysis and Conclusion- answer in full/complete sentences
1. What does your data show? Give evidence (numbers) and explain. 2. How does your data relate to the purpose of your lab? 3. When the marbles are still on top of the incline plane, would they have energy? If so, what is it called? 4. When the marble is moving down the incline plane, would it have energy? If so, what is it called? 5. Which marble has the most PE? KE? How do you know? 6. What would happen if the smaller marble was let go at twice the height of the larger one? (we will try this as a group). 7. How do you think this relates to the amount of water and the height of water that it is dropped- how does it impact it’s energy? What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)

Analysis and Conclusion Notes- Examples on how to answer in full/complete sentences
1. If the question asks me - What does your data show? Give evidence (numbers) and explain. I write: “The data shows that the x item traveled x distance, while the y item traveled y distance, while the z item traveled z distance.” 2. If the question asks me - How does your data relate to the purpose of your lab? - I write: “The purpose of the lab was to…… restate the purpose of the lab…, therefore, the x shows how it relates to the purpose of the lab by…., the y shows how it relates to the purpose of the lab by…, and the z shows how it relates to the purpose of the lab by. …” 3. Other examples on how to answer in full sentences- If the question asks me - “What would happen if……. “ I write - “If…..would happen, then……” If the question asks me - “When would you find…” I write “I would find…..” 4. Never start your answer to a question with the word “Yes, No, Because…”

Analysis and Conclusion Notes- Examples on how to answer in full/complete sentences
Question: What possible errors were made in this lab? What would you do to prevent the errors? You write: “The possible errors that were made in this lab were……. To prevent the errors, we could……” Conclusion: You write-“My hypothesis was (choose one): correct or incorrect.” Then restate your hypothesis without using if/then statement. Instead write “Using/Doing/Changing, etc. ________ will/will not ______________” Writing “I think” is incorrect…

Dec. 12, 2014 Materials: Science Notebook- Put a paper clip or Book Mark where the first assignment that is being graded- SQ3R Ch. 2, section 4. Ch. 3 Packet- we completed the notes and vocab for all sections and the R and R for section 1 only.

Dec, 12, 2014 Both groups- Ch. 3, section 1,2,3,4 Quiz! 
Independent Silent Turn in packet-can also turn in next week. Work on something silently when you are done.

Today, Dec. 11, 2014 SQ3R Group Finish Analysis and Conclusion (correct format) Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format. Go over. Continue section 4- Impact of Dams.- SQ3R- Would you rather read as a class or in your groups. Review PSQ3R Group – meet in back. Finish Analysis and Conclusion (correct format) Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format. Go over Continue section 4- Impact of Dams.- PSQ3R- (HT ideas/help- see website PSQ3R- HT-E-PA.) A good idea to HT are different types of Energy Calculating Kinetic Energy Review

Dec. 15, 2014 Materials: Science Notebook-new page Guest Speaker Notes! 

Dec. 15, 2014 Materials: Science Notebook-new page for Secret Life Video Notes New Cells and Heredity Textbook, pg. 6 New Ch. 1 Packet-will be passed out in class

Dec. 15, 2014 Intro to Ch. 1, section 1 Cells and Heredity.
Work on Vocab and Notes. Start SQ3R. Secret Life on 118 Green Street video notes. Make a list of all the items that a microscope.

Today, Dec. 15, 2014 SQ3R Group Notes and Vocab, Ch. 1, section 1 Secret Life on 118 Green Street: tch?v=KY6ITXvVaKg PSQ3R Group – meet in back. Notes and Vocab, Ch. 1, section 1 Secret Life on 118 Green Street: 6ITXvVaKg

Dec. 16, 2014 Today- Class Vote: Christmas Carol Stuff or
Continue Secret Life.

Learning Objectives and Goal: Ch. 1, section 1 Discovering Cells
Today, Dec. 15, 2014 Essential Skills: C-2 Identify the questions you need to answer and the problem you need to solve. 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. Relevance: How does water prove that it has power? -examples What are some ways that people can guide it’s power? -examples

CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Dec. 16, 2014 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. A Christmas Carol-Before the Show Discuss theater etiquette-good audience Using your group as your cast, recreate your favorite scene for Ms. Seymour. Compare your interpretations. Discuss vocab words Learning Goals: Appreciating A Christmas Carol

Actor Character Setting Props Director Dialogue Lyrics

Greed Social Class Holiday Spirit Redemption Charity Victorian England Industrial Revolution

Dec. 18, 2014 Materials: Science Notebook-new page for Ch. 1, section 1 (P)SQ3R Cells and Heredity Textbook, pg. 6 Packet, pg. 6 – R and R section 1.

Today, Dec. 18, 2014 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. Relevance: What have you already learned about cells? – make a list. Cells!!!!

Today, Dec. 18, 2014 SQ3R Group Ch. 1, section , p. 6. R and R section 1. Secret Life on 118 Green Street: tch?v=KY6ITXvVaKg PSQ3R Group – meet in back. Ch. 1, section 1, p. 6 *pay attention to when we take Scientist Notes Topics to HT- Different types of microscopes Details on how the electron microscope

SQ3R Ch. 1, Section 1 Discovering Cells
An Overview of Cells First Observation of Cells Development of Cell Theory Light and Electron Microscopes Answer Question

Intro to Cell Organelles: https://www.youtube.com/watch?v=MfopLilIOeA

Dec. 19, 2014 Materials: Assignment Book: HW: Ch. 1, section 2 notes and vocab Pd. 5 Thank you letters. Pds-4,5,7- Textbook pg. 6 Pds. 4,5,7-Packet, pg. 6 – R and R section 1. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Science Notebook-new page for Ch. 1, section 2 Cell Diagram or (P)SQ3R Cells and Heredity Textbook, pg. 16.

Cell Analogy 3 sentences for each organelle.
Sentence 1: Your analogy- the organelle is like…….. Sentence 2 explains what your analogy topic does. Sentence 3 explains your organelle.

Today, Dec. 19, 2014 SQ3R Group Pds 4,5,7-R and R section 1. Reading and Cell Diagram – no SQ3R Textbook, pg Ch. 1, section 2 PSQ3R Group – meet in back. Ch. 1, section 2, p. 17 Topics to HT- Organelles not mentioned Other reactions that take place in the cell.

Dec. 19, 2014 Essential Skills: You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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 Learning Goals: Appreciating our cells. Relevance: What do you know about cells?

Dec. 22, 2014 Materials: Assignment Book: HW: Cell Analogy projects due Tues, Jan 6, 2015 Science Notebook-for rough draft sentences and picture. Cells and Heredity Textbook, pg. 16 – to help you with your Cell Analogy project. Ch. 1 packet, pg. 12.

Cell Analogy Sentences
3 sentences for each organelle. Sentence 1: Your analogy- the organelle is like……. (for example- The teacher in the classroom is like the nucleus.) Sentence 2 explains what your analogy topic does. (The teacher directs the classroom’s activities.) Sentence 3 explains your organelle. (The nucleus directs the cells activities.)

Today Dec. 22, 2014 Today Complete rough draft picture and sentences in your notebook Have checked by Ms. S for final copy sheet. If you finish early, you may work on a second one with a new idea for 5 pts extra credit. **** Turn in old Ch. 3 packets if you have not already done so. Grades going on Pinnacle today!

Dec. 22, 2014 Essential Skills: You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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 Learning Goals: Appreciating our cells. Relevance: What do you know about cells?

Jan. 5, 2015 Materials: Assignment Book: HW: Cell Analogy projects due tomorrow. Ch. 1, section 3 vocab and notes Cells and Heredity Textbook, pg. 16 – to help you with R and R. & then pg. 23 for (P) SQ3R on Specialized Cells and Bacterial Cells Ch. 1 packet, pg. 7- R and R section 1 Science Notebook- (P)SQ3R Specialized Cells and Bacterial Cells

Today Today: Jan. 5, 2015 New Seats New Jobs See Quizzes-Get stars
R and R section 1- Independent and Silent. Go over. Finish Section 1 – Specialized cells and Bacterial cells SQ3R

Jan 5, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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 Learning Goals: Appreciating our cells. Relevance: What do you know about cells?

Today, Jan 5, 2015 SQ3R Group R and R, section 1 Science Notebook- Specialized Cells and Bacterial Cells PSQ3R Group – meet in back. Finish section Topics to HT- Organelles not mentioned Other reactions that take place in the cell.

SQ3R Ch. 1, section 2- Looking Inside Cells
Specialized Cells Bacterial Cells Answer Question

Jan. 6, 2015 Materials: Cell Analogy Project.
Science Notebook for Table Topics or PSQ3R. Textbook pg. 25

Today, Jan 6, 2015 SQ3R Group Read intro to section. See short video: Chemical Compounds in cells: h?v=NWmdwuW4R2Y Start Table Topics PSQ3R Group – meet in back. Finish section Topics to HT- Chemical Reactions. Math Analyzing Data-pg. 29

Jan 6, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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 Learning Goals: What are chemical compounds? Relevance: Why are chemical compounds important?

Ch, 1 Section 3 Chemical Compounds in Cells-
Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Group 1: Elements and Compounds (p. 25) Group 2: Carbohydrates (p. 27) Group 3: Lipids (p. 27) Group 4: Proteins (p. 28) Group 5: Nucleic Acids (p. 29) Group 6: Water and Living Thing. (p. 30).

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.

Chemical Compounds in cells: http://www. youtube. com/watch

Jan. 7, 2015 Materials: Assignment book: Ch. 1, section 4 notes and vocab. Science Notebook for Table Topics Textbook pg. 32 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ & Pds 4,5,7,8 - R and R -Ch. 1 packet Pg. 8 Textbook pg. 25.

Today, Jan 7, 2015 SQ3R Group Table Topics- Discuss Take Notes R and R, Ch. 1, section 3 Independent Silent Go over Start HW PSQ3R Group – meet in back. Finish section Topics to HT- Chemical Reactions. Math Analyzing Data-pg. 29

Jan 7, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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 Learning Goals: What are chemical compounds? Relevance: Why are chemical compounds important?

Ch, 1 Section 3 Chemical Compounds in Cells-
Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Group 1: Elements and Compounds (p. 25) Group 2: Carbohydrates (p. 27) Group 3: Lipids (p. 27) Group 4: Proteins (p. 28) Group 5: Nucleic Acids (p. 29) Group 6: Water and Living Thing. (p. 30).

Jan. 8, 2015 Materials: Assignment book: HW: Study for next Thurs, Ch. 1, section 2,3,4 Quiz Science Notebook for (P)SQ3R Textbook pg. 32 R and R -Ch. 1 packet Pg. 8

Today, Jan 8, 2015 SQ3R Group SQ3R and Lab prep Start HW PSQ3R Group – meet in back. PSQ3R Lab Prep Topics to HT: calculating hyper/hypotonic solutions.

Jan 8, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Section 4- The Cell in it’s Environment Describe three methods by which materials move into and out of cells Compare passive transport to active transport Learning Goals: How do materials get into and out of cells Relevance: Understanding Cells

SQ3R Ch. 1, Section 4 Chemical Compounds in Cells
1. The Cell Membrane as Gatekeeper 2. Diffusion 3. Osmosis 4. Active Transport 5. Why are Cells Small Answer Question

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 is called as solvent and the substances which are dissolved are called as solutes. A solution can be present in any of three states: solid, liquid and gas form which is decided by the substances mixing in the solution along with the temperature and pressure conditions. 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 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:

Copy Data Table & Title The effect of solution on potato flexibility.
Potato observation before solution Potato observation after solution Distilled Water Salt Solution Sugar Solution

Analysis and Conclusion
1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was their 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.

Jan. 9, 2015 Materials: Science Notebook for (P)SQ3R- Ch. 1, section 4
Textbook pg. 32 –we are reviewing. Packet, pg. 9

Diffusion Osmosis Active Transport Why are Cells Small Answer Question

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 is called as solvent and the substances which are dissolved are called as solutes. A solution can be present in any of three states: solid, liquid and gas form which is decided by the substances mixing in the solution along with the temperature and pressure conditions.

There are different types of Solutions
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 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:

Copy Data Table & Title The effect of solution on potato flexibility.
Potato observation before solution Potato observation after solution Distilled Water Salt Solution Sugar Solution

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 their 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.

Jan. 12, 2015 (pds 1,7,8) Materials: Science Notebook Osmosis with a Potato Lab

Today, Jan 12, 2015 SQ3R Group Osmosis Lab Osmosis Lab Go over Go over
Analysis and Conclusion Go over PSQ3R Group – Osmosis Lab Analysis and Conclusion Go over

Jan. 12, 2015 (pds 4,5) Materials: Science Notebook for (P)SQ3R- Ch. 1, section 4 Textbook pg. 32 –we are reviewing. Packet, pg. 9

Diffusion Osmosis Active Transport Why are Cells Small Answer Question

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 is called as solvent and the substances which are dissolved are called as solutes. A solution can be present in any of three states: solid, liquid and gas form which is decided by the substances mixing in the solution along with the temperature and pressure conditions.

There are different types of Solutions
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 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:

Copy Data Table & Title during break
The effect of solution on potato flexibility. Solution Potato observation before solution Potato observation after solution Distilled Water Salt Solution Sugar Solution

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. 2. Why do you think some of the potatoes stayed the same? 3. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 4. 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. 5. Which solution served as the control for this experiment & why? 6. In which solutions was their a greater solute concentration outside of the cells? 7. Why is it not good to drink salt water? 8. 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.

Jan. 13, 2015 (pds 1,7,8) Materials: Science Notebook Osmosis with a Potato Lab-Analysis and Conclusion Ch. 1 packet pg. 9 if we have not done R and R section 4 yet Ch. 1 packet pg. 18-Crossword.

Today, Jan 13, 2015 SQ3R Group Osmosis Lab Osmosis Lab Go over Go over
Analysis and Conclusion Go over R and R section 4 Time to work on unfinished HW or Crossword (5 pts extra credit if completed-missing no words.) PSQ3R Group – Osmosis Lab Analysis and Conclusion Go over R and R section 4 Time to work on unfinished HW or Crossword (5 pts extra credit if completed- missing no words.)

Jan. 13, 2015 (pds 4,5) Materials: Science Notebook –Osmosis with Potato Lab

Today, Jan 20, 2015 SQ3R Group Finish (P)SQ3R for Ch. 3, section 1
Take a Class Survey, p. 82 PSQ3R Group – Finish (P)SQ3R for Ch. 3, section 1. Take a Class survey, pg. 82

Jan. 14, 2015 Materials: Pds 4,5,7,8 – Packet, pg. 9. R and R, section 4 Mini-white board and white board markers Your Ch.1 packet-to study from Textbook to study from

Today, Jan 14, 2015 Today: Finish R and R, section 4
Mini-white board review with Ms. S Then Option 1-Partner Review Option 2-Crossword for EC Finish Old HW

Jan. 15, 2015 Materials: Ch. 1 Packet – put in pd. 1 bin.
Science Notebook- bookmark or paper clip first section to be checked- (P) SQ3R Ch. 1, section 1

Jan. 16, 2015 Materials: Assignment book if you did not do your hw yesterday- HW: Ch. 3, section 1 vocab and notes. Science Notebook for (P) SQ3R Textbook pg, 76.

Ch. 3 Genetics: Section 1- Mendels’ Work
Jan 16, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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? Relevance: Genetics

SQ3R Ch. 3 Genetics, section 1 Mendel’s Work
Mendel’s Experiment-write question (leave space for Notes on Mendel’s Experiment) 2. Dominant and Recessive Alleles-write question Answer Question after we read

Title: Take a Class Survey (pg. 82)
Purpose: Are traits controlled by dominant alleles more common than traits controlled by recessive alleles? Research: What are dominant alleles? What are recessive alleles? Hypothesis: If alleles are choose 1: dominant/recessive, then the traits will show up choose 1: less/more. Experiment: pg. 81 Part 1-Data Table- copy from pg. 83 Part 2- Are your trains unique? Analysis and Conclusion: Answer # 1-3.

Jan. 20, 2015 Materials: Science Notebook for (P) SQ3R and Take A Class Survey Lab. Textbook pg, 76. We are reviewing.

Today, Jan 20, 2015 SQ3R Group Finish (P)SQ3R for Ch. 3, section 1
Take a Class Survey, p. 82 PSQ3R Group – Finish (P)SQ3R for Ch. 3, section 1. Take a Class survey, pg. 82

Ch. 3 Genetics: Section 1- Mendels’ Work
Jan 20, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. 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? Relevance: Genetics

SQ3R Ch. 3 Genetics, section 1 Mendel’s Work
Mendel’s Experiment-write question (leave space for Notes on Mendel’s Experiment) 2. Dominant and Recessive Alleles-write question Answer Question after we read

Title: Take a Class Survey (pg. 82)
Purpose: Are traits controlled by dominant alleles more common than traits controlled by recessive alleles? Research: What are dominant alleles? What are recessive alleles? Hypothesis: If alleles are choose 1: dominant/recessive, then the traits will show up choose 1: less/more. Experiment: pg. 82 Part 1-Data Table- copy from pg. 83 Part 2- Are your traits unique? Analysis and Conclusion: Answer # 1-3.

Jan. 21, 2015 Materials: Assignment book: HW: Ch. 3, section 2 notes and vocab. Science Notebook for Take A Class Survey Lab. Textbook, pg. 83 Ch. 3 packet pg R and R section 1. Textbook pg, 76 to help you with R and R.

Today, Jan 21, 2015 SQ3R Group Finish Take a Class Survey, p. 82
R and R, section 1- Independent and Silent. Go over Conferences/Start HW PSQ3R Group – Finish (P)SQ3R for Ch. 3, section 1. Take a Class survey, pg. 82

Ch. 3 Genetics: Section 2-Probability and Genetics
Jan 21, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3 Genetics: Section 2-Probability and Genetics To describe the principles of probability and how Mendel applied them to inheritance To state how geneticists use Punnett squares To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and codominance. Learning Goals: Why do traits show up the way that they do? Relevance: Genetics

SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability Probability and Genetics Phenotypes and Genotypes Codominance Answer Question after we read

Jan. 22, 2015 Materials: Assignment Book- HW: Ch. 3, section 2 notes & vocab. Ch. 3 packet pg R and R section 1. Textbook pg, 76 to help you with R and R. Later- Science Notebook for (P)SQ3R Ch. 3, section 2- Probability and Genetics. Textbook-pg. 84

Today, Jan 22, 2015 SQ3R Group Start Ch. 3, section 2- SQ3R
Dragon Genetics Punnett Square Practice PSQ3R Group – Start Ch. 3, section 1- (P)SQ3R. Dragon Genetics Punnett Square Practice

Jan. 23, 2015 Materials: Science Notebook for (P)SQ3R Ch. 3, section 2- Probability and Genetics. Textbook-pg. 84 – we are reviewing/finishing section

Today, Jan 23, 2015 SQ3R Group Finish Ch. 3, section 2- SQ3R
Dragon Genetics Punnett Square Practice Paper Pets start PSQ3R Group – Finish Ch. 3, section 1- (P)SQ3R. Dragon Genetics Punnett Square Practice Paper Pets Start

Jan. 27, 2015 Materials: Assignment Book: HW: Punnett Square Quiz Next Tuesday.- You will get additional practice problems today. Dragon Genetics and Punnett Square Practice Sheet

Today, Jan 26, 2015 SQ3R Group Go over Go over Paper Pets start
Dragon Genetics Punnett Square Practice Paper Pets start Do crosses, Genotypes, Phenotypes first. PSQ3R Group – Go over Dragon Genetics Punnett Square Practice Paper Pets Start Do crosses, Genotypes, Phenotypes first.

Jan. 27, 2015 Materials: Assignment Book: HW: Punnett Square Quiz date change-Next Tuesday. We will go over practice problems on Monday. Paper Pet Work-will be handed out today.

Today, Jan 27, 2015 SQ3R Group Paper Pets start Paper Pets Start
Do crosses, Genotypes, Phenotypes first. Parents should be ready by tomorrow. PSQ3R Group – Paper Pets Start Do crosses, Genotypes, Phenotypes first. Parents should be ready by tomorrow.

Jan. 28, 2015 Materials: Assignment Book: Paper Pet Families due Wed, Feb. 3 Paper Pet Work.

Today, Jan 28, 2015 SQ3R Group Paper Pets start Paper Pets Start
F1 Generation explanation Finish Families PSQ3R Group – Paper Pets Start F1 Generation explanation Finish Families

Jan. 30, 2015 Materials: Assignment Book: Ch. 3, section 4 notes and vocab Science Notebook- (P)SQ3R Ch. 3, section 3. Textbook, pg. 92.

Today, Jan 30, 2015 SQ3R Group SQ3R Ch. 3, section 3
PSQ3R Group – SQ3R Ch. 3, section 3

Jan 30, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3 Genetics: Section 3- The Cell and Inheritance To describe the role of chromosomes in inheritance To identify and describe the events that occur during meiosis Learning Goals: How do organisms really get their alleles? Relevance: Genetics

Meiosis

Feb, 2, 2015 Materials: Additional Punnett Square Practice-if you did them Science Notebook- (P)SQ3R Ch. 3, section 4. Textbook, pg. 97. Packet pg. 13

Today, Feb. 2, 2015 SQ3R Group SQ3R Ch. 3, section 4-DNA Connection
DNA Coloring PSQ3R Group – (P)SQ3R Ch. 3, section 4- DNA Connection DNA Coloring

Feb. 2, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 3 Genetics: Section 3 The DNA Connection To explain the term “genetic code”: To describe the process by which a cell produces proteins To describe different types of mutations and how they affect an organism. Learning Goals: Understanding mutations Relevance: Genetics

SQ3R Ch. 3 Genetics, section 4 The DNA Connection
The Genetic Code How Cells Make Proteins Mutations Answer Question after we read

Protein Synthesis: http://www.youtube.com/watch?v=NJxobgkPEAo

Feb. 3, 2015 Materials: For after the quiz: Packet pg. 11
Or Paper Pet work Or something else

Today, Feb. 3, 2015 SQ3R Group Punnett Square Quiz Punnett Square Quiz
PSQ3R Group – Punnett Square Quiz

Feb, 4, 2015 Materials: Paper Pet Families and Paper Pet Packet
Science Notebook- (P)SQ3R Ch. 3, section 4. Textbook, pg. 97-we are reviewing and finishing section. Packet pg. 13 and then pg. 10.

Today, Feb. 4, 2015 SQ3R Group Paper Pet Presentation
Finish SQ3R Ch. 3, section 4- DNA Connection DNA Coloring R and R, section 4. PSQ3R Group – Paper Pet Presenatation Finish (P)SQ3R Ch. 3, section 4-DNA Connection DNA Coloring R and R, section 4.

SQ3R Ch. 3 Genetics, section 4 The DNA Connection
The Genetic Code How Cells Make Proteins Mutations Answer Question after we read

Protein Synthesis: http://www.youtube.com/watch?v=NJxobgkPEAo

Feb. 5, 2015 Materials: Assignment Book: HW: Ch. 4, section 1 vocab and notes. Packet pg. 13 and then pg. 10. Textbook, pg. 110

Today, Feb. 5, 2015 SQ3R Group Go over DNA Coloring and R and R, section 1. Start Ch. 4, section 1 SQ3R PSQ3R Group – Go over DNA Coloring and R and R, section 1. Start Ch. 4, section 1 SQ3R.

Feb. 6, 2015 Materials: Notebook for (P)SQ3R for Ch. 4, section 1.
Textbook, pg. 110

Today, Feb. 6, 2015 SQ3R Group Start Ch. 4, section 1 SQ3R
Genetics Video PSQ3R Group – Start Ch. 4, section 1 (P)SQ3R. Genetics Video

Feb. 6, 2015 Essential Skills: You will be able to:
CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 4 Modern Genetics: Section 1: Human Inheritance To explain what multiple alleles are. To explain why some human traits show a large variety of phenotypes. To explain how environmental factors can alter the effects of a gene. To explain what determines sex and why some sex linked traits are more common in males than in females. To describe how geneticists use pedigrees Learning Goals: Understanding how humans inherit traits Relevance: Genetics

SQ3R Ch. 4 Modern Genetics, section 1 Human Inheritance
Patterns of Human Inheritance The Sex Chromosomes The effect of the Environment Answer Question after we read

Feb. 9, 2015 Materials: Assignment book: HW: Ch. 4, section 2 notes and vocab. Notebook for (P)SQ3R for Ch. 4, section 1- we need to finish. Textbook, pg. 110-we are reviewing

Today, Feb. 9, 2015 SQ3R Group Start Ch. 4, section 1 SQ3R
Genetics Video PSQ3R Group – Start Ch. 4, section 1 (P)SQ3R. Genetics Video

Feb. 10, 2015 Materials: X linked Genes Sheet.
Notebook for video notes.

Today, Feb. 10, 2015 SQ3R Group Go over X linked Traits packet
Genetics Video PSQ3R Group – Go over X linked Traits packet. Genetics Video

Feb. 11, 2015 Materials: Ch. 4. packet-pg. 5. R and R
Text book-pg. 110 to help with R and R, section 1. Science Notebook- Video Notes Later in class: Science Notebook – for SQ3R Ch. 4, section 2 Textbook, pg. 117

Today, Feb. 11, 2015 SQ3R Group R and R, section 1 SQ3R Group
Finish Part 1 - Genetics Video Start Ch. 4, section 2- Human Genetic Disorders PSQ3R Group – SQ3R Group R and R, section 1 Finish Part 1 - Genetics Video Start Ch. 4, section 2- Human Genetic Disorders

Feb. 11, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 4 Modern Genetics: Section 2: Human Genetic Disorders To describe the causes and symptoms of four human genetic disorders To explain how genetic disorders are diagnosed. To describe how geneticists use pedigrees Learning Goals: Understanding how humans inherit traits Relevance: Genetics

SQ3R Ch. 4 Modern Genetics, section 2 Human Genetic Disorders
Causes of Genetic Disorders Pedigrees Managing Genetic Disorders Answer Question after we read

Feb. 12, 2015 Materials: Assignment Book: HW: Study for next Thursday’s X Linked and Pedigree Quiz. Ch. 4, section 3 notes and vocab Ch. 4 packet, pg. 11. Science Notebook-SQ3R section 2/ Video notes. Textbook, pg We are finishing/reviewing.

Today, Feb. 11, 2015 SQ3R Group R and R, section 1 SQ3R Group
Finish Part 1 - Genetics Video Start Ch. 4, section 2- Human Genetic Disorders PSQ3R Group – SQ3R Group R and R, section 1 Finish Part 1 - Genetics Video Start Ch. 4, section 2- Human Genetic Disorders

Feb. 13, 2015 Materials: Ch. 4 packet, pg. 11 and 12 and then pg. 6.
Science Notebook-Video notes.

Today, Feb. 13, 2015 Go over Pedigree answers R and R section 2-
Independent Silent Go over Genes and Environment

Pedigree answers pg. 11: http://biologycorner

Feb. 18, 2015 Materials: Packet, pgs 9 and 10 if you did the review.
Science Notebook-Video notes and new SQ3R. Textbook, open to pg. 123.

Today, Feb. 18, 2015 Go over study guide
Finish Genes and Environment Part 1. Start section 3, Advances in Genetics SQ3R

Feb. 18, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 4 Modern Genetics: Section 3: Advances in Genetics To describe the three ways of producing organisms with desired traits. To describe the goal of the Human Genome Project? Learning Goals: What are some new advances in genetics. Relevance: Genetics

SQ3R Ch. 4 Modern Genetics, section 3 Advances in Genetics
Selective Breeding Cloning Genetic Engineering Learning about Human Genetics Answer Question after we read

Feb. 20, 2015 Materials: Science Notebook-to have your notebook checked. Bookmark (P)SQ3R Ch. 3, section 1. After your quiz, packet, pg. 7. R and R, section 3.

Today, Feb. 19, 2015 X linked and Pedigree Quiz R and R, section 3.

Feb. 20, 2015 Materials: Packet pg. 7. R and R, section 3.

Today, Feb. 19, 2015 R and R, section 3.
Class Choice- last day for genetics!

Feb. 23, 2015 Materials: Assignment Book: HW: Vocab and Notes for Ch. 1, section 1 Pds. 7 & 8 - TURN IN CH. 4 GENETICS PACKET (pd. 7 & 8 bins) . WE ARE NOT GOING TO FINISH R and R section 3. Textbook, pg. 16. Science Notebook for SQ3R Ch. 1, section 1 -You are getting a new packet.

Feb. 23, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: What is Life? List the characteristics of all living things Identify what all living things need to survive. Learning Goals: What do living things need to survive (class list) Relevance:

SQ3R Ch. 1, Section 1 – pg. 16 What is Life?
The Characteristics of Living Things Life Comes From Life The Needs of Living Things Answer Question

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: What factors are necessary for bread mold to grow? Research: Answer these questions: 1. What are the characteristics of Living Things What are the needs of living things? What kingdom are bread molds in? How to they get nutrients? Hypothesis: 2 statements about the growth of bread moth in 2 different situations. (see experiment first)

Experiment 2 pieces of bread: On one piece of bread: Use a dropper/spray to add some sugar-water to the bread so that it becomes slightly moist. Do not add too much water. One the other piece of bread- leave dry. Seal the bread in a plastic bag and place it in a warm, dark environment for a few days. Examine the bread every few days for mold growth.

Feb. 24, 2015 Materials: Textbook, pg. 16.
Science Notebook for SQ3R Ch. 1, section 1 and Bread Mold Lab prep Possibly packet, pg. 6.

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 What are the needs of living things? What kingdom are bread molds in? How do they get nutrients? Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment first)

Feb. 25, 2015 Materials: Textbook, pg. 16.
Science Notebook Bread Mold Lab Packet, pg. 6.

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 What are the needs of living things? What kingdom are bread molds in? How do they get nutrients? Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment first)

Feb. 25, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 2: The Origin of Life Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Learning Goals: What do living things need to survive (class list) Relevance:

SQ3R Ch. 1, Section 2 – pg. 25 The Origin of Life
Earth’s Early Atmosphere Life’s Chemicals The First Cells Answer Question

Origin of Life Documentary: https://www. youtube. com/watch

May 2, 2015 Materials: Materials: Assignment book: HW: Field Trip forms due next Thurs. Ch. 1, section 3 notes and vocab. Text book: Textbook, pg. 25 Science Notebook Bread Mold Lab and (P)SQ3R Ch. 1, section 1.

May 2, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 2: The Origin of Life Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Learning Goals: Theories on Life… Relevance:

SQ3R Ch. 1, Section 2 – pg. 25 The Origin of Life
Earth’s Early Atmosphere Life’s Chemicals The First Cells Answer Question

Bread Mold Lab Day 6. Get percent.
Make a schedule for who will get the bread each time. Today- make grid

March 3, 2015 Materials: Text book: Textbook, pg. 25
Science Notebook for Video Notes. Packet, pg. 8 R and R, section 2.

March 3, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 3: Classifying Organisms Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Learning Goals: Theories on Life… Relevance:

Ch. 1, Section3– pg. 28 Classifying Organisms Table Topics Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Grp 1- Why do Scientists Classify? (p. 28). Grp 2- Early Classification Systems. (p. 29) Grp 3-The Classification System of Linnaeus (p. 30). Grp 4-Levels of Classification(p.32) 5. Grp 5-Evolution and Classification (p. 34) 6. Grp 6-Classification Today (p. 34) 7. Grp 7-Using the Classification System. (p. 36)

March 4, 2015 Materials: Text book: Textbook, pg. 28.
Science Notebook for Table Topics

March 9, 2015 Materials: Assignment Book: HW: Ch. 1, section 4 notes and vocab. Science Notebook- Bread Mold Lab. Day 11. Science Notebook for Table Topics.

March 10, 2015 Materials: Science Notebook- for Living Mysteries Lab.
Textbook, pg. 38. Science packet, pg. 17.

March 10, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 3: Classifying Organisms Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Learning Goals: Classification Relevance:

Living Mysteries pg. 38 Purpose: How does a taxonomic key help you classify? Research: Answer these questions. Why do scientists classify? How can organisms be classified? What is a taxonomic key? Hypothesis: Skip Experiment: pg. 38 Analysis and Conclusion: Answer questions 1-5. *When finished, work in packet, pg. 17.

March 11, 2015 Materials: Textbook, pg. 40.
Science Notebook-new page for Word Web. Science packet, pgs 13/14, 15/16.

March 11, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 4 The Six kingdoms *Name and describe the six kingdoms into which all organisms are grouped. Learning Goals: The Six kingdoms. Relevance:

Ch. 1, section 4 The Six Kingdoms Word Web
2 statements for each kingdom

March 11, 2015 Materials: Textbook, pg. 40.
Science Notebook-new page for Word Web. Science packet, pgs 13/14, 15/16.

Ch. 1, section 4 The Six Kingdoms Word Web
2 statements for each kingdom

NB pre-check (official check – next week. Day TBA)
1. Must have all titles: Chapter number, section number, name of the section. 2. Must be complete with appropriate responses. i.e- “I was absent is not an appropriate response. You are expected to make up work when you are absent.) 3. Must be readable. Today: You will check your notebook. Give to your partner to check. ***Your notebook WILL NOT be graded until it meets the top 3 criteria. You will see me on your own time to have it graded. (and you will continue to be sent to fix it until it is filled correctly.)

March 12, 2015 Materials: Science packet, pgs 13/14, 15/16.
Science Notebook for bread mold lab and Pre-notebook check.

NB pre-check (official check – next week. Day TBA)
1. Must have all titles: Chapter number, section number, name of the section. 2. Must be complete with appropriate responses. i.e- “I was absent is not an appropriate response. You are expected to make up work when you are absent.) 3. Must be readable. Today: You will check your notebook. Give to your partner to check. Partner will edit your notebook and circle or underline what you need to fix. ***Your notebook WILL NOT be graded until it meets the top 3 criteria. You will see me on your own time to have it graded. (and you will continue to be sent to fix it until it is filled correctly.)

Theories Project 1 Choose 4 theories – See packet. You may also create your own. 2. 2 computers available to research additional theories. 3. We are working on them today and tomorrow. 4. 5 minutes of silent time to read them. Then you may begin working. This is not a partner project, but you may interact with your table mates to come up with similar ideas. Each person is responsible for turning in their own work. Due Date TBA (cross off due dates on paper. Snow days interrupted our start dates.)

March 13, 2015 Materials: Origin of Life Comics sheets and templates.
DUE DATE- write on page: Tuesday, March 11.

March 13, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 2: The Origin of Life Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Learning Goals: Relevance:

March 16, 2015 Materials: Origin of Life Comics instruction sheet and templates. DUE DATE- write on page: Tuesday, March 17.

March 16, 2015 Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 1 Living Things: section 2: The Origin of Life Compare the atmosphere of early Earth with today’s atmosphere State how scientists hypothesize that life arose on early Earth Learning Goals: What are different Theories Relevance:

March 18, 2015 Materials: Science Notebook- Bread Mold Lab. Day 20
Origin of Life Comics Assignment Book: HW: 1. Ch. 1 Assessment for peer review due Tues, March 24. 2. Ch. 1 Assessment DUE DATE- Thursday, March 26.

March 18, 2015 Materials: Ch.1 Assessment Instruction Sheet
Science Notebook Textbook

Today, March 18, 2014 Ch. 1 Assessment Today
You must get approval before you are allowed to get a laptop Laptop Rules Laptops must be signed out with Ms. S. Laptops stay at desk. Notify Ms. S if there are any problems. Laptop Clean up is 7-10 minutes before the end of class because you must connect laptops properly. Clean Up- room must be clean before being dismissed.

Today, March 20, 2015 1- If you have not turned in your Ch. 1 Living Things Packet or Origin of Life comic, you are working on this first. i.e.- you are not allowed to work on project until your packet/comic is turned in. Ch. 1 Assessment Today You must get approval before you are allowed to get a laptop Laptop Rules Laptops must be signed out with Ms. S. Laptops stay at desk. Notify Ms. S if there are any problems. Laptop Clean up is 7-10 minutes before the end of class because you must connect laptops properly. Clean Up- room must be clean before being dismissed.

Today, March 23, 2015 1- If you have not turned in your Ch. 1 Living Things Packet or Origin of Life comic, you are working on this first. i.e.- you are not allowed to work on project until your packet/comic is turned in. Ch. 1 Assessment Today 2- I will be around to grade notebooks –NB check #7. Will record nb checks 6 and 7 together. You must get approval before you are allowed to get a laptop Laptop Rules Laptops must be signed out with Ms. S. Laptops stay at desk. Notify Ms. S if there are any problems. Laptop Clean up is 7-10 minutes before the end of class because you must connect laptops properly. Clean Up- room must be clean before being dismissed.

March 26, 2015 Materials: Ch. 1 assessment / project/with your partner review sheet attached (partner review sheet is 5 pts) on your desk. If you borrowed a text book, please return it and cross your name off sign out sheet. Science Notebook –for Bread Mold Lab – we are not collecting data. Bread was gross and thrown away. You will start your questions.

Today, March 26, 2015 Ch. 1 Presenatiaons
Bread Mold Lab-discussion and questions. Clean Up (old work passed back. Missing work update)

Bread Mold Lab 1. Make sure all group members have same data.
As a group, come up with 4 questions analysis questions that you will answer in your final lab report. (Refer to previous analysis questions.) Write them after your data table. (in your final lab report, you must graph your data and analyze your data.) *Your Living Things Lab report is not a partner project. You will have different group members for the other 2 labs.

March 27, 2015 Materials: If you have not presented:
Ch. 1 assessment / project/with your partner review sheet attached (partner review sheet is 5 pts) on your desk. If you borrowed a text book, please return it and cross your name off sign out sheet. Pd. 4,5,7,8-Science Notebook –for Bread Mold Lab – we are not collecting data. Bread was gross and thrown away. You will start your questions.

Today, March 27, 2015 Finish Ch. 1 Presentations
Pd. 4,5,7,8 - Bread Mold Lab-discussion and questions. Pd. 4,5,7,8 - Clean Up (old work passed back. Missing work update) Continue a video that we started a while back…

Bread Mold Lab 1. Make sure all group members have same data.
As a group, come up with 4 questions analysis questions that you will answer in your final lab report. (Refer to previous analysis questions.) Write them after your data table. (in your final lab report, you must graph your data and analyze your data.) *Your Living Things Lab report is not a partner project. You will have different group members for the other 2 labs.

April 7, 2015 Materials: Assignment Book: HW: Ch. 2, section 1 notes and vocab Science Notebook for Lima Bean Lab, (P)SQ3R or Word/Topic Web… Textbook, pg. 48.

Today, April 7, 2015 New Seats Lock Down Procedures/Seating
Lima Bean Lab set up Old Work returned/ Start HW / Mini Conferences-MP ends on Friday Start (P)SQ3R or Word/Topic Web

April 8, 2015 Materials: Science Notebook for Lima Bean Lab, (P)SQ3R or Word/Topic Web… Textbook, pg. 48.

Today, April 8, 2015 Old Work returned Lima Bean Lab Prep – P, R, H, E
Start (P)SQ3R or Word/Topic Web

Lima Bean Lab Intro: Plants are living organisms, comprising a vast variety of species such as trees, shrubs and bushes, herbs, grasses, vines, ferns, moss, and green algae. They belong to the Plant kingdom. Plants are autotrophs and make their food using the process of photosynthesis with the help of chlorophyll, a green-colored pigment. Plants use the sunlight's energy to convert atmospheric carbon dioxide into simple sugars. Plants also rely on soil for nutrients (nitrogen, phosphorus, magnesium, etc) and water. Additionally, there are plants that grow without soil, or in the dark without sunlight.

Lima Bean Lab Purpose: The purpose of this lab is to see how light affects the growth of a Lima Bean Plant Research: 3 statements about plants Hypothesis: Write 2 If-then statements about a lime bean plant growth in light and dark. If the plant is grown in the light, then the plant will/will not grow as high… If the plant is grown in the dark, then the plant will/will not grow as high… Experiment: 1. Plant your beans! Place one cup in the light. Place one cup in the dark. 2. Create a data table… With your group, determine how your data table will look.

Sit in your assigned seat
April 8, 2015 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. **Ch. 2, section 1 – Viruses Give reasons why viruses are considered to be non-living Describe the basic structure of a virus; Explain how viruses multiply Learning Goals: Understanding Viruses

(P)SQ3R/Word Web Ch. 2, section 1 Viruses pg. 48
What is a virus? Naming Viruses The shapes and Sizes Structure of Viruses How viruses multiply Viruses and the Living World? * If you are doing a Word/Topic Web, the headings go in the circles around the main topic “Viruses”. Each heading gets two statements

Viruses Video Micro Foes Micro HERO Science Sleuth 1. 2. 3.

Ch. 2, section 2- Bacteria Sit in your assigned seat
May 2, 2014 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Ch. 2, section 2- Bacteria Describe ways in which bacteria cells are different from all other organisms’ cells List positive roles that bacteria play in people’s lives Name the two kingdoms of bacteria and tell how bacteria reproduce and survive. Learning Goals: Understanding Bacteria

(P)SQ3R/Word Web Ch. 2, section 2 pg. 56
The Bacterial Cell Two Kingdoms of Bacteria Reproduction in Bacteria Survival Needs Bacteria and the Living World

Bacteria Video Micro Foes Micro HERO Science Sleuth 1. 2. 3.

Background Info- Bacteria Cultures
A bacterial culture is a cultivated colony of bacteria grown in a lab for a variety of purposes, ranging from patient diagnosis to scientific research. Cultures can take hours or days to grow and may require special care, as some bacteria are very finicky about their environment. Successful cultures require a good sample. Doctors can use swabs to collect specimens from the site of an infection, or they can submit blood or other fluids for culture. In the case of environmental research, samples of soil, infected tissue from plants, and water can be useful for a bacterial culture. The sample must be stored in optimal conditions to ensure survival of the bacteria until they reach the lab. There are several ways to set up a bacterial culture. One of the most common is the petri dish. The technician will prepare a shallow dish filled with gel, usually made from agar, a component of seaweed. The gel contains nutrients to support the bacteria after they are introduced.

Background Info- Lysol
Lysol products contain various forms of ammonium chloride such as octyl decyl dimethyl ammonium chloride. Many Lysol products also contain bleach or ingredients that are in bleach such as hypochlorous acid. Other Lysol products contain peroxide which is also a bacteria-killing substance. The ammonium chloride works in Lysol as a dirt-releasing substance while the others, such as bleach, attack the microorganisms by unfolding and separating the proteins

Bacteria Cultures Lab Purpose: Research: Hypothesis:
1. The first purpose of this lab is to observe bacteria cultures, Living Things! 2. The second purpose of this lab is to see the effect of Lysol on bacteria. Research: 3 statements about bacteria growth 2 statements about Lysol Hypothesis: If, then statement about bacteria growth. If then statement about the effect of Lysol.

Experiment: Data table/Observation chart
Quadrant & Source Obs. 1 Number & appearance of colonies or % covered in colonies Obs. 2 Number & appearance of colonies or % covered in colonies Obs. 3 Number & appearance of colonies or % covered in colonies Obs. 4 Number & appearance of colonies or % covered in colonies I II III IV

Draw Petri Dish And label samples. You will be drawing colonies each day you observe. Use color.

Experiment We are using tape instead of a cotton swab. Get sample.
Tape sides of petri dish. Write your name on the tape. Place on window sill in appropriate tray.

Describe how infectious diseases spread from person to person.
May 12, 2015 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. *Ch. 2, section 3 – Viruses, Bacteria, and Your Health Describe how infectious diseases spread from person to person. Describe some ways in which infectious diseases can be treated or prevented. Learning Goals: Staying Healthy. Keeping others healthy.

Meal Worm Lab Background Information:
Mealworms are the larval form of the mealworm beetle, Tenebrio molitor, a species of darkling beetle. Like all holometabolic insects (these insects go through complete metamorphosis), they go through four life stages: egg, larva, pupa, and adult. Larvae typically measure about 2.5 cm or more, whereas adults are generally between 1.25 and 1.8 cm in length.

The First Stage of a Mealworm
The first stage of a mealworm's life is an egg. The color of the egg is white but dusted with age. The Second Stage of a Mealworm The second stage of a mealworm's life is the larva stage, during this stage, it moves about by crawling and it also sheds it's skin several times and this process is known as molting. They look weird when they do molting and their old skin had ridges that look like scales. The Third Stage of a Mealworm The third stage of a mealworm's life is the pupa stage. It is white in color. During this stage, same as the pupa of the butterflies, it sleeps and does not eat at all ! The Fourth Stage of a Mealworm The fourth, and last stage of a mealworm's life is the adult stage. As the beetle grows older, it gets darker in color. This 'beetle stage' is the most active stage in it's life cycle. To protect themselves from their enemies in this stage, they bite hard and move very fast too

Mealworm Lab Purpose: Research:
1. The purpose of this lab is to observe the life cycle of mealworms. Research: 2 statements about Mealworms 3 statements about life cycle. Hypothesis: (not a typical hypothesis). Predict the amount of time it will take for the mealworm to change shape. i.e- the larva will last this long _____ the pupa will last this long _____

Mealworm Observation Chart
Date Observations-drawings, comments, movement, add color, be specific. Stage (larva, pupa, adult)

Experiment-To be included in your report:
Mealworms are living larvae of Grain Beetles. We know they are living because they demonstrate the 6 characteristics of living things: Characteristic Observation 1. 2. 3. 4. 5. 6

Experiment-To be included in your report:
We will provide these mealworms with the following basic needs of living things. List the needs and how you are providing for the needs. Needs Material 1. 2. 3. 4.

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