ROOM 208 WELCOME TO HOMEROOM. 1. Find your

ROOM 208 WELCOME TO HOMEROOM. 1. Find your

ROOM 208 WELCOME TO HOMEROOM. 1. Find your assigned seat. (Look for your envelope or see Ms. Seymour.) 2. See Ms. Seymour for your locker combination. 3. Find your locker. Go try it. 4. Take your seat when the bell rings. ROOM 208 HOMEROOM EXPECTATIONS 1. Be On Time 2. Be Respectful

3. Sit in Assigned Seat 4. Stay in Assigned Seat 5. No Talking During Announcements 6. Wait to be dismissed. AUGUST, 31, 2015 Materials: 1. Pen/Pencil You will need your notebook everyday. 2. Assignment Book: HW-due Thurs, Sept 3 1.Signed Classroom Rules and Procedures

sheet. 2. Signed Lab Safety contract. 3. Science Notebook (bought, made, or used with plenty of paper) AUGUST 31, 2015 1. Sit anywhere for now.. New seats coming in a few minutes ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today : 2. Welcome to 6th Grade Science! 3. Attendance You will need your notebook everyday.

4. Activities at a Glance (board) Science Room Tour Classroom Rules/Procedures HW- write in assignment book. Have book stamped. 5. Names on Popsicle Sticks 6. Review classroom rules/procedures 7. Wait to be dismissed. DAILY CLASSROOM PROCEDURES Your science class will follow the following format each day. You will need your notebook everyday.

Welcome Attendance Activities At A Glance Board Materials, Activities, & Homework (assignment books will be stamped) Essential Skills Specific Learning Goals and Objectives Behavior Expectations Success Criteria ADVISORY AUGUST 31, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~ Today : 1. Welcome to 6th Grade Advisory. 2. Sit anywhere for now. (you will be assigned a seat later) 3. We will go to Ms. Pecks room. Attendance seat numbers. Room Advisory Classroom Rules/Procedures 4. Questions? 5. Work on Something quietly/read 6. Wait to be dismissed.

ROOM 208 BREAK Sit anywhere for now. New seats coming in a few minutes. 1. Rules Be On Time Be Respectful Sit in Assigned Seat Stay in Assigned Seat and Desk Read, Talk Quietly, Have your Snack. If you need to leave the room (Bathroom/Drink/Locker), You must sign out and take the pass. 2. At 10:30, you must report to your assigned seats and take out

required materials. At the end of break, throw away your trash and get ready for pd. 4 SEPTEMBER 1, 2015 Materials: 1. Pen/Pencil 2. Classroom Rules and Procedures packet- we are continuing/reviewing. You will need your Science notebook eve SEPT. 1, 2015

TODAY! 1. Finish Rules/ Procedures 2. Bingo 3. Lab Safety Contract read/draw pictures. 4. Partner Work with Sponge Bob. Thursday- Lab Safety group quiz. 5. Review SEPTEMBER 1, 2015 1.

Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: You will need your notebook everyday. C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts) Learning Goals: To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: Students should be able to:

1. To review Rules and Procedures (muscle memory) 2. To earn your first Science Star Relevance: QuestionWhy should you spend time demonstrating that you understand the classroom rules and procedures? Success Criteria: Name 3 Expectations and/or rewards/consequences. HW reminder: Science notebook /Classroom rules and procedures sheet /lab safety contract signed & due by Thursday REVIEW OF CLASSROOM RULES AND PROCEDURES BINGO Materials: Rules and Procedures packet/Graph paper/Pen/pencil 1. Make a grid on your graph paper. 5 inches by 5 inches. (Each square is 1 inch by 1 inch)

2. Write a classroom rule/procedure/reward/ consequence in each square. 3. Wait for further instructions. You will need your notebook everyd Expectations: Review Bingo-At times talking. At times Quiet SEPTEMBER 2, 2015 You will need your Science notebook every

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

3. Classroom Rules and Procedures packet- Lab Safety Contract Sheet. SEPT. 2, 2015 TODAY! 1. Pds 1,7,8- Bingo finish 2. Lab Safety Group Work Contract-read 3. Partner Work with Sponge Bob. With pictures

Tomorrow1. Gluing Safety and Equipment information our notebook. 2. Goal Setting. 3. Group Work 4. Discussion 4. Lab Safety Video 5. Review Lab safety around the lab room.

SEPTEMBER 2, 2015 1. Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Today: Essential Skills: You will be able to: You will need your notebook everyday. C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts) Learning Goals:

To follow specific teacher given instructions (as compared to creating your own instructions) Learning Objectives: You should be able to: 1. Know the classroom rules and procedures 2. Know Lab safety. Relevance: Question- Tell your partner. Why should you spend time demonstrating that you understand the classroom rules and procedures? Success Criteria: Name 3 Expectations and/or rewards/consequences. HW reminder: Science notebook /Classroom rules and procedures sheet /lab safety contract signed & due by Thursday LAB SAFETY! 1. Read Contract as a class. Discuss.

2. With your partner- Drawing and Sponge Bob Lab safety. 3. We will go over this as a group. 4. Lab Safety video 4. Group Quiz Thursday. LAB SAFETY QUIZ http://www.thatquiz.org/tq/previewtest?G/F/Q/Z/08841314892856 You w ill nee d your Scien

ce not ebook eve SEPTEMBER 3, 2015 Materials: 1. Pen/Pencil 2. Classroom Rules and Procedures & Lab Safety Contract Sheet packet. 3. Science Notebook 4. Sponge Bob & Where is Safe-T? sheet.

SEPT. 3, 2015 TODAY! 1. Show & turn in signed rules and procedures/safety contract 2. Tape or Staple in notebook Notebook Expectations Lab Safety Sheet Picture of students in the classroom 3. Go over Lab safety partner work sheetsSponge Bob. pictures 4. Lab Safety Group Quiz

Class must get a 100% to do labs. Can earn a star if we get a 100% the first time. Tomorrow1. Goal Setting. 2. Group Work 3. Discussion SEPTEMBER 3, 2015 1. Sit in your assigned seat

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~ Today: You will need your notebook everyday. Essential Skills: You will be able to: C-5 Demonstrate Understanding of Concepts (classroom rules and procedures and lab safety) Learning Objectives: You should be able to: 1. Know the classroom rules and procedures 2. Know Lab safety. Relevance Question- Tell your partner.

Why should you spend time demonstrating that you understand the classroom rules and procedures? Success Criteria: Name 3 Expectations and/or LAB SAFETY QUIZ http://www.thatquiz.org/tq/previewtest?G/F/Q/Z/08841314892856 Class must get a 100% to do labs. Can earn a star if we get a 100% the first time. You w ill nee

d your Scien ce not ebook eve SEPTEMBER 4, 2015 Materials: 1. Pen/Pencil 2. Science Notebook SEPT. 5, 2015 TODAY!

1. Pd. 1 and 8 - Lab Safety Group Quiz Class must get a 100% to do labs. Can earn a star if we get a 100% the first time. 2. Team Building-Tallest Tower -Recycled Goods -Goal Setting! SEPTEMBER 4, 2015 1. Sit in your assigned seat

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~~~ Today: You will need your notebook everyday. Essential Skills: You will be able to: C-5 Demonstrate Understanding of Concepts (classroom rules and procedures and lab safety) Learning Objectives: You should be able to: 1. Know the classroom rules and procedures 2. Know Lab safety. Relevance Question- Tell your partner.

Why should you spend time demonstrating that you understand the classroom rules and procedures? Success Criteria: Name 3 Expectations and/or WORKING IN GROUPS! Expectations 1. Everyone participates. 2. You must stay with your group-drifting to another group disqualifies you to earn a star. SCRAP TOWER 1. You will be working with a team of 3 or 2! You will

be given materials to build a freestanding tower . 2. You will be given 15 minutes. 3. The team with the highest freestanding tower wins the challenge. 4. Careful planning, identifying roles and responsibilities as well as creative thinking are essential for this exercise. 5. Tower must be freestanding- Not taped to floor or tray. 6. Ms. S will judge the towers at the end of 15 minutes. RECYCLED GOODS

How it Works 1. In your seat groups 2. You will choose 3 simple objects: a chair, a fork, and a pencil. 3. You will have 10 minutes to think of as many possible uses for it as you can-apart from the WRITE IN SCIENCE NOTEBOOK GROUP ACTIVITIES REFLECTION SEPT. 5, 2015 What did you enjoy in working in a group? (I

enjoyed.. What did you not enjoy when working with a group? (I did not enjoy) What recommendations would you give to your fellow group members? (I recommend that my fellow group members..) What recommendations do you think your group members would give you? (My group members would most likely recommend me to.) Do you think we will be doing many group activities SEPTEMBER 8, 2015 Materials:

Pen/Pencil Science Notebook Recycled Goods Sheet You will need your notebook everyday. SEPTEMBER 8, 2015 1. Science Start Up 2. Pd. 8- Safety Quiz 3. Go over Recycled Goods! 4. Lab Equipment Glue/Tape Picture

Lab Safety packet, pgs 5 & 6- Equipment Work 5. Science Cool Down Stretch. Science Scramble Science Safety T. Trimpe 2008 http://sciencespot.net/ p://www.sciencespot.net/Pages/startersgensci.html Can you unscramble all the phrases below? Hint: They are all related to safety.

1. R A W E OLGEGS G 2. F W T A, not F W F H I 3. S H A W ORU Y NHASD 4. L O F L W O IECRDITONS

5. O D T N O L F O RUONAD T. Trimpe 2008 http://sciencespot.net/ //www.sciencespot.net/Pages/startersgensci.html The answers are ... 1. R AWEAR WE O

LGEGS G GOGGLES 2. F WWAFT, T A, not F WHIFF WFHI not 3. S HWASH A W YOUR N H A SHANDS D 4. L O FFOLLOW L W O I DIRECTIONS

ECRDITONS 5. O D T N O L F O R U O N A D DONT FOOL AROUND T. Trimpe 2008 http://sciencespot.net/ //www.sciencespot.net/Pages/startersgensci.html Greetings! Its September 8, 2014 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: CR-1 Recognize that a creative process is as

important as a creative product. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Use creativity in Science Class today! 2. To identify Lab equipment 3. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

ee you later! Its September 8, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: CR-1 Recognize that a creative process is as important as a creative product. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Use creativity in Science Class today! 2. To identify Lab equipment

3. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ WHAT ARE YOUR NEW GOALS FOR THIS YEAR? Personal. 1. 2. 3 Social 1. 2.

3. Academic 1. 2. 3. Physical 1. 2. 3. SEPTEMBER 9, 2015 Materials:

Pen/Pencil Science Notebook Lab Safety packet You will need your notebook everyday. SEPTEMBER 9, 2015 1. Science Start Up 2. Pd. 8- Finish Lab Equipment- pgs 5 & 6 3. Scientific Method Notebook Packet work, pgs 7,8,11,12 4. Paper Air Plane Lab

Science Pictures Science Equipment T. Trimpe 2008 http://sciencespot.net/ p://www.sciencespot.net/Pages/startersgensci.html Name the following pieces of Lab Equipment 3.

1. 5. 2. 4. T. Trimpe 2008 http://sciencespot.net/ //www.sciencespot.net/Pages/startersgensci.html The answers are ... 1.

Beaker 2. Test Tube 3. Flask 4. 5.

Graduated Cylinder Eye Dropper T. Trimpe 2008 http://sciencespot.net/ //www.sciencespot.net/Pages/startersgensci.html Greetings! Its September 9, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of

Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SCIENTIFIC METHOD

Scientific Method Practice: Packet- Pgs 7, 11, 12, 9 Paper Airplane lab: http:// misterguch.brinkster.net/pplane.pdf ee you later! Its September 9, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific Method

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! Name the Steps of the Scientific SEPTEMBER 10, 2015 Materials:

Pen/Pencil Science Notebook Air Plane Lab Paper Air Plane You will need your notebook everyday. SEPTEMBER 10, 2015 1. Science Start Up 2. Continue Paper Air Plane Lab. 3. Comic your own Scientific Method. Purpose Research

Hypothesis Experiment Analysis Conclusion Science Question Scientific Method T. Trimpe 2008 http://sciencespot.net/ p://www.sciencespot.net/Pages/startersgensci.html

What step of the Scientific Method is this? Your dog has run off again. You think about all the places that he usually runs off to before looking for him. . The answer is ... 1. Research!

Greetings! Its September 10, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them

appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SCIENTIFIC METHOD 1. Paper Airplane lab: http:// misterguch.brinkster.net/pplane.pdf 2. Scientific Method Comic- In your Science Notebook. Create a comic that shows how you used

the Scientific Method to answer a question. Examples- Where is my Science Notebook? How can I get an A on the Math test? Why is my dogs ear red? ee you later! Its September 10, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of

Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! Give examples of when to use the SEPTEMBER 11, 2015

Materials: Pen/Pencil Science Notebook Air Plane Lab Paper Air Plane You will need your notebook everyday. SEPTEMBER 11, 2015 1. Science Start Up 2. Continue Paper Air Plane Lab. 3. Comic your own Scientific Method.

Purpose Research Hypothesis Experiment Analysis Conclusion Science Question Scientific Method T. Trimpe 2008 http://sciencespot.net/

p://www.sciencespot.net/Pages/startersgensci.html What step of the Scientific Method is this? You have been watching birds for the past several months. After counting the birds, you notice that the number. of birds drastically decreases between the months of August to December. What step is this? The answer is ... 1.

Analysis Greetings! Its September 11, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SCIENTIFIC METHOD 1. Paper Airplane lab: http:// misterguch.brinkster.net/pplane.pdf 1. 2. 3.

4. Second plane- 2 throws Averages for first and second planes. Conclusion Post Lab 2. Scientific Method Comic- In your Science Notebook. Create a comic that shows how you used the Scientific Method to answer a question.

Examples- Where is my Science Notebook? How can I get an A on the Math test? Why is my dogs ear red? ee you later! Its September 11, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! Give examples of when to use the SEPTEMBER 15, 2015 Materials: You will need your notebook everyday.

Pen/Pencil Science Notebook Air Plane Lab/Paper Air Plane Maybe later- Lab Safety Packet SEPTEMBER 15, 2015 1. Science Start Up 2. Finish Paper Air Plane Lab. 3. Comic your own Scientific Method. Purpose Research Hypothesis Experiment

Analysis Conclusion 4. Gallery Walk or Sharing with neighbors. 5. Start Observations and Inferences. SCIENCE STARTER DAILY CHALLENGE Scientists #1

SCIENTISTS ANSWER THE FOLLOWING QUESTIONS ABOUT SCIENTISTS 1. Which of the following scientists studies animals? A. Botanist, B. Zoologist, C. Geologist 2. What does a volcanologist study? A. Constellations, B. Plants, C. Volcanoes 3. Which of the following scientists studies insects? A. Mycologist, B. Ornithologist, C. Entomologist

4. Albert Einstein was a scientist famous for his work on physics. Where was he born? A. Germany, B. United States, C. France 5. Which of the following scientists studies the oceans? A. Oceanographer, B. Astronomer, C. AND THE ANSWERS ARE: 1. Which of the following scientists studies animals? A. Botanist, B. Zoologist, C. Geologist 2. What does a volcanologist study? A. Constellations, B. Plants, C. Volcanoes 3. Which of the following scientists studies

insects? A. Mycologist, B. Ornithologist, C. Entomologist 4. Albert Einstein was a scientist famous for his work on physics. Where was he born? A. Germany, B. United States, C. France 5. Which of the following scientists studies the oceans? A. Oceanographer, B. Astronomer, C. Greetings! Its September 15, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ 1. Paper Airplane lab: http://

misterguch.brinkster.net/pplane.pdf 1. 2. 3. 4. Second plane- 2 throws Averages for first and second planes. Conclusion Post Lab 2. Scientific Method Comic- In your Science Notebook.

Create a comic that shows how you used the Scientific Method to answer a question. Examples- Where is my Science Notebook? How can I get an A on the Math test? Why is my dogs ear red? YOUR SCIENTIFIC METHOD COMIC! P, R, H, E, A, C- ee you later! Its September 15, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Scientific Method ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Science Cool Down! Give examples of when to use the SEPTEMBER 16, 2015 Materials: Pen/Pencil Science Notebook Lab Safety Packet You will need your notebook everyday. SEPTEMBER 16, 2015 1. Science Start Up

2. Finish Paper Comic -own Scientific Method. Purpose Research Hypothesis Experiment Analysis Conclusion 4. Gallery Walk or Sharing with neighbors. 5. Start Observations and Inferences. Science Scramble

A Words T. Trimpe 2008 http://sciencespot.net/ Can you unscramble all the words below? Hint: They all start with the letter A. I DAC 1. I have a pH less than 7. RAI 2. I am composed mostly of

nitrogen. MAOT 3. I am made of protons, neutrons, and electrons. N UAT R T O SA 4. I like my space. M N S I A LA

5. Zoologists study us. The answers are ACID 1. I have a pH less than 7. AIR 2. I am composed mostly of nitrogen. ATOM

3. I am made of protons, neutrons, and electrons. ASTRONAUT 4. I like my space. ANIMALS 5. Zoologists study us. Greetings! Its September 16, 2015

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. 2. Know the differences between a qualitative and quantitative observations,

and an inference. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 1. Finish Scientific Method Comic- In your Science Notebook. 2. Intro to Observations and Inference. 1. Pgs 13 & 14. 2. Stations- pg. 10 3. IF you finish early- continue through to pg. 16 YOUR SCIENTIFIC METHOD COMIC! P, R, H, E, A, C-

ee you later! Its September 16, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. State the steps of the Scientific Method and use them appropriately. 2. Know the differences between a qualitative and

quantitative observations, and an inference. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SEPTEMBER 17, 2015 Materials: Pen/Pencil Science Notebook Lab Safety Packet You will need your notebook everyday.

SEPTEMBER 17, 2015 1. Science Start Up 2. Continue Observations and Inferences. 3. Controls, Independent and Dependent Variables. Science Observations T. Trimpe 2008 http://sciencespot.net/ Name: one Qualitative Observation. One Quantitative Observation. One Inference Greetings! Its September 17, 2015

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsObservations and Inferences/ Control, Experimental, Independent and Dependent variables ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations, and an inference.

2. Be able to recognize the control, independent, and dependent variables in an experiment. TODAY- SEPTEMBER 17, 2015 1. Continue Observations and Inference-Pgs 13 & 14, and observation Stations, p. 10. 2. Cut and tape Observation and Inference Notes, and Experimental, Control, IV, DV notes in notebook. 3. Stations- pg. 10 (If you finish early- continue pgs 15 & 16.) 4. Start Control, Independent and Dependent Notes 5. Practice.

ee you later! Its September 17, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations,

and an inference. 2. Be able to recognize the control, independent, and dependent variables in an experiment. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SEPTEMBER 18, 2015 Materials: Pen/Pencil Science Notebook Lab Safety Packet You will need your notebook everyday.

SEPTEMBER 18, 2015 1. Science Start Up 2. Continue Observations and Inferences. 3. Controls, Independent and Dependent Variables. Mystery Photo Fridays Challenge 1 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5.

THE ANSWERS: Greetings! Its September 18, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsObservations and Inferences/ Control, Experimental, Independent and Dependent variables ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to:

1. Know the differences between a qualitative and quantitative observations, and an inference. 2. Be able to recognize the control, independent, and dependent variables in an experiment. TODAY- SEPTEMBER 18, 2015 1. Finish Observations and Inferences 2. Start Control, Independent and Dependent Notes 3. Practice with Experimental/Control/Independent/Dependent Variables

1. 2. Sheet 1 - together as a class. Sheet 2- together when someone who choose the same sheet as you. 1. Option a- Sponge Bob 2. Option 2- Simpsons (more challenging)

3. If you finish early, see Ms. Seymour for more practice ee you later! Its September 18, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations, and an inference. 2. Be able to recognize the control, independent, and dependent variables in an experiment. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SEPTEMBER 21, 2015 Materials: You will need your notebook everyday.

Pen/Pencil Science Notebook Sponge Bob/or Simpsons sheet SEPTEMBER 21, 2015 1. Science Start Up 2. Continue with Controls, Independent and Dependent Variables. 3. Start Graphing. Notes Practice

Science Question T. Trimpe 2008 http://sciencespot.net/ Think about a lab you did last year. 1.What was the lab called/or what did you do? 2.What was the control? 3.What was the independent variable?

Greetings! Its September 21, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts1. Control, Experimental, Independent and Dependent variables 2. Graphing ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to:

1. Be able to recognize the control, independent, and dependent variables in an experiment. 2. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. TODAY- SEPTEMBER 21, 2015 1. Finish Experimental/Control/Independent/Dependent Variables. Sponge Bob Go over. Simpsons Go over. 2. Start Graphing

Notes Glue notes sheet Packet 1 together. Sheet 1- complete Sheet 2-complete ee you later! Its September 18, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations, and an inference. 2. Be able to recognize the control, independent, and dependent variables in an experiment. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

SEPTEMBER 22, 2015 Materials: Pen/Pencil Science Notebook 3 or 4 colored pencils Ruler You will need your notebook everyday. SEPTEMBER 22, 2015 1. Science Start Up

2. Graphing. Tape notes. Go over Notes & add drawings. Practice 3. Practice Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a lengend) SCIENCE STARTER DAILY CHALLENGE Science Trivia

SCIENCE TRIVIA 1. In an average lifetime, does a person have more breaths or heartbeats? 2. TRUE or FALSE? Dead peoples toenails continue to grow. 3. Would you find your philtrum under your nose, tongue, or chin? 4. Does the human bladder hold less or more liquid than a juice box? 5. About how many hours does an adult dream if he sleeps for 7.5 hours: 1.5, 3, or 5 hours? THE ANSWERS ARE

1. In an average lifetime, does a person have more breaths or heartbeats? 2. TRUE or FALSE? Dead peoples toenails continue to grow. 3. Would you find your philtrum under your nose, tongue, or chin? 4. Does the human bladder hold less or more liquid than a juice box? 5. About how many hours does an adult dream if he sleeps for 7.5 hours: 1.5, 3, or 5 hours? Greetings! Its September 21, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

SEPTEMBER 22, 2015 1. Graphing. Tape the Choosing the Right Graph Picture Tape the Components of Graphs and Types of Graphs into Notebook Notes (more notes- drawings) Practice 3. Practice Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) DRAW THIS EXAMPLE OF A LINE GRAPH WITH A LEGEND

DRAW THIS EXAMPLE OF A BAR GRAPH WITH A LEGEND NOW- PRACTICE . Practice Go over problems. Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) You may work with someone from your table and move to your designated locations. *These sheets will be turned in.

ee you later! Its September 22, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations, and an inference.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! SEPTEMBER 24, 2015 Materials: You will need your notebook everyday. Assignment Book Laptop (dont get until Ms. S goes over instructions) Pen/Pencil

Science Notebook Later- Graphing Sheets/ Ruler SEPTEMBER 24, 2015 1. Laptops Go over online textbook: Write in front of Science Notebook and Assignment book: Username: TEScience Password: 23flowers! Website & Choices 2. Graphing.

Go over Notes/ drawings. Continue Practice 3. Practice Front and Back of first sheet Choose either graph # 3 or # 4. (includes a legend) Greetings! Its September 24, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ DRAW THIS EXAMPLE OF A LINE GRAPH WITH A LEGEND DRAW THIS EXAMPLE OF A BAR GRAPH WITH A

LEGEND PRACTICE . Practice Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) You may work with someone from your table and move to your designated locations. *These sheets will be turned in. ee you later! Its September 24, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Essential Skill: C-5: Demonstrate Understanding of ConceptsGraphing ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! SEPTEMBER 25, 2015

Materials: You will need your notebook everyday. Assignment Book: HW: 1. Study for Next Fridays Quiz (10-2) 2. Notebook check next Friday (10-2) Pen/Pencil Science Notebook Ruler SEPTEMBER 25, 2015 1. Assignment books stamped (while you are doing

Science Start Up) 2. Science Start Up 3. Graphing. Go over Notes & add drawings. Practice 4. Practice Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) Mystery Photo Fridays Challenge 1

SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. THE ANSWERS: Greetings! Its September 25, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives: You should be able to: 1. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SEPTEMBER 25, 2015 1. Graphing. Review Components of Graphs Notes (drawings) 2. Practice Front and Back (pgs. 1 & 2)

Choose either page 3 or 4. (includes a legend) DRAW THIS EXAMPLE OF A LINE GRAPH WITH A LEGEND DRAW THIS EXAMPLE OF A BAR GRAPH WITH A LEGEND NOW- PRACTICE . Practice Go over problems. Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend)

You may work with someone from your table and move to your designated locations. *These sheets will be turned in/looked at.(not graded) ee you later! Its September 25, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations, and an inference. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! SEPTEMBER 28, 2015 Materials: Science Notebook

You will need your notebook everyday. Graphing Sheet from Friday & your graph paper Pen/Pencil Ruler SEPTEMBER 28, 2015 *Progress Reports go out Wednesday. If you are missing work, turn it in today. 1. Science Start Up 3. Graphing. Go over Notes & add drawings. Practice

4. Practice Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) 5. Go over. Turn in (to be looked at/not graded) Science Question T. Trimpe 2008 http://sciencespot.net/ Read Scenario. Answer Question Four groups of guinea pigs are first massed

and then fed identical diets except for the amount of vitamin A they receive. Each group gets a different amount. After 3 weeks on the diet, the guinea pigs masses are measured again to see if there has been First mass Qui a decrease. z Fr 1.What was the control? Vitamin A

Second Mass 2.What was the independent variable? iday ! Greetings! Its September 28, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SEPTEMBER 28, 2015 1. Graphing. Review Components of Graphs Notes (drawings)

2. PracticeFront and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) DRAW THIS EXAMPLE OF A LINE GRAPH WITH A LEGEND DRAW THIS EXAMPLE OF A BAR GRAPH WITH A LEGEND ee you later! Its September 28, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and quantitative observations, and an inference. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

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

*Progress Reports go out Wednesday. If you are missing work, turn it in today. 1. Science Start Up 2. Graphing. Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) 3. Have finished work checked in order to get credit. 4. ReminderStart seeing Ms. S to go over contract if you are opting for Learning Choices. We will start Earths Waters tomorrow. Print your Learning Choice sheet before meeting with her so you will know your options.

Science Question T. Trimpe 2008 http://sciencespot.net/ Read Scenario. Answer Question A researcher is curious to find out what effect classical music has on peoples level of relaxation (as measured by heart rate). He suspects that listening to classical music will make people feel more calm and relaxed. He lets one group listen to classical music for one hour. He lets another group sit in a quiet room for one hour (i.e they hear no Qu iz F

music). After one hour, he monitors the heart rate of riday! roomtheir level of relaxation. each participant to Quiet measure Classical Music 1.What was the control? Heart 2.What was the independent variable? rate Greetings! Its September 29, 2015

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of Concepts- Graphing ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Knowing the parts of a graph, when to use a particular graph correctly, graphing correctly. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

SEPTEMBER 28, 2015 1. Graphing. 2. Practice3. Go over. Front and Back (pgs. 1 & 2) Choose either page 3 or 4. (includes a legend) DRAW THIS EXAMPLE OF A LINE GRAPH WITH A LEGEND DRAW THIS EXAMPLE OF A BAR GRAPH WITH A

LEGEND ee you later! Its September 29, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-5: Demonstrate Understanding of ConceptsScientific Method and Observations and inferences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: 1. Know the differences between a qualitative and

quantitative observations, and an inference. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Science Cool Down! You will need your notebook everyd SEPTEMBER 30, 2015 Materials: Assignment Book: HW: Notes and Vocab for Ch. 1, sect. 1 (leave

assignment open to be stamped) Progress Reports Science Notebook Lab Safety Packet Pen/Pencil SEPTEMBER 30, 2015 1. Science Start UP 2. Turn in Lab Safety Packet/Old work returned/Progress Reports 3. Intro to SQ3R reading strategy Notes go in notebook. 4. New Earths Waters Packet 10 minutes to work on Notes/ Vocab - review where to find notes and vocab.

(Ms. S will be meeting with those who are opting for Learning Contract. 4. Remainder of class- Silent Work. (no group work today. Stay in your assigned seats unless you are moving up to see the smart board.) Finish your graphing and show Ms. S Secret Life on 118 Green Street: https:// www.youtube.com/watch?v=KY6ITXvVaKg Science Question T. Trimpe 2008 http://sciencespot.net/

What would this graph look like? Graph it. Studen t 1 2 3 Math Mark 85 95

75 Science Mark 70 85 80 Qui z Frid ay

! What would this graph look like? Graph it. Answer. Qui z Frid ay !

SEPTEMBER 30, 2015 1. Science Start UP 2. Turn in Lab Safety Packet/Old work returned 3. Intro to SQ3R reading strategy Notes go in notebook. 4. New Earths Waters Packet 10 minutes to work on Notes/Vocab - review where to find notes and vocab. (Ms. S will be meeting with those who are opting for Learning Contract. 4. Remainder of class- Silent Work. (no group work today. Stay in your assigned seats unless you are moving up to see the smart board for 118 Green Street.)

Finish your graphing and show Ms. S Secret Life on 118 Green Street: https:// www.youtube.com/watch?v=KY6ITXvVaKg Greetings! Its September 30, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Essential Skill: C-7 State Implications and Consequences Our Precious Water! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Learning Objectives: You should be able to: *Give examples of how people and other living things use water. *Identify how earths water is distributed among salt and fresh water sources. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ e you later! Its September 30, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Essential Skill: C-7 State Implications and Consequences Our Precious Water! ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: *Give examples of how people and other living things use water. * Identify how earths water is distributed among salt and fresh water sources. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Science Cool Down! SQ3R NOTES Tape Note s in NB Survey- the section Question- Write each main title (greenish

title) and question in left column. Write a minimum of one question. Read-together as a group. Recite- (answer your question in the right column.) Review R and Rs in packet. SQ3R CH. 1, SECT. 1 HOW IS WATER IMPORTANT? *How Do People Use Water? write question Water and Living Things

write question Water on Earth write question Answer Question (after we read) You will need your notebook everyd OCTOBER 1, 2015 Materials: Science Notebook

Pen/Pencil Graph paper-get from bin OCTOBER 1, 2015 1. Science Start UP 2. Notebook Pre-Check 3. Silent Practice for Quiz 4. Go over 5. Remaining time Study with partner Or Study Group with Ms. Seymour Science Question

T. Trimpe 2008 http://sciencespot.net/ What would this graph look like? Graph it. Animals Time 1 (mph) Dog 26 Cat 15

Hamster 55 Time 2 (mph) Time 3 (mph) 27 16 30 30

12 20 Qui z Frid ay ! What would this graph look like? Graph it. Answer.

Draw together Qui z Frid ay ! OCTOBER 1, 2015 1. Science Start UP

2. Notebook Pre-Check 3. Silent Practice for Quiz 4. Go over 5. Remaining time Study with partner Or Study Group with Ms. Seymour You will need your notebook everyd OCTOBER 2, 2015 Materials: L.C Group- Assignment Book: HW: (only if it applies to you)- Search for and

print articles for Ch. 1 Earths water. Print and bring to class on Monday. Science Notebook Pen/Pencil OCTOBER 2, 2015 1. Quiz! Independent Silent Talkers/whispers/people making noises lose points for being distracting to your peers who are trying to concentrate.

2. Notebook check NR- not ready. i.e- missing dates. (-2) L- notebook not here in class (but you were not absent yesterday) (-3) These numbers will increase as the year progresses. 3. After the quiz, work on something else silently You will need your notebook everyd OCTOBER 5, 2015 Materials:

LC Group (advanced research choice) Assignment book: HW: Due Oct. 16, Annotated Bibliography 6 websites, 3 books Science Notebook Pen/Pencil Text book OCTOBER 5, 2015 1. Science Start Up 2. Intro to SQ3R Reading Strategy. 2. Start Ch. 1, section 1 Reading. (pg. 16) Apply

SQ3R. Choose readers/ Read. 3. See a few water Conservation Videos! Science Question T. Trimpe 2008 http://sciencespot.net/ Why is Water Important? Can you list some reasons Share Responses

OCTOBER 5, 2015 1. Science Start Up L.C. Group you may work in back station 2. Intro to SQ3R Reading Strategy. 1. Science Start Up (Go to Ms. Ss website-Daily PPT)

4. See a few water Conservation Videos! 3. Read Ch. 1, section 1 Reading. (pg. 16). 2. Choose your reading 3. Start Ch. 1, section 1 Strategy. Reading. (pg. 16) Apply Make sure you label the SQ3R. chapter section, and section

Choose readers/ Read. title. 4. Start your Learning Choices (Advanced Research SQ3R NOTES Tape Note s in NB

Survey- the section Question- Write each main title (greenish title) and question in left column. Write a minimum of one question. Read-together as a group. Recite- (answer your question in the right column.) Review R and Rs in packet. SQ3R CH. 1, SECT. 1 HOW IS WATER IMPORTANT? *How Do People Use Water?

write question Water and Living Things write question Water on Earth write question Answer Question (after we read) Greetings! October 5, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~

Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: * Give examples of how people and other living things use water. * Identify how earths water is distributed among salt and fresh water sources. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SQ3R CH. 1, SECTION 1

HOW IS WATER IMPORTANT? *How Do People Use Water? write question Water and Living Things write question Water on Earth write question Answer Question (after we read)

WATER CONSERVATION VIDEOS Why waste today when you can save for tomorrow. http://www.youtube.com/watch?v=hC9uVM162BI Water Conservation Commercial: http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1 Dont Waste Water: http://www.youtube.com/watch?v=yruv27B0d4k Save Water: http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related ~~~~~~~~~ Home water saving tips: http://www.youtube.com/watch?v=rRsiz5ykjuc Energy Conservation for kids: http://www.youtube.com/watch?v=Xz8sVG6GVWw

LOOK AT THIS! (ESPECIALLY THE DESIGN YOUR OWN EXPERIMENT GROUP) https://www.youtube.com/watch?v=S-WGCSB6VSQ Thoughts? - Crazy? Weird? Cool? Not a good idea? ee You Later! October 5, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~

Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: * Give examples of how people and other living things use water. * Identify how earths water is distributed among salt and fresh water sources. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ You will need your notebook everyd

OCTOBER 6 & 8, 2015 PD. 4 Materials: Science Notebook Pen/Pencil Textbook Earths Waters Packet OCTOBER 6 & 8, 2015 1. Science Start Up 2. ReviewSQ3R Reading Strategy.

3. Continue Ch. 1, section 1 Reading. (pg. 16)/SQ3R. Read. 4. R and R (Review and Reinforce). Independent/silent/Go over 5. Personal Water Use chart- in notebook. Start tomorrow. 6. Hear from LC Groups. 7. Cool experiment video

L.C. Group you may work in back station 1. Science Start Up (Go to Ms. Ss website-Daily PPT) 2. Choose your reading Strategy. Make sure you label the chapter section, and section title. 3. Read Ch. 1, section 1 Reading. (pg. 16). 4. Continue Learning Choices for section 1. 5. Share section 1 choice with class. May use computers if

Science Question T. Trimpe 2008 http://sciencespot.net/ Name the 5 ways that people use water. Give an example of each 1. Household Uses2. Agriculture3. Industry4. Transportatio n- SQ3R NOTES

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

column.) Review R and Rs in packet. SQ3R CH. 1, SECT. 1 HOW IS WATER IMPORTANT? *How Do People Use Water? write question Water and Living Things write question Water on Earth write question

Answer Question (after we read) reetings! October 6 & 8, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: * Give examples of how people and other living things use water. * Identify how earths water is distributed among salt and fresh

water sources. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ SQ3R CH. 1, SECTION 1 HOW IS WATER IMPORTANT? *How Do People Use Water? write question Water and Living Things

write question Water on Earth write question Answer Question (after we read) WATER CONSERVATION VIDEOS Why waste today when you can save for tomorrow. http://www.youtube.com/watch?v=hC9uVM162BI Water Conservation Commercial: http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1 Dont Waste Water: http://www.youtube.com/watch?v=yruv27B0d4k

Save Water: http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related ~~~~~~~~~ Home water saving tips: http://www.youtube.com/watch?v=rRsiz5ykjuc Energy Conservation for kids: http://www.youtube.com/watch?v=Xz8sVG6GVWw LOOK AT THIS! (ESPECIALLY THE DESIGN YOUR OWN EXPERIMENT GROUP) https://www.youtube.com/watch?v=S-WGCSB6VSQ

Thoughts? - Crazy? Weird? Cool? Not a good idea? ee You Later! October 6, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: You should be able to: * Give examples of how people and other living things use water. * Identify how earths water is distributed among salt and fresh

water sources. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ You will need your notebook everyd OCTOBER 8, 2015 Materials: Assignment Book: leave open for Ms. S to stamp. Copy all of it. HW:

1. Ch. 1, section 2 notes and vocab 2. Start studying for next Fridays Ch. 1, section 1 and 2 Quiz. Science Notebook Pen/Pencil Textbook SSR Book OCTOBER 8, 2015 PDS 1,7,8 L.C. Group you may work in back Tomorrow- Guest Teacher plans station

1. See quizzes/Old work returned/grades 1. See quizzes/Old work returned/grades Work on HW Ch. 1, section 2 SQ. SSR 2. Science Start Up (Go to Ms. Ss website-Daily PPT)

2. Science Start Up 3. Water Use Chart Fill out 4. Start Ch. 1, section 2-SQ3R. 3. Water Use Chart Fill out Read. Reading Strategy. 6. Start Ch. 1, section 2-SQ3R. Learning Choices for section 2. 7. Read/ Notes 8. Cool experiment video 5. last of 15 minutes of class to

decide a group project- presenting information from the chapter that your classmates have not read about. Decide responsibilities. Go in SQ3R CH. 1, SECTION 2 PROPERTIES OF WATEROCT. 8, 2015-PG. 23 *1. Waters Unique Structure -Question *2. Surface Tension -Question *3. Capillary Action -Question

*4. Water, the Universal Solvent -Question *5. Changing State -Question *6. Why Ice Floats -Question *7. Specific Heat -Question Answer Question Science Question

T. Trimpe 2008 http://sciencespot.net/ Think of all the reasons water is amazing. List them. Share responses Greetings! October 8, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives for Ch. 1, section 2 The properties of Water You should be able to: *Describe the physical and chemical properties of water. *Explain how water dissolves other polar substances *Identify three states in which water exists on Earth. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 8, 2015 *1. Waters Unique Structure -Question

*2. Surface Tension -Question *3. Capillary Action -Question *4. Water, the Universal Solvent -Question *5. Changing State -Question *6. Why Ice Floats -Question *7. Specific Heat -Question

Answer Question Water Molecule: 2 Hydrogen Atoms 1 Oxygen Atom Surface Tension Tightness across the surface: Polar Molecule : - and + Capillary Action Water the Universal Solvent

Attraction of water molecules to other materials. LOOK AT THIS! (ESPECIALLY THE DESIGN YOUR OWN EXPERIMENT GROUP) https://www.youtube.com/watch?v=S-WGCSB6VSQ Thoughts? - Crazy? Weird? Cool? Not a good idea?

WATER USE REPORT: HOW MUCH WATER DO I USE? Purpose: The purpose of this lab is to: Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited. Background Info: How much water do you use everyday in your home? Would you be surprised to learn that

according to the USGS the average American uses between 80100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water. WATER USE REPORT: HOW MUCH WATER DO I USE? Research: Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc)

Hypothesis: (after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes. Experiment: Part 1- Fill out the Water Use chart for one week. Part 2- Fill out the Water Use chart after making changes in your water use practices. Analysis: TBA Conclusion: TBA You will need your notebook everyd

OCTOBER 12, 2015 Materials: Science Notebook Pen/Pencil Textbook Earths Waters Packet OCTOBER 12, 2015 PDS 4 & 5 1. Old Work Back(pd. 5 - quizzes) /Fridays Stars/Notes in Notebook SSR while waiting for quiz/finish SQ 3R for section 1. SQ for section 2.

2. Science Start Up 3. Water Use Chart fill out for Sunday L.C. Group you may work in back station Assignment Book: Thursday, Oct. 22. 1. Group Project Presentation 2. Group Experiment Presentation 4. Review Friday- how did it go?

1. Old Work Back/Notes in Notebook Finish reading, R and R, section 1. Go over 2. Science Start Up (Go to Ms. Ss website-Daily PPT) 5. Put Ch. 1, section 2 Water Notes 3. Water Use Chart Fill out for in NB.

Sunday 6. Start Ch. 1, section 2-SQ3R. 4. Start Ch. 1, section 2-SQ3R. 7. Read/ Notes Read. Reading Strategy. 8. Cool experiment video Learning Choices for section 2. OCTOBER 12, 2015 1. Old Work Back/Fridays Stars/Notes in Notebook 2. Science Start Up 3. Water Use Chart fill out for

Sunday L.C. Group you may work in back station Assignment Book: Thursday, Oct. 22. 1. Group Project Presentation 2. Group Experiment Presentation 4. Review Friday- how did it go? 1. Old Work Back/Notes in 5. Put Ch. 1, section 2 Water Notes in NB.

6. Start Ch. 1, section 2-SQ3R. 7. Read/ Notes 8. Cool experiment video Notebook 2. Science Start Up (Go to Ms. Ss website-Daily PPT) 3. Water Use Chart Fill out for Sunday 4. Start Ch. 1, section 2-SQ3R. Read. Reading Strategy. Learning Choices for section 2.

Mystery Photo Fridays-Monday! Challenge 3 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2 1 5 3

4 THE ANSWERS: Greetings! October 12, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 2 The properties

of Water You should be able to: *Describe the physical and chemical properties of water. *Explain how water dissolves other polar substances *Identify three states in which water exists on Earth. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ WATER USE CHARTNOTEBOOK FOR SUNDAY Fill out Chart for Sunday. SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23

*1. Waters Unique Structure -Question *2. Surface Tension -Question *3. Capillary Action -Question *4. Water, the Universal Solvent -Question *5. Changing State -Question *6. Why Ice Floats -Question *7. Specific Heat

-Question Answer Question Water Molecule: 2 Hydrogen Atoms 1 Oxygen Atom Surface Tension Tightness across the surface: Polar Molecule : - and +

Capillary Action Water the Universal Solvent Attraction of water molecules to other materials. LOOK AT THIS! (ESPECIALLY THE DESIGN YOUR OWN EXPERIMENT GROUP) https://www.youtube.com/watch?v=S-WGCSB6VSQ Thoughts? - Crazy? Weird? Cool?

Not a good idea? You will need your notebook everyd OCTOBER 13, 2015 Materials: Science Notebook Pen/Pencil Textbook Earths Waters Packet L.C. Group you may work in

OCTOBER 13, 2015back station 1. Science Start Up 1. Science Start Up (Go to Ms. Ss website-Daily PPT) 2. Water Use Chart fill out for 2. Water Use Chart Fill out for Sunday (pd. 4 and 5) and Sunday/Monday Monday

7. Cool experiment video (pds 1,7,8) 3. Start/Continue Ch. 1, section 2SQ3R. Read. Reading Strategy. Learning Choices for section 2. 4. Properties of Water Lab. 8. Start Properties of Water Lab 5. Work on Group Project/ Group

Experiment 3. Continue/Start Ch. 1, section 2-SQ3R. 9. R and R in packet. *See checklist by Science Question-pds 4 & 5 T. Trimpe 2008 http://sciencespot.net/

Besides needing water for the 5 categories we studied in section 1, why is water interesting 1. List a few reasons and explain.. Science Question-pds 1,7,8 T. Trimpe 2008 http://sciencespot.net/ Write an example of when you have seen this, and explain your reasoning for each (in detail). Do not use examples from the book.

1. Capillary Action2. Surface Tension3. Water, the Universal Solvent- WATER USE CHART- NOTEBOOK FOR SUNDAY/MONDAY Fill out Chart for Sunday. Greetings! October 13, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 2 The properties of Water You should be able to: *Describe the physical and chemical properties of water. *Explain how water dissolves other polar substances *Identify three states in which water exists on Earth. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23

*1. Waters Unique Structure -Question *2. Surface Tension -Question *3. Capillary Action -Question *4. Water, the Universal Solvent -Question *5. Changing State -Question *6. Why Ice Floats -Question *7. Specific Heat

-Question Answer Question Water Molecule: 2 Hydrogen Atoms 1 Oxygen Atom Surface Tension Tightness across the surface: Polar Molecule : - and +

Capillary Action Water the Universal Solvent Attraction of water molecules to other materials. LOOK AT THIS! (ESPECIALLY THE DESIGN YOUR OWN EXPERIMENT GROUP) https://www.youtube.com/watch?v=S-WGCSB6VSQ Thoughts? - Crazy? Weird? Cool?

Not a good idea? You will need your notebook everyd OCTOBER 14, 2015 Materials: Assignment Book and Study Guide: Make the change: Quiz is moved to Monday, October 19. Test is moved to Friday, October 23 Science Notebook Pen/Pencil

Textbook Earths Waters Packet OCTOBER 14, 2015L.C. Group you may work in back station 1. Science Start Up 1. Science Start Up (Go to Ms. 2. Water Use Chart fill out forSs website-Daily PPT) Tuesday 2. Water Use Chart Fill out for Tuesday.

3. Finish Ch. 1, section 2SQ3R/ Continue Properties of 3. Properties of Water Lab. Water Lab (20 minutes). Go 4. Work on complete your over. checklist. 4. Station 1 and 6 with Ms. S. Ch. 1, section 2-SQ3R. 5. Finish reading the section. Read. Reading Strategy. Learning Choices for section 6. R and R in packet. 2. Work on Group Project/ Science Question-pds 1,7,8

T. Trimpe 2008 http://sciencespot.net/ Draw this beaker of water and A+B- molecules. 1. 2. How would water molecules attach to these A+ B- molecules. Draw them. What is this process called? Science Question-pds 4 & 5

T. Trimpe 2008 http://sciencespot.net/ Write an example of when you have seen this, and explain your reasoning for each (in detail). Do not use examples from the book. 1. Capillary Action2. Surface Tension3. Water, the Universal Solvent- WATER USE CHARTNOTEBOOK FOR TUESDAY Fill out Chart for Sunday. Greetings! October 14, 2015

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 2 The properties of Water You should be able to: *Describe the physical and chemical properties of water. *Explain how water dissolves other polar substances *Identify three states in which water exists on Earth.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23 *1. Waters Unique Structure -Question *2. Surface Tension -Question *3. Capillary Action -Question *4. Water, the Universal Solvent -Question *5. Changing State

-Question *6. Why Ice Floats -Question *7. Specific Heat -Question Answer Question Water Molecule: 2 Hydrogen Atoms 1 Oxygen Atom Surface Tension

Tightness across the surface: Polar Molecule : - and + Capillary Action Water the Universal Solvent Attraction of water molecules to other materials. You will need your notebook everyd OCTOBER 15, 2015

Materials: Science Notebook Pen/Pencil Textbook Earths Waters Packet pg. 9 OCTOBER 15, 2015L.C. Group you may work in back station 1. Science Start Up 2. Water Use Chart fill out for Wednesday

3. Go over properties of water Lab. 4. Finish reading the section. 2 short videos States of Matter Why Ice floats 5. R and R in packet. 1. Science Start Up (Go to Ms. Ss website-Daily PPT) 2. Water Use Chart Fill out for

Wednesday. 3. Properties of Water Lab. 4. Work on complete your checklist. Ch. 1, section 2-SQ3R. Read. Reading Strategy. Learning Choices for section 2. Work on Group Project/ Science Question-pds 1,7,8 T. Trimpe 2008 http://sciencespot.net/

Review Time!-section 1 (have you been studying?) 1. 2. 3. 4. 71 % How much water is on the planet? Of this water on the planet, how much is 97% salt water? 3%

Of this water on the planet, how much is fresh water? *Household Name the purposes 5 categories of how water is used. *Industry *Agriculture *Transportation Science Question-pds 4 & 5

T. Trimpe 2008 http://sciencespot.net/ Draw this beaker of water and A+B- molecules. 1. 2. How would water molecules attach to these A+ B- molecules. Draw them. What is this process called? WATER USE CHARTNOTEBOOK FOR WEDNESDAY Fill out Chart for Sunday.

Greetings! October 14, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 2 The properties of Water You should be able to: *Describe the physical and chemical properties of water. *Explain how water dissolves other polar substances

*Identify three states in which water exists on Earth. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23 *1. Waters Unique Structure -Question *2. Surface Tension -Question *3. Capillary Action -Question *4. Water, the Universal Solvent

-Question *5. Changing State -Question *6. Why Ice Floats -Question *7. Specific Heat -Question Answer Question VISUALSWhy does ice float? https://

www.youtube.com/watch?v=ZB-XBX1S15w States of Matter: https:// www.youtube.com/watch?v=KCL8zq jXbME You will need your notebook everyd OCTOBER 16, 2015 Materials: Science Notebook Pen/Pencil

Textbook Earths Waters Packet OCTOBER 16, 2015L.C. Group you may work in * Its Friday- get your stars from Ms. S if you had a job/chairs. 1. Science Start Up 2. Water Use Chart fill out for Thursday 3. Finish reading the section. 2 short videos States of Matter

Why Ice floats 4. R and R in packet. 5. Review back station. Check our Science Fair Info! 1. Science Start Up (Go to Ms. Ss website-Daily PPT) 2. Water Use Chart Fill out for Thursday 3. Ms. S must see you today!

P,R,H,E,A,C go over. 4. Work on your checklist. Ch. 1, section 2-SQ3R. Read. Reading Strategy. Learning Choices for section 2. Science Question-pds T. Trimpe 2008 http://sciencespot.net/ Why is this glass wet?

1. Below is a picture of a glass of cold water. 2. Why is the outside of the glass wet? Draw a picture and explain WATER USE CHARTNOTEBOOK FOR THURSDAY Fill out Chart for Sunday. Greetings! October 16, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 2 The properties of Water You should be able to: *Describe the physical and chemical properties of water. *Explain how water dissolves other polar substances *Identify three states in which water exists on Earth. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ SQ3R SECTION 2 PROPERTIES OF WATER- OCT. 12, 2015 PG. 23

*1. Waters Unique Structure -Question *2. Surface Tension -Question *3. Capillary Action -Question *4. Water, the Universal Solvent -Question *5. Changing State -Question *6. Why Ice Floats -Question *7. Specific Heat

-Question Answer Question VISUALSWhy does ice float? https:// www.youtube.com/watch?v=ZB-XBX1S15w States of Matter: https:// www.youtube.com/watch?v=KCL8zq jXbME

You will need your notebook everyd OCTOBER 19, 2015 Materials: Pen/Pencil Notebook- (after the quiz) Textbook-(after the quiz) Earths Waters Packet OCTOBER 19, 2015 1. Quiz today. No Science Start UP

2. When you are finished with the Quiz Water Use Chart- Control Side only. Sat and Sun filled out. The entire week should be filled out. Ch. 1, section 3 notes and vocab in packet SQ Ch. 1, section 3 The Water Cycle. SSR or work on other work/missing work. L.C. Group you may work in

back station. Check our Science Fair Info! 1. Quiz today. No Science Start UP. 2. When you are finished with the Quiz. Water Use Chart- Control Side only. Sat and Sun filled out. The entire week should be filled out. Ch. 1, section 3 notes and vocab 4. Work on your checklist.

Ch. 1, section 3 Read. Reading Strategy. You will need your notebook everyd OCTOBER 19, 2015 Materials: Pen/Pencil Notebook- (after the quiz) Textbook-(after the quiz) Earths Waters Packet OCTOBER 19, 2015

1. Quiz today. No Science Start UP 2. When you are finished with the Quiz Water Use Chart- Control Side only. Sat and Sun filled out. The entire week should be filled out. Ch. 1, section 3 notes and vocab in packet SQ Ch. 1, section 3 The Water Cycle. SSR or work on other work/missing work.

L.C. Group you may work in back station. Check our Science Fair Info! 1. Quiz today. No Science Start UP. 2. When you are finished with the Quiz. Water Use Chart- Control Side only. Sat and Sun filled out. The entire week should be filled out. Ch. 1, section 3 notes and

vocab 4. Work on your checklist. Ch. 1, section 3 Read. Reading Strategy. You will need your notebook everyd OCTOBER 20, 2015 Materials: Science Notebook Pen/Pencil Textbook

Due Friday- Earths Waters Packet// LC Packet with Vocab/Notes/Learning choices OCTOBER 20, 2015L.C. Group you may work in 1. Science Start Up 2. Water Use Chart Explanation on control and experiment. Fill out Experiment chart for Sunday and Monday. 3. Start Ch. 1, section 3 SQ3R

Video Take notes 4. R and R, section 3 Independent Silent Go over. back station. 1. Science Start Up (Go to Ms. Ss website-Daily PPT) 2. Water Use Chart Fill out

Finish Control Side Experiment side- choose on item you are going to try to use less water for. 3. Work on your checklist. Ch. 1, section 3-SQ3R. Read. Reading Strategy. Learning Choices for section 3. Work on Group Project/ Science Question

T. Trimpe 2008 http://sciencespot.net/ Draw a picture of the water cycle. Include all the terms and drawings that you can remember Does your drawing look like this? WATER USE CHARTFirst- Calculate the Total Number of Times (3rd to last column) and the Total Weekly Water Use (gallons) (last column). ~Calculators are by the windows. HOW? Multiply the Total Number of Times by the Estimated Amount of Water Used

Second- Experiment: 1. This week your goal is to see if there are areas in which you can use less water. 2. Choose one item on your experiment chart and Star/Highlight/Circle it. WATER USE CHART- NOTEBOOK FOR SUNDAY AND MONDAY Fill out Chart for Sunday. Greetings! October 20, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~

Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 3 The Water Cycle You should be able to: *to describe how earths water moves through the water cycle. *list ways that living things depend on the water SQ3R SECTION 3 WATER CYCLE OCT.

Write the Section Headings 1. Water Evaporates -write question 2. Clouds Form -write question 3. Water Falls As Precipitation -write question 4. A Global Process -write question Answer Question

THE WATER CYCLE 1. https://www.youtube.com/watch?v=0_c0ZzZfC8c https://www.youtube.com/watch?v=7b3NFol01yo 2. Take notes 3 statements: 1. New Info. 2 Old Info. 3. 3. Interesting Info. R and RIndependent

Silent Go over RESTATE TO THE CLASS A good way to know if you understand the material is to re-state it to someone else! In groups of 2, you will be given a topic to restate the class. Restate the most important thing from your topic. (some topics will be repeated). How do people use water? Water and Living Things Water on Earth Waters unique structure Surface Tension Capillary Action

Water, the Universal Solvent Changing State Why Ice Floats Specific Heat Water Evaporates/Clouds Form/Water Falls You will need your notebook everyd OCTOBER 21, 2015 Materials: Science Notebook Pen/Pencil

Textbook Earths Waters Packet Mini White board and your own marker Due Friday- Earths Waters Packet// LC Packet with Vocab/Notes/Learning choices LC REMINDERS/MODIFICATIONS1. We start a new Chapter Monday. Must have printed Learning choices from website and see Ms. S to go over the contract before Monday if you plan to start Monday. (Activity, Advisory.) 2. Large numbers of LC members mean you might have to stay in your seat. (but you may go to the LC corner to get the advanced reading resources to help you.) Ms. S will tell you the times you can work in your groups (to control noise levels.)

3. Print your articles/materials before you get to class. (only one LC computer.) 4. Experiments must be completely typed and complete with P,R,H,E, & A questions before doing the experiment. 5. If you are completing experiments in school, they now must be completed during Activity so that Ms. S can help you. 6. Must maintain grades of 90+ on assignments-such as quizzes. OCTOBER 21, 2015L.C. Group you may work in 1. Science Start Up 2. Water Use Chart back station.

1. Science Start Up (Go to Ms. Ss website-Daily PPT) 3. Continue Ch. 1, section 2. Water Use Chart Fill out 3 SQ3R Video Take notes 4. R and R, section 3 Independent Silent Go over.

3. Work on your checklist. Ch. 1, section 3-SQ3R. Read. Reading Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment Science Question T. Trimpe 2008 http://sciencespot.net/

Look at the Water Cycle Picture What is missing from this picture? WATER USE CHARTNOTEBOOK FOR TUESDAY Fill out Chart for Sunday. Greetings! October 21, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives for Ch. 1, section 3 The Water Cycle You should be able to: *to describe how earths water moves through the water cycle. *list ways that living things depend on the water SQ3R SECTION 3 WATER CYCLE OCT. Write the Section Headings 1. Water Evaporates

-write question 2. Clouds Form -write question 3. Water Falls As Precipitation -write question 4. A Global Process -write question Answer Question THE WATER CYCLE 1.

https://www.youtube.com/watch?v=0_c0ZzZfC8c https://www.youtube.com/watch?v=7b3NFol01yo 2. Take notes 3 statements: 1. New Info. 2 Old Info. 3. 3. Interesting Info. R and RIndependent Silent Go over

RE-QUESTION TO THE CLASS Your task is to write a question that your classmates will answer. You must know the answer. How do people use water? Water and Living Things Water on Earth Waters unique structure Surface Tension Capillary Action Water, the Universal Solvent Changing State Why Ice Floats

Specific Heat Water Evaporates/Clouds Form/Water Falls You will need your notebook everyd OCTOBER 22, 2015 Materials: Science Notebook Pen/Pencil Textbook Earths Waters Packet

Due Friday- Earths Waters Packet// LC Packet with Vocab/Notes/Learning choices LC REMINDERS/MODIFICATIONS1. We start a new Chapter Monday. Must have printed Learning choices from website and see Ms. S to go over the contract before Monday if you plan to start Monday. (Activity, Advisory.) 2. Large numbers of LC members mean you might have to stay in your seat. (but you may go to the LC corner to get the advanced reading resources to help you.) Ms. S will tell you the times you can work in your groups (to control noise levels.) 3. Print your articles/materials before you get to class. (only one LC computer.) 4. Experiments must be completely typed and complete with P,R,H,E, & A questions before doing the experiment. 5. If you are completing experiments in school, they now must be completed

during Activity so that Ms. S can help you. 6. Must maintain grades of 90+ on assignments-such as quizzes. OCTOBER 22, 2015L.C. Group you may work in LC Presentation! Pds. 1,7,8 back station. 1. Science Start Up (Go to Ms. 1. Science Start Up Ss website-Daily PPT) 2. Water Use Chart 2. Water Use Chart Fill out 3. Textbook Review. 3. Work on Textbook Review

Pg. 38 Optional but remember Must 1-16, 19-21. In your notebook. keep grades at 90 +) 4. While working on Reviewsee quizzes/get stars/grades. 4. Work on your checklist. Ch. 1, section 3-SQ3R. 5. Go over textbook review. Read. Reading Strategy. 6. Finish Bill Nye/White Learning Choices for section board questions. 3. Work on Group Project/

WATER USE CHARTNOTEBOOK FOR WEDNESDAY Fill out Chart for Sunday. Greetings! October 22, 2015 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Essential Skill: T-3. Organize, apply, produce, and communicate knowledge accurately and creatively. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives for Ch. 1, section 3 The Water Cycle

You should be able to: *to describe how earths water moves through the water cycle. *list ways that living things depend on the water SQ3R SECTION 3 WATER CYCLE OCT. Write the Section Headings 1. Water Evaporates -write question 2. Clouds Form -write question

3. Water Falls As Precipitation -write question 4. A Global Process -write question Answer Question THE WATER CYCLE https:// www.youtube.com/watch?v=0_c0ZzZfC8c https:// www.youtube.com/watch?v=7b3NFol01yo

Take notes 3 statements: 1. New Info. 2 Old Info. 3. Interesting Info. RE-QUESTION TO THE CLASS Your task is to write a question that your classmates will answer. You must know the answer. How do people use water? Water and Living Things Water on Earth Waters unique structure

Surface Tension Capillary Action Water, the Universal Solvent Changing State Why Ice Floats Specific Heat Water Evaporates/Clouds Form/Water Falls Complete Textbook Review. Independent and Silent. Pg. 38 1-16, 19-21. In your notebook.

(Notebook check) When finished work on: SSR Missing Work Other Work You will need your notebook everyd OCTOBER 23, 2015 Materials: Science Notebook Pen/Pencil

Earths Waters Packet LC REMINDERS/MODIFICATIONS1. We start a new Chapter Monday. Must have printed Learning choices from website and see Ms. S to go over the contract before Monday if you plan to start Monday. (Activity, Advisory.) 2. Large numbers of LC members mean you might have to stay in your seat. (but you may go to the LC corner to get the advanced reading resources to help you.) Ms. S will tell you the times you can work in your groups (to control noise levels.) 3. Print your articles/materials before you get to class. (only one LC computer.) 4. Experiments must be completely typed and complete with P,R,H,E, & A questions before doing the experiment. 5. If you are completing experiments in school, they now must be completed during Activity so that Ms. S can help you.

6. Must maintain grades of 90+ on assignments-such as quizzes. OCTOBER 23, 2015L.C. Group Its Friday! *Turn in Earths Waters *Turn in Earths Waters packet. Packet- All vocab and notes. All R and All vocab and notes

attached Rs, and Properties of Water Lab to packet. Learning Choices completed. 1. Ch. 1 Test. Independent Silent Notebooks checked 2. Fill out water use chart for Thursday 3. After the test-SSR. Other work. Stay silent

attached to packet. 1. Ch. 1 Test Independent Silent Notebooks checked- make sure Reading strategies are in notebook. 2. Fill out water use chart for 4. if time- Mystery Photo Friday Thursday

Mystery Photo Fridays Challenge 4 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2 1 5 3

4 THE ANSWERS: You will need your notebook everyd OCTOBER 26, 2015 Materials: Assignment Book- HW: Monday- Ch. 2, section 1 vocab # 1-7 and notes Tuesday- Ch. 2, section 1 vocab # 8-14

Science Notebook Pen/Pencil Textbook OCTOBER 26, 2015 1. Science start Up. L.C. Group 2. New Packet! Ch. 2, 1. Science start Up. sect 1 2. New Packet! Ch. 2, section 1

3. Vocab and Notes. 4. SQ for section 2. 3. LC discussion! 4. Start section 1, Ch. 2. Work on your checklist. Ch. 1, section 1. Read. Reading Strategy. Learning Choices for section 1. Mystery Photo Fridays-Monday

Challenge 4 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2 1 5 3 4

THE ANSWERS: FILL OUT WATER USE CHART FOR LAST WEEK- ENTIRE SIDE SHOULD BE FILLED OUT. CALCULATE TOTALS AS WELL . Fill out Chart for Sunday. Now: Work on Ch. 2, section 1 vocab and notes Monday HW; # 1-7 Tuesdays HW: 8-14 SQ section 1 (first part) ~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~ Ch. 2, section 1 Streams and Rivers (p. 42) *1. How do Rivers begin -Question *2. Factors that Affect Runoff -Question *3. River Systems -Question *4. Rivers Shape the Land -Question LC Discussion

1. New members. Welcome! 2. Go over Expectations. Clarifications what you do during the class Quiet work time unless given permission to work in groups Any Questions 3. Changes Group numbers (drawers, your work space, other suggestions Computer schedule Other Suggestions Group Time

4. Former LC membersWhat worked What didnt work Suggestions Advice for new members. OCTOBER 22, 2014 Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ Learning Goals and Thinking Skills:

You will be able to: C-7. State Implications and Consequences Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land

Describe conditions that can cause floods and how floods can be controlled Learning Goals: To understand the relationship between the land and water flow. Relevance: What can you tell me about rivers or streams? You will need your notebook everyd OCTOBER 28, 2015 Materials: Science Notebook

Pen/Pencil Graph paper? OCTOBER 28, 2015L.C. Group (Pd. 4,5,8 presentations) L.C. Group (Pd. 4,5,8 presentations) 1. Science start Up and READ lesson objectives! 1. Science start Up.

2. Graph Water Use Data 2. Graph Water Use Data 3. Start Ch. 2, section 1 SQ3R. Pg. 42 4. Tape Lab sheet in Notebook. Go over tomorrows lab. 3. Start section 1, Ch. 2.

4. Work on your checklist. If its your Computer Day/time-use time wisely. In hall to discuss graph and schedule. Work on Ch. 1, section 1. Read. Reading Strategy. Learning Choices for section 1. Ideas for Science QuestionGraphing Practice! Yay!

T. Trimpe 2008 http://sciencespot.net/ Read the information below and then answer the questions. SpongeBob and Patrick love to go jellyfishing. They wondered if a new brand of jellyfish bait would help them catch more jellyfish. To test their idea, they bought a big container of bait for their next 3 trips to their top-secret fishing spot. SpongeBob fished without any bait, while Patrick used the new bait. Both of them kept track of how many jellyfish they caught in 30 minutes, which is shown in the chart. 1. Which is the control group?

2. What is the independent variable? 3. What is the dependent variable? 4. Based on the data, how would you rate the new bait? SpongeBob Patrick 25 24 18

28 26 19 Read the information below and then answer the questions. SpongeBob and Patrick love to go jellyfishing. They wondered if a new brand of jellyfish bait would help them catch more jellyfish. To test their idea, they bought a big container of bait for their next 3 trips to their top-secret fishing spot.

SpongeBob fished without any bait, while Patrick used the new bait. Both of them kept track of how many jellyfish they caught in 30 minutes, which is shown in the chart. 1. Which is the control group? SpongeBob Patrick 25 24

18 28 26 19 SpongeBobs fishing 2. What is the independent variable? Jellyfish Bait 3. What is the dependent variable? Number of jellyfish caught

4. Based on the data, how would you rate the new bait? The bait appears to have helped a small amount, but shouldnt be rated as a great deal. Overall Patrick caught 2 more jellyfish than SpongeBob. GRAPH YOUR CONTROL AND EXPERIMENTAL DATA! 1. Put it in your notebook. 2. What kind of graph will you use? 3. What will the x,y and main titles be? 4. Will there be a key? You will need your notebook everyd

OCTOBER 29, 2015 Materials: Assignment Book (maybe?): HW: Finish P, R, H, E, A, C in Notebook Science Notebook Pen/Pencil Later- textbook, pg. 42 OCTOBER 29, 20151. Science start Up and READ lesson objectives! 1. Science start Up.

-Ms. S will meet with you to go over location chart. 2. P, R, H, A Water Use Data (finish E) (15 minutes) 2. P, R, H, A Water Use Data (finish E) 3. Start Ch. 2, section 1 SQ3R.

4. Work on your checklist. Pg. 42 4. Tape Lab sheet in Notebook. 3. Start section 1, Ch. 2. If its your Computer Day/time-use time wisely. In hall to discuss group project/experiment.

Work on Ch. 1, section 1. Read. Reading Strategy. Learning Choices for section Science QuestionExperiment Practice! Yay! T. Trimpe 2008 http://sciencespot.net/ Read the information below and then answer the questions. Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not insulin being produced by these cells, the amount of glucose in the blood will remain high.

glucose level above 140 for an extended period of time is not considered normal. This disease, if not brought under control, can lead to severe com Answer the following questions concerning the data below and then graph it. Time After Eating hours 0.5 1 1.5 2 2.5 3 4

Glucose mg /dL of Blood Person A 170 155 140 135 140 135 130 1. What is the dependent variable. 2. What is the independent variable?

3. What kind of graph is this? Glucose mg /dL of Blood Person B 180 195 230 245 235 225 200 Read the information below and then answer the questions.

Diabetes is a disease affecting the insulin producing glands of the pancreas. If there is not insulin being produced by these cells, the amount of glucose in the blood will remain high. glucose level above 140 for an extended period of time is not considered normal. This dise if not brought under control, can lead to severe complications. Answer the following questions concerning the data below and then graph it. Time After Eating hours 0.5 1 1.5 2

2.5 3 4 Glucose mg /dL of Blood Person A 170 155 140 135 140 135 130

Glucose mg /dL of Blood Person B 180 195 230 245 235 225 200 Glucose levels in the blood 1. What is the dependent variable?

Time after eating 2. What is the independent variable? 3. What kind of graphLine The effect of time on amount of glucose in the blood CONTINUE WITH OUR WATER USE GRAPH Title 1. On a new page, write the title of this lab. 2. Write the Purpose of the lab. 3. Write 3 Research statements.

4. Write your Hypothesis. 5. Did you finish your experiment? (graph with 3 titles) 6. Answer the Analysis questions. Was it easy or hard to save water? Why? What changes do you plan to make about your water use? How can you share the message about our limited available water and encourage others to save water? 7. Write your Conclusion

Purpose: Research: 1. 2. 3. Hypothesis: If____________________, then_________ Experiment: Your graph (make sure it is finished) Analysis: 1. 2.

3. Conclusion: GREETINGS! OCTOBER 29, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~

Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~Learning Goals: To understand the relationship between

the land and water flow. SQ3R SECTION 1 STREAMS AND RIVERS, *1. How do Rivers begin -Question *2. Factors that Affect Runoff -Question *3. River Systems -Question *4. Rivers Shape the Land -Question

Answer Question LAB TITLE: HOW FAST DOES A STREAM FLOW? (P. 46) Purpose: How does the slope of a stream and the volume of water it contains affect its speed? Research: Name the 3 factors that affect stream speed? * * * Hypothesis: (2 statements) 1. If the slope is (choose one: high or low)_________, then (explain stream

speed) ___________. 2. If there is (choose one: more or less water)_______, then (explain stream speed) __________ . Experiment: (pg. 46) with a few changes Data table/Graph 1 GRADUATED CYLINDERS EXPERIMENT-LOW SLOPE Trial # 1 2 3

Average time = Time (may either estimate seconds or keep exact time) 2 GRADUATED CYLINDERS EXPERIMENT-LOW SLOPE Trial # 1 2 3 Average

time = Time (may either estimate seconds or keep exact time) HIGH SLOPE EXPERIMENT (1 GRADUATED CYLINDER) Trial # 1 2 3 Average

time = Time (may either estimate seconds or keep exact time) LOW SLOPE EXPERIMENT (1 GRADUATED CYLINDER) Trial # 1 2

3 Average time = Time (may either estimate seconds or keep exact time) ANALYZE AND CONCLUDE (PG. 47) 1. Average the three trials for each experiment. Record the average times on your data table. 2. Calculate the average stream speed for each experiment using the following formula: = Distance (60 cm)/average time

3. Graph the speeds on one graph. 4. How did the speed of the stream change when you increased the volume of water? 5. How did the speed of the stream change when you increased the slope? 6. Think About It What errors might have affected your data? How could they be reduced? Conclusion: 1. My first hypothesis was ____________: __________________ SEE YOU LATER! OCTOBER 28, 2015 Learning Goals and Thinking Skills:

You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: Students should be able to:

Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. You will need your notebook everyd OCTOBER 30, 2015 Materials:

Science Notebook Pen/Pencil Textbook, pg. 42 OCTOBER 30, 20151. Science start Up and READ lesson objectives! Its Friday! Stars? 1. Science start Up. 2. Start/Continue section 1, Ch. 2.

2. Start/continue Ch. 2, section 1 SQ3R. 3. Tape Lab sheet in Notebook- you will do the lab after the class does it. Pg. 42 4. Work on your checklist. 4. Tape Lab sheet in

Notebook. If its your Computer Day/time-use time wisely. In hall to discuss group project/experiment. Work on Ch. 1, section 1. 5. Intro to lab. (Start Lab on Monday.) 6. Continue reading. Read. Reading Strategy.

Learning Choices for section Mystery Photo Fridays Challenge 5 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2 1 5

3 4 THE ANSWERS: GREETINGS! OCTOBER 29, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. SQ3R SECTION 1 STREAMS AND RIVERS, *1. How do Rivers begin -Question *2. Factors that Affect Runoff -Question *3. River Systems -Question Watershed:

https://www.youtube.com/watch ?v=f63pwrMXkV4 *4. Rivers Shape the Land -Question Rivers shape the land: https://www.youtube.com/watch ?v=n0n3vEul0Hc Answer Question LAB TITLE: HOW FAST DOES A STREAM FLOW? (P. 46) Purpose: How does the slope of a stream and the volume of

water it contains affect its speed? Research: Name the 3 factors that affect stream speed? * * * Hypothesis: (2 statements) 1. If the slope is (choose one: high or low)_________, then (explain stream speed) ___________. 2. If there is (choose one: more or less water)_______, then (explain stream speed) __________ . Experiment: (pg. 46) with a few changes

Data table/Graph 1 GRADUATED CYLINDERS EXPERIMENT-LOW SLOPE Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time)

2 GRADUATED CYLINDERS EXPERIMENT-LOW SLOPE Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time)

HIGH SLOPE EXPERIMENT (1 GRADUATED CYLINDER) Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time)

LOW SLOPE EXPERIMENT (1 GRADUATED CYLINDER) Trial # 1 2 3 Average time = Time (may either estimate seconds or keep

exact time) ANALYZE AND CONCLUDE (PG. 47) 1. Average the three trials for each experiment. Record the average times on your data table. 2. Calculate the average stream speed for each experiment using the following formula: = Distance (60 cm)/average time 3. Graph the speeds on one graph. 4. How did the speed of the stream change when you increased the volume of water? 5. How did the speed of the stream change when you increased the slope?

6. Think About It What errors might have affected your data? How could they be reduced? Conclusion: 1. My first hypothesis was ____________: __________________ SEE YOU LATER! OCTOBER 28, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. You will need your notebook everyd NOV. 4, 2015 Materials: Science Notebook Pen/Pencil Textbook ?

NOV. 4, 2015 L.C. Group Missing Work?/Old work 1. Science start Up and returned. Names of people READ lesson objectives! who must see Ms. S ASAP. 1. Science start Up. 2. Finish Analysis and Conclusion 3. Go over. Earn star 4. See Grades. 5. Continue with Ch. 2,

section 1 Reading, SQ3R 2. Complete your Stream Flow Lab. 3. Analyze and Conclude 4. Work through your checklist Science Scramble Science Experiments T. Trimpe 2008 http://sciencespot.net/

Can you unscramble all the words below? Hint: They are all related to science experiments. 1. A D T A 2. P O H T E H I S Y S 3. O R C D E R U P 4. N O C U C L I N O S 5. L A Y S N A I S The answers are ... 1. A D T A

DATA 2. P O H T E H I S Y S HYPOTHESIS 3. O R C D E R U P PROCEDURE 4. N O C U C L I N O S CONCLUSION

5. L A Y S N A I S ANALYSIS GREETINGS! OCTOBER 29, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. SQ3R SECTION 1 STREAMS AND RIVERS, *1. How do Rivers begin -Question *2. Factors that Affect Runoff -Question *3. River Systems -Question Watershed: https://www.youtube.com/watch

?v=f63pwrMXkV4 *4. Rivers Shape the Land -Question Rivers shape the land: https://www.youtube.com/watch ?v=n0n3vEul0Hc Answer Question LAB TITLE: HOW FAST DOES A STREAM FLOW? (P. 46) Purpose: How does the slope of a stream and the volume of water it contains affect its speed?

Research: Name the 3 factors that affect stream speed? * * * Hypothesis: (2 statements) 1. If the slope is (choose one: high or low)_________, then (explain stream speed) ___________. 2. If there is (choose one: more or less water)_______, then (explain stream speed) __________ . Experiment: (pg. 46) with a few changes Data table/Graph

1 GRADUATED CYLINDERS EXPERIMENT-LOW SLOPE Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time)

2 GRADUATED CYLINDERS EXPERIMENT-LOW SLOPE Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time) HIGH SLOPE EXPERIMENT

(1 GRADUATED CYLINDER) Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time) LOW SLOPE

EXPERIMENT (1 GRADUATED CYLINDER) Trial # 1 2 3 Average time = Time (may either estimate seconds or keep exact time)

ANALYZE AND CONCLUDE (PG. 47) 1. Average the three trials for each experiment. Record the average times on your data table. 2. Calculate the average stream speed for each experiment using the following formula: = Distance (60 cm)/average time 3. Graph the speeds on one graph. 4. How did the speed of the stream change when you increased the volume of water? 5. How did the speed of the stream change when you increased the slope? 6. Think About It What errors might have affected your

data? How could they be reduced? Conclusion: 1. My first hypothesis was ____________: __________________ SEE YOU LATER! OCTOBER 28, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. You will need your notebook everyd NOV. 5, 2015 Materials: Science Notebook Pen/Pencil Textbook pg. 44 Earths Waters Ch.2 Packet

NOV. 5, 2015 1. Science start Up. 2. Continue with Ch. 2, section 1 Reading, SQ3R. Finish part 1 Reading/video clips SQ part 2 Profile of a river, Rivers and Floods, Can floods be controlled? Reading 3 R/Video clips 3. R and R, section 1 Independent

Silent Go over L.C. Group 1. Science start Up and READ lesson objectives! 2. Complete your Analyze and Conclude 4. Work through your checklist Ch. 2, section 1 Read. Reading Strategy. Learning Choices for section 1. Work on Group Project/ Group

Experiment If you have to talk to group members, you must go in the Science Question- T. Trimpe 2008 http://sciencespot.net/ READ THE INFORMATION BELOW AND THEN ANSWER THE QUESTIONS. 1. If you timed a bottle moving from a 90 meter starting point and stopping point with 30 seconds. What is its speed?

3 m/s 2. Which one would have the greater run off (using the same amount of water)? A. low slope B. high slope x 3. Which one would have the lesser run off? A. move volume of water? B. less volume of water?

x 4. In our Stream which factorWe that affects runoff not Nature Flow of theLab, ground surface.

only used the PVCwas pipe for the entire tested? How do you know? GREETINGS! NOV. 5, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. SQ3R SECTION 1 STREAMS AND RIVERS, *1. How do Rivers begin -Question *2. Factors that Affect Runoff -Question *3. River Systems -Question

Watershed: https://www.youtube.com/watch ?v=f63pwrMXkV4 *4. Rivers Shape the Land -Question Rivers shape the land: https://www.youtube.com/watch ?v=n0n3vEul0Hc Answer Question THE 6 PENNSYLVANIA WATERSHEDS

SQ3R SECTION 1 STREAMS AND RIVERS *5. Profile of a River -Question Meanders and Oxbow lake: http://www.youtube.com/watch?v=4qKS_Nk7UmY https ://www.youtube.com/watch?v=8a3r-cG8 Wic *6. Rivers and Floods -Question

*7. Can Floods be controlled? -Question Flooding: http://www.youtube.com/watch?v=wC600Dww6_M What to do during a flood? http://www.youtube.com/watch?v=1k7ap96CPJk Answer Question LABEL THE PROFILE OF THE RIVER. (PACKET, PG. Open your text book to page 48. Label the following terms on your pictureHeadwaters

Tributary Downriver Meander The Flood Plain Oxbow lake The Mouth Delta Waterfall* (we never discussed this, but can you figure out where it is?) NOV. 5, 2015 Learning Goals and Thinking Skills: You will be able to:

C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it.

Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. You will need your notebook everyd NOV. 6, 2015 Materials:

Science Notebook Pen/Pencil Textbook pg. 48 Earths Waters Ch.2 Packet NOV. 6, 2015 Its Friday! End of MP! New Seats Monday! 1. Science start Up. 2. Continue with Ch. 2, section 1 Reading, SQ3R. Finish part 2 Profile of a river, Rivers and Floods, Can floods be

controlled? Video clips 3. R and R, section 1 Independent Silent Go over 4. Microscope notes in notebook L.C. Group 1. Science start Up Silently/or with class. READ lesson objectives!

2. New! Into hall to discuss with group member. When you return to class-No talking/whispsering. The classroom is your independent work time. Pd. 5 only 3 people in back corner. Decide who will stay corner. Others-back at desk. 3. Fill out profile of a river chart pg. 15. Use textbook, pgs 48-49. 4. Work through your checklist Ch. 2, section 1-Reading Strategy. Learning Choices for section 1.

Work on Group Project/ Group Experiment Mystery Photo Fridays Challenge 6 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 1 2

5 3 4 THE ANSWERS: NOV. 6, 2015 Learning Goals and Thinking Skills: You will be able to:

C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can

be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. SQ3R SECTION 1 STREAMS AND RIVERS *5. Profile of a River -Question Meanders and Oxbow lake: http://www.youtube.com/watch?v=4qKS_Nk7UmY

https://www.youtube.com/watch?v=8a3r -cG8Wic *6. Rivers and Floods -Question *7. Can Floods be controlled? -Question Flooding: http://www.youtube.com/watch?v=wC600Dww6_M What to do during a flood? http://www.youtube.com/watch?v=1k7ap96CPJk Answer Question

LABEL THE PROFILE OF THE RIVER. (PACKET, PG. 15) Open your text book to page 48. Label the following terms on your pictureHeadwaters Tributary Downriver Meander The Flood Plain Oxbow lake The Mouth Delta Waterfall* (we never discussed this, but can you figure out where it is?)

NOV. 6, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Objectives: Students should be able to:

Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. You will need your notebook everyd

NOV. 9, 2015 Materials: Assignment Book: HW: Study for Next Mondays Ch. 2, section 1,2,3 Quiz Science Notebook Pen/Pencil Textbook pg. 43 Earths Waters Ch.2 Packet NOV. 9, 2015 New Seats! MP 2 Expectations

1. Science start Up. 2. Finish Ch. 2, section 1 Reading, SQ3R. Finish part 2 Profile of a river, Rivers and Floods, Can floods be controlled? Video clips 3. R and R, section 1 Independent Silent Go over 4. Start Ch. 2, section 2 Ponds and

Lakes. Notes and vocab, SQ. L.C. Group MP 2 Expectations 1. Science start Up Silently/or with class. READ lesson objectives! 2.. Work through your checklist 3. Finish with Ch. 2, section 1keeping in mind the expectations. Ch. 2, section 1-Reading Strategy. Learning Choices for section 1. Work on Group Project/ Group Experiment

If you have to talk to group members, you must go in the hall. 5. Microscope Work 6. Lab prep What do I see Activity 4. Microscope Work. MP 2 EXPECTATIONS ARE HIGHER Notebooks are complete with entries, reading strategy information Ch , section, title.

Notebooks are complete with entries, reading strategy information Ch, section, title. Notebooks are on time. (If absent you must catch up). Packets are complete. Will be returned to be completed with a note in pinnacle/lost points. No names lose 3 points. Refocus of behavior. Reading strategies are thorough with titles/

headings- (remember, Ms. S is expecting more information from your notebooks books than the rest of the class) Notebooks are on time. (If absent you must catch up). Packets are complete with LCs attached. Will be returned to be completed with a note in pinnacle/lost points. LCs must be of high quality. If the rest of the class is doing R and Rs, you can do R and Rs but you are also expected to do more in length, substance, quality. Work is high quality. Packets/LC work/etc

will be returned and asked to be improved. Quiz grades must be high. 90% +. Refocus your effort and behavior- make sure you are using your time wisely. Science Question- T. Trimpe 2008 http://sciencespot.net/ READ THE INFORMATION BELOW AND THEN ANSWER THE QUESTIONS. 1. Name the 3 factors that affect Runoff.

2. Name the 3 factors that affect Stream Speed. 3. How are they similar? How are they different? NOV. 9, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~ Learning Objectives: Students should be able to: Describe a river system and how water flows into it. Explain how a river changes surrounding land Describe conditions that can cause floods and how floods can be controlled ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~~Learning Goals: To understand the relationship between the land and water flow. You will need your notebook everyd NOV. 10, 2015 Materials: Science Notebook Pen/Pencil Textbook (later) pg. 53 Earths Waters Packet

NOV. 10, 2015 1. Science start Up. 2. Finish Ch. 2 Ch. 2, section 2 Ponds and Lakes. Notes and vocab, SQ. 3. Microscope Work 4. Lab prep What do I see Activity 5. What Do I see/ Ponds and Lakes Video 6. Start Ch. 2, section 2 Ponds and Lakes SQ3R.

L.C. Group 1. Science start Up Silently/or with class. READ lesson objectives! 2.. Work through your checklist 3. Finish with Ch. 2, section 1keeping in mind the expectations. Ch. 2, section 2-Reading Strategy. Learning Choices for section 2. Work on Group Project/ Group Experiment If you have to talk to group members, you must go in the hall. 4. Microscope Work.

5. What Do I see/ Ponds and Lakes Video Science Question- T. Trimpe 2008 http://sciencespot.net/ READ THE INFORMATION BELOW AND THEN ANSWER THE QUESTIONS. 1. Draw/sketch and describe how a meander is formed. (you may do a comic style drawing.)

2. Draw /sketch and describe how an oxbow lake is formed. November 10, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~

Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Goals: To understand the similarities and differences between

ponds and lakes. SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section 2 vocab ( # 15-16) and notes. SQ- pg. 53. 1. Ponds 2. Lakes 3. Lake Formation (purple) 4. Lake Habitats (purple) 5. Changes in a Lake Eutrophication: http://www.youtube.com/w

atch?v=UGqZsSuG7ao UNDERSTANDING A MICROSCOPE Parts: https://www.youtube.com/watch?v=RKA8_mif6-E How to Use the Microscope: https://www.youtube.com/watch?v=bGBgABLEV4g WHAT DO I SEE ACTIVITY: (MAKE A LIST/DRAW OF EVERYTHING YOU SEE/DESCRIBE) With my eye

With a hand lens With a microscope November 9, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form Explain the process of Eutrophication and Lake Turnover

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~ Learning Goals: To understand the relationship between the land and water flow. Relevance: What can you tell me about rivers or streams? SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section 2 vocab ( # 15-16) and notes. SQ- pg. 53. 1. Ponds 2. Lakes 3. Lake Formation (purple)

4. Lake Habitats (purple) 5. Changes in a Lake Eutrophication: http://www.youtube.com/w atch?v=UGqZsSuG7ao PONDS AND LAKES Ponds and Lakes: https:// www.youtube.com/watch?v=A62BIwSa9_Q Video Notes: Take notes on at least 2 things that we did not cover in class. November 10, 2015

Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form

Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Goals: To understand the relationship between the land and water flow. Relevance: What can you tell me about rivers or streams? You will need your notebook everyd

NOV. 11, 2015 Materials: Assignment book change: Quiz will only be on sections 1 and 2. Science Notebook Pen/Pencil Textbook (later) pg. 53 NOV. 11, 2015 1. Science start Up. 2. Finish Lab prep What do I see Activity

5. What Do I see/ Ponds and Lakes Video 6. Start Ch. 2, section 2 Ponds and Lakes SQ3R. L.C. Group 1. Science start Up Silently/or with class. READ lesson objectives! 2. Work through your checklist 3. Finish with Ch. 2, section 2keeping in mind the expectations. Ch. 2, section 2 Ponds and LakesReading Strategy. Learning Choices for section 2.

Work on Group Project/ Group Experiment If you have to talk to group members, you must go in the hall. 4. What Do I see/ Ponds and Lakes Video Science Question- T. Trimpe 2008 http://sciencespot.net/ READ THE INFORMATION BELOW AND THEN ANSWER THE QUESTIONS.

Profile of a River 1. What part of a river do meanders form? Flood plain 2. Where is the best place for farming? Delta 3. Where is the fastest moving water located? Headwaters 4. Why does water still move swiftly downriver?

Smaller streams have joined the river increasing its vo November 11, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to:

Describe how Ponds and Lakes Form Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Goals: To understand the similarities and differences between ponds and lakes.

SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section 2 vocab ( # 15-16) and notes. SQ- pg. 53. 1. Ponds 2. Lakes 3. Lake Formation (purple) 4. Lake Habitats (purple) 5. Changes in a Lake Eutrophication: http://www.youtube.com/w atch?v=UGqZsSuG7ao

UNDERSTANDING A MICROSCOPE Parts: https://www.youtube.com/watch?v=RKA8_mif6-E How to Use the Microscope: https://www.youtube.com/watch?v=bGBgABLEV4g WHAT DO I SEE ACTIVITY: (MAKE A LIST/DRAW OF EVERYTHING YOU SEE/DESCRIBE) With my eye With a hand

lens With a microscope November 11, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~~ Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~~

Learning Goals: To understand the relationship between the land and water flow. Relevance: What can you tell me about rivers or streams? SQ3R SECTION 2 PONDS AND LAKES Intro- 10 minutes for section 2 vocab ( # 15-16) and notes. SQ- pg. 53. 1. Ponds 2. Lakes 3. Lake Formation (purple) 4. Lake Habitats (purple) 5. Changes in a Lake

Eutrophication: http://www.youtube.com/w atch?v=UGqZsSuG7ao PONDS AND LAKES Ponds and Lakes: https:// www.youtube.com/watch?v=A62BIwSa9_Q Video Notes: Take notes on at least 2 things that we did not cover in class. November 11, 2015 Learning Goals and Thinking Skills: You will be able to:

C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form

Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~~ Learning Goals: To understand the relationship between the land and water flow. Relevance: What can you tell me about rivers or streams? You will need your notebook everyd NOV. 12, 2015 Materials:

Assignment Book- (class votes)When do you want your microscope quiz? *Next Wed, Nov. 18? or Thursday, November 19. Science Notebook Pen/Pencil Textbook pg. 53 NOV. 12, 2015 1. Science start Up. 2. Start Ch. 2, section 2 Ponds and Lakes SQ3R. 3. R and R, section 2.

L.C. Group 1. Science start Up Silently/or with class. READ lesson objectives! 2. Work through your checklist 3. Finish with Ch. 2, section 2keeping in mind the expectations. Ch. 2, section 2 Ponds and LakesReading Strategy. Learning Choices for section 2. Work on Group Project/ Group Experiment If you have to talk to group members, you must go in the hall.

4. What Do I see Pond Water Activity. Science Question- T. Trimpe 2008 http://sciencespot.net/ READ THE INFORMATION BELOW AND THEN ANSWER THE QUESTIONS. If you saw the Bill Nye Video yesterday. Answer the following questions. Size, organisms, plants,

1. What are some differences between pondsstaying and lakes? power 2. Besides rain water, where can ponds get their water? Ground water 3. What are the names of the Great Lakes? Lake Huron, Lake Ontario, Lake Michigan, Lake Erie, Lakes Sup If you did not see the Bill Nye Video yesterday, answer

the following questions. Nose 1. The objective lenses are attached to the ___________________ piece Fine objective lens 2. To sharp focus an image, use the _______________________ 3. The support structure that connects the lens system to the base isarm the_____________. November 12, 2015

Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form

Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~ Learning Goals: To understand the similarities and differences between ponds and lakes. SQ3R SECTION 2 PONDS AND LAKES P. 53 1. Ponds 2. Lakes 3. Lake Formation (purple) 4. Lake Habitats (purple)

5. Changes in a Lake Eutrophication: http://www.youtube.com/watch ?v=UGqZsSuG7ao November 12, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~

Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~ Learning Goals: To understand the similarities and differences between ponds and lakes.

You will need your notebook everyd NOV. 13, 2015 Materials: Pen/Pencil Textbook pg. 53 Science Notebook NOV. 13, 2015 Its Friday! Who had a job?

1. Science start Up one photo 2. Mini White Board Review 3. We are skipping section 2 R and R L.C. Group 1. Science start Up Silently/or with class. READ lesson objectives! 2. Work through your checklist until Mini White board Review. 3. Options

Join Class Review or write your own questions and answer them on your own in your notebook (but your work is independent, silent, and focused for getting ready for Mondayremembering your MP 2 Expectations of a 90% +) NOV. 13, 2015 Its Friday. Who had a job? 1. Science start Up. 2. Start Ch. 2, section 2 Ponds and Lakes SQ3R.

3. Class Quick Review L.C. Group 1. Science start Up Silently/or with class. READ lesson objectives! 2. Work through your checklist 3. Finish with Ch. 2, section 2keeping in mind the expectations. Ch. 2, section 2 Ponds and LakesReading Strategy. Learning Choices for section 2. Work on Group Project/ Group Experiment If you have to talk to group

members, you must go in the hall. Join Class Review. Mystery Photo Fridays Challenge 7 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTO IS. NUMBER YOUR PAPER TO 5. 1 THE ANSWER!:

November 13, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ Learning Objectives: Students should be able to:

Describe how Ponds and Lakes Form Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~ Learning Goals: To understand the similarities and differences between ponds and lakes. CREATE A QUESTION FOR WHITEBOARD REVIEW. 1. How do Rivers begin pg. 43

2. Factors that Affect Runoff pg. 43 3. River Systems pg. 44 4. Rivers Shape the Land pg. 45 5. Profile of a River pg. 48 6. Rivers and Floods pg. 51 7. Can Floods be controlled? Pg. 52 8. Ponds pg.- 54 9. Lakes pg. 55 10. Lake Formation (purple) pg. 56 11. Lake Habitats (purple) pg. 56 12. Changes in a Lake pg. 57 November 12, 2015

Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ Learning Objectives: Students should be able to: Describe how Ponds and Lakes Form

Explain the process of Eutrophication and Lake Turnover ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~ Learning Goals: To understand the similarities and differences between ponds and lakes. You will need your notebook everyd NOV. 16, 2015 Materials:

Pen/Pencil Earths Waters Packet after quiz SSR Book NOV. 15, 2015 1. Ch 2, section 1 and 2 Quiz 2. When you are finishedSection 3 vocab and notes SSR L.C. Group 1. Ch 2, section 1 and 2

Quiz 2. When you are finishedSection 3 vocab and notes SSR No LC group work today. You will need your notebook everyd NOV. 17, 2015 Materials: Pen/Pencil Science Notebook

Textbook pg. 59 NOV. 17, 2015 1. SSU 2. SQ Ch. 2, section 3 3. Reading of section 3 Wetlands 4. Short Video Clips 5. R and R, section 3 L.C. Group 1.

Science start Up Silently/or with class. READ lesson objectives! 2. Continue with Ch. 2, section 3 Wetlands- keeping in mind the expectations. Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment If you have to talk to group members, you must go in the hall.

4. NEW REQUIREMENT: L.C members must have their reading strategies and L.C. checked by their group members in the notebook and Science Question- T. Trimpe 2008 http://sciencespot.net/ LABEL THE PARTS OF THE MICROSCOPE.

j NOV. 17, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Identify features of wetlands that make them suitable habitats for living things

Explain what a wetland is and how wetlands control flooding. Learning Goals: To understand the importance of wetlands Relevance: Do you know what a wetland is? SQ3R. CH. 2, SECTION 3 WETLANDS PG. 59 *1. What is a Wetland? -Question *2. Wetland Habitats -Question *3. The Importance of Wetlands -Question https://www.youtube.com/watch?v=BeUPbGW

g2KU *4. The Everglades: A Unique Environment https://www.youtube.com/watch?v=BDHWpkc pvPo (a new threat to the Everglades) https://www.youtube.com/watch?v=ggOl-vaXIF k Answer Question You will need your notebook everyd

NOV. 18, 2015 Materials: Assignment Book: Notebook Check Friday, Nov. 20 (with MP 2 expectations. ) Also- L.C- Presentations (Experiment and topic) Wed, Dec. 2. Must be ready and on time. Pen/Pencil Science Notebook Textbook pg. 63 Earths Waters Packet

NOV. 17, 2015 1. SSU 2. SQ Ch. 2, section 3 3. Reading of section 3 Wetlands 4. Short Video Clips 5. R and R, section 3 6. Start Ch. 3, section 4Glaciers and Icebergs L.C. Group 1. SSU with class. READ lesson objectives! 2. Continue with Ch. 2, section 3

Wetlands- keeping in mind the expectations. Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment If you have to talk to group members, you must go in the hall. NEW REQUIREMENT: -L.C members must have their reading strategies and L.C. checked by their group members in the notebook and packet.

L.C member- use a different color to edit their work. Make comments, suggestions. Owner of notebook, write responses to Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS- Name and describe the 3 types of freshwater wetlands. 1.

2. 3. Why are wetlands important? 1. 2. 3. NOV. 17, 2015 Learning Goals and Thinking Skills: You will be able to:

C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Identify features of wetlands that make them suitable habitats for living things Explain what a wetland is and how wetlands control flooding. Learning Goals: To understand the importance of wetlands Relevance: Do you know what a wetland is? SQ3R. CH. 2, SECTION 3 WETLANDS PG. 59

*1. What is a Wetland? -Question *2. Wetland Habitats -Question *3. The Importance of Wetlands -Question https://www.youtube.com/watch?v=BeUPbGW g2KU *4. The Everglades: A Unique Environment https://www.youtube.com/watch?v=BDHWpkc pvPo (a new threat to the Everglades)

https://www.youtube.com/watch?v=ggOl-vaXIF k Answer Question NOV. 17, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to:

Section 4- Glaciers and Icebergs Describe how glaciers form Explain how icebergs form and why icebergs are dangerous to ships. Learning Goals: To understand icebergs and glaciers Next 1. Complete R and R, section 3 Independent Silent Go over- We can earn a star if we get them all correct.

2. Vocab and notes for section 4 3. SQ Ch. 2, section 4- CH. 2, SECTION 4 GLACIERS AND ICEBERG *1. Glaciers -Question *2. Icebergs -Question Answer Question

VIDEO CLIPS Glacial Movement: http://www.youtube.com/watch?v=njTjfJcAsBg Titanic Timeline: http://www.youtube.com/watch?v=zvUfF9YPG7M Titanic (Items): http://www.youtube.com/watch?v=NEhEHZOHKrM&feature=relat ed Global Warming and Antartica: http://www.youtube.com/watch?v=yHTWDBF_6ZY&feature=relate d You will need your notebook everyd

NOV. 18, 2015 Materials: Assignment Book: Notebook Check Friday, Nov. 20 (with MP 2 expectations. ) Also- L.C- Presentations (Experiment and topic) Wed, Dec. 2. Must be ready and on time. Pen/Pencil Science Notebook for after the quiz NOV. 18, 2015

1. No SSU 2. Microscope Quiz 3. Lock down Locations 4. Finish R and R, section 3. 4. Get ready for Fridays notebook check 5. L.C.- members can not work on L.C until Ms. S sees your notebook today. L.C. Group 1. No SSU

2. Microscope Quiz 3. Lock down Locations 4. Get ready for Fridays notebook check . L.C.- No L.C work until Ms. S sees your notebook. You must work on finishing your notebook first.-sections 1,2,3 with MP 2 expectations. Start Ups. And dont forget - NEW

REQUIREMENT: -L.C members must have their reading strategies and L.C. checked by their group members in the notebook and packet. You will need your notebook everyd NOV. 19, 2015 Materials: Pen/Pencil Science Notebook for after the quiz Earths Waters packet for after the quiz

NOV. 19, 2015 1. No SSU 2. Microscope Quiz 3. Lock down Locations 4. Finish R and R, section 3. 4. Get ready for Fridays notebook check 5. L.C.- members can not work on L.C until Ms. S sees your notebook today.

L.C. Group 1. No SSU 2. Microscope Quiz 3. Lock down Locations 4. Get ready for Fridays notebook check . L.C.- No L.C work until Ms. S sees your notebook. You must work on finishing your notebook first.-sections 1,2,3 with MP 2 expectations. Start

Ups. And dont forget - NEW REQUIREMENT: -L.C members must have their reading strategies and L.C. checked by their group members in the notebook and packet. You will need your notebook everyd NOV. 19, 2015 Materials: Pen/Pencil

Science Notebook Textbook pg. 63 Earths Waters Packet NOV. 19, 2015 1. SSU 2. SQ Ch. 2, section 3 3. Reading of section 3 Wetlands 4. Short Video Clips 5. R and R, section 3 6. Start Ch. 3, section 4Glaciers and Icebergs

L.C. Group 1. SSU with class. READ lesson objectives! 2. Continue with Ch. 2, section 3 Wetlands- keeping in mind the expectations. Strategy. Learning Choices for section 3. Work on Group Project/ Group Experiment If you have to talk to group members, you must go in the hall. NEW REQUIREMENT: -L.C

members must have their reading strategies and L.C. checked by their group members in the notebook and packet. L.C member- use a different color to edit their work. Make comments, suggestions. Owner of notebook, write responses to Science Question- T. Trimpe 2008 http://sciencespot.net/

ANSWER THE FOLLOWING QUESTIONS- Name and describe the 3 types of freshwater wetlands. 1. 2. 3. Why are wetlands important? 1. 2. 3.

NOV. 17, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Identify features of wetlands that make them suitable habitats for living things Explain what a wetland is and how wetlands control flooding.

Learning Goals: To understand the importance of wetlands Relevance: Do you know what a wetland is? SQ3R. CH. 2, SECTION 3 WETLANDS PG. 59 *1. What is a Wetland? -Question *2. Wetland Habitats -Question *3. The Importance of Wetlands -Question https://www.youtube.com/watch?v=BeUPbGW g2KU *4. The Everglades: A

Unique Environment https://www.youtube.com/watch?v=BDHWpkc pvPo (a new threat to the Everglades) https://www.youtube.com/watch?v=ggOl-vaXIF k Answer Question NOV. 17, 2015 Learning Goals and Thinking Skills: You will be able to:

C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Section 4- Glaciers and Icebergs Describe how glaciers form Explain how icebergs form and why icebergs are dangerous to ships. Learning Goals: To understand icebergs and glaciers You will need your notebook everyd

NOV. 20, 2015 Materials: Pen/Pencil Science Notebook Textbook Earths Waters Packet NOV. 20, 2015 Its Friday! Who had a job? 1. SSU

2. Go over R and R-pds 7, 8. 3. Intro to Ch. 2, section 3,4,5 mini-project. 4. Notebook check. Start working on project. L.C. Group 1. SSU with class. READ lesson objectives! 2. Intro to Ch. 2, section 3,4,5 miniproject.- L.C. options A. take a quiz on sections 3,4,5 instead. Do project with variations. See me. Must

complete section 6. 3. Notebook check 4. Continue with Ch. 2, section 3 Wetlands- keeping in mind the expectations. Reading strategy, learning Choices for section 3. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. NEW REQUIREMENT: -L.C

members must have their reading strategies and L.C. checked by their Mystery Photo Fridays Challenge 7 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 1 2

5 3 4 THE ANSWERS: FRIDAY, NOV. 20, 2015 Essential Skills: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Learning Objectives: Section 3- Wetlands Identify features of wetlands that make them suitable habitats for living things Explain what a wetland is and how wetlands control flooding. Learning Objectives: Section 4- Glaciers and Icebergs Describe how glaciers form Explain how icebergs form and why icebergs are dangerous to ships. Learning Objectives: Section 5- Water Underground

Describe springs, geysers, and how water moves through underground layers of soil and rock. Explain what an aquifer is and how people obtain water from an aquifer. C H . 2 F R E S H W A T E R , S E C T I O N

3 , 4 , 5 M I N I P R O J E C T This is an individual project, but you may work with a partner to share ideas. You are responsible for turning in your own work. This project will be used to show your understanding of the topics in sections 3,4, and 5. Section 3. Wetlands 1. Draw (or find a magazine picture/print a picture) and describe the three types of freshwater wetlands. Add color.

2. You own a wetland! Make a tiny bird brochure that gives birds reasons for wanting to come to your wetland. Be specific about the 4-5 reasons the wetland is a great habitat. Attach your brochure to this sheet! (It can be small - for a bird! Tweet tweet ) Section 4. Glaciers and Icebergs What are the two types of glaciers? Draw (or find a magazine picture/print a picture) and describe them. Section 5. Water Underground Your family is buying a house. Explain the pros and cons (for your family or the environment) in the different ways to get ground water. Draw/find a picture of the method and describe the method. Section 6. Your choice!

Option A. Running for Public Office! You are running for a government position and your platform involves improving conditions of wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write a campaign speech that addresses the current problems, why this is such a problem for the environment and society, changes you plan to make and how you plan to accomplish them, and the benefits that your changes will bring to the wetlands or the aquifers Attach your speech to this packet and be prepared to share with your class. Option B. Lights! Camera! Action! (You may work in a group of 3 or less) You are producing a commercial that is selling a product that will help improve conditions of wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Create a commercial that that addresses the current problems, why this is such a problem for the environment and society, how your product is made, how your product will benefit the wetlands or aquifers. Attach your script to this packet and be prepared to share with your class. Option C. The Power of the Written Word

There is power in the written word! Write a letter to your congressman/woman describing the current problems that are plaguing the wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write your letter as though it were going to a congressman/ woman and should therefore have an introduction, body, and conclusion, and be written in dark blue or black ink, or typed. Each paragraph should have 5 or more sentences. You must address the current problems, why this is such a problem for the environment and society, changes you would like to see the government put in place, and the benefits that the changes will bring to the wetlands or the aquifers. Attach your speech to this packet and be prepared to share with your class. You will need your notebook everyd NOV. 23, 2015 Materials:

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

Quizzes. L.C. Group 1. SSU with class. READ lesson objectives! 2. CLEAN CLEAN CLEAN YOUR AREA! (Will not be dismissed until your lab stuff is cleaned.) 3. Continue with Ch. 2, section 3 Wetlandskeeping in mind the expectations. Reading strategy, learning Choices for section 3.

Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Mini-project work Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS-

1. What section are you on in your project? 2. What do you hope to accomplish today? 3. Do you think you will need the Tuesday we get back from break to work on your mini project? 4. Do you think you will need to officially read the sections with SQ3Rs, and complete R and Rs for sections 4 and 5, or would youd rather turn in your Ch. 2 packet when we get back from break and move on to Ch. 3? FRIDAY, NOV. 23, 2015 Essential Skills: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Learning Objectives: Section 3- Wetlands Identify features of wetlands that make them suitable habitats for living things Explain what a wetland is and how wetlands control flooding. Learning Objectives: Section 4- Glaciers and Icebergs Describe how glaciers form Explain how icebergs form and why icebergs are dangerous to ships.

Learning Objectives: Section 5- Water Underground Describe springs, geysers, and how water moves through underground layers of soil and rock. Explain what an aquifer is and how people obtain water from an aquifer. C H . 2 F R E S H W A T E R ,

S E C T I O N 3 , 4 , 5 M I N I P R O J E C T This is an individual project, but you may work with a partner to share ideas. You are responsible for turning in your own work. This project will be used to show your understanding of the topics in sections 3,4, and 5. Section 3. Wetlands 1. Draw (or find a magazine picture/print a picture) and describe the

three types of freshwater wetlands. Add color. 2. You own a wetland! Make a tiny bird brochure that gives birds reasons for wanting to come to your wetland. Be specific about the 4-5 reasons the wetland is a great habitat. Attach your brochure to this sheet! (It can be small - for a bird! Tweet tweet ) Section 4. Glaciers and Icebergs What are the two types of glaciers? Draw (or find a magazine picture/print a picture) and describe them. Section 5. Water Underground Your family is buying a house. Explain the pros and cons (for your family or the environment) in the different ways to get ground water. Draw/find a picture of the method and describe the method.

Section 6. Your choice! Option A. Running for Public Office! You are running for a government position and your platform involves improving conditions of wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write a campaign speech that addresses the current problems, why this is such a problem for the environment and society, changes you plan to make and how you plan to accomplish them, and the benefits that your changes will bring to the wetlands or the aquifers Attach your speech to this packet and be prepared to share with your class. Option B. Lights! Camera! Action! (You may work in a group of 3 or less) You are producing a commercial that is selling a product that will help improve conditions of wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Create a commercial that that addresses the current problems, why this is such a problem for the environment and society, how your product is made, how your product will benefit the wetlands or aquifers. Attach your script to this packet and be prepared to share with your class.

Option C. The Power of the Written Word There is power in the written word! Write a letter to your congressman/woman describing the current problems that are plaguing the wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write your letter as though it were going to a congressman/ woman and should therefore have an introduction, body, and conclusion, and be written in dark blue or black ink, or typed. Each paragraph should have 5 or more sentences. You must address the current problems, why this is such a problem for the environment and society, changes you would like to see the government put in place, and the benefits that the changes will bring to the wetlands or the aquifers. Attach your speech to this packet and be prepared to share with your class. You will need your notebook everyd DEC. 1, 2015

Materials: Assignment Book: Mini Project due Friday, Dec. 4) L.C HW: 1. New Topic/Experiment Presentation due tomorrow. 2. Questionnaire due Thursday, Dec. 3. Pen/Pencil Science Notebook? to finish notebook checks Textbook for mini project

Ch. 2, section 3,4,5 mini project packet DEC. 1, 2015 1. SSU 2. Continue Ch. 2, section 3,4,5 mini-project. 3. Finish notebook checks. 4. See quizzes/grades get stars Heads Up! New chapter starting soon. If you are interested in L.C. and have never done it before, please see me before Thursday. Make sure

you print/bring the learning choice packet with you. L.C. Group 1. SSU 2. L.C. Questionnaire due Thursday, Dec. 3 3. Work on your New Topic and Experiment group presentations-due Tomorrow. 4. Continue with Ch. 2, section 3 Wetlandskeeping in mind the expectations.

Reading strategy, learning Choices for section 3. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. SCIENCE STARTER DAILY CHALLENGE Scientists

#2 SCIENCE TRIVIA 1. Robert Bakker is a famous paleontologist. What did he study? A. Gorillas, B. Birds, C. Dinosaurs 2. Which of the following animals did Diane Fossey spend her life protecting? A. Bengal Tigers, B. Koalas, C. Mountain Gorillas 3. What does a herpetologist study? A. Insects, B. Birds, C. Reptiles 4. What does a lepidopterist study? A. Beetles, B. Bees and wasps, C. Moths and butterflies

5. Which of the following scientists would study motion, forces, & energy? A. Physicist, B. Chemistry, C. Biologist AND THE ANSWERS ARE. 1. Robert Bakker is a famous paleontologist. What did he study? A. Gorillas, B. Birds, C. Dinosaurs 2. Which of the following animals did Diane Fossey spend her life protecting? A. Bengal Tigers, B. Koalas, C. Mountain Gorillas 3. What does a herpetologist study? A. Insects, B. Birds, C. Reptiles

4. What does a lepidopterist study? A. Beetles, B. Bees and wasps, C. Moths and butterflies 5. Which of the following scientists would study motion, forces, & energy? A. Physicist, B. Chemistry, C. Biologist TUESDAY, DEC. 1, 2015 Essential Skills: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~

Learning Objectives: Section 3- Wetlands Identify features of wetlands that make them suitable habitats for living things Explain what a wetland is and how wetlands control flooding. Learning Objectives: Section 4- Glaciers and Icebergs Describe how glaciers form Explain how icebergs form and why icebergs are dangerous to ships. Learning Objectives: Section 5- Water Underground Describe springs, geysers, and how water moves through

underground layers of soil and rock. Explain what an aquifer is and how people obtain water from an aquifer. C H . 2 F R E S H W A T E R , S E C T I O N 3 , 4 , 5

M I N I P R O J E C T This is an individual project, but you may work with a partner to share ideas. You are responsible for turning in your own work. This project will be used to show your understanding of the topics in sections 3,4, and 5. Section 3. Wetlands 1. Draw (or find a magazine picture/print a picture) and describe the three types of freshwater wetlands. Add color. 2. You own a wetland! Make a tiny bird brochure that gives birds reasons for wanting to come to your wetland. Be specific about the 4-5

reasons the wetland is a great habitat. Attach your brochure to this sheet! (It can be small - for a bird! Tweet tweet ) Section 4. Glaciers and Icebergs What are the two types of glaciers? Draw (or find a magazine picture/print a picture) and describe them. Section 5. Water Underground Your family is buying a house. Explain the pros and cons (for your family or the environment) in the different ways to get ground water. Draw/find a picture of the method and describe the method. Section 6. Your choice! Option A. Running for Public Office! You are running for a government position and your platform involves improving conditions of wetlands (such as

the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write a campaign speech that addresses the current problems, why this is such a problem for the environment and society, changes you plan to make and how you plan to accomplish them, and the benefits that your changes will bring to the wetlands or the aquifers Attach your speech to this packet and be prepared to share with your class. Option B. Lights! Camera! Action! (You may work in a group of 3 or less) You are producing a commercial that is selling a product that will help improve conditions of wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Create a commercial that that addresses the current problems, why this is such a problem for the environment and society, how your product is made, how your product will benefit the wetlands or aquifers. Attach your script to this packet and be prepared to share with your class. Option C. The Power of the Written Word There is power in the written word! Write a letter to your congressman/woman describing the current problems that are plaguing the wetlands (such as the Florida Everglades) or aquifers (such as the Ogallala Aquifer). Write

your letter as though it were going to a congressman/ woman and should therefore have an introduction, body, and conclusion, and be written in dark blue or black ink, or typed. Each paragraph should have 5 or more sentences. You must address the current problems, why this is such a problem for the environment and society, changes you would like to see the government put in place, and the benefits that the changes will bring to the wetlands or the aquifers. Attach your speech to this packet and be prepared to share with your class. You will need your notebook everyd DEC. 2, 2015 Materials: Science Notebook

Earths Waters Packet (you can turn them in today or tomorrow. We did notes and vocab for sections 1,2, & 3, and R and R for section 1. We are getting a new packet tomorrow! ) DEC. 2, 2015 L.C. Group 1. SSU 1. SSU

2. L.C Presentations! 2. L.C. Presentations! 3. Short video clips on Glaciers, Icebergs, Wells, Aquifers 3. Short video clips on Glaciers, Icebergs, Wells, Aquifers 4. See quizzes/grades get stars/work on projects that are due Friday.

5. Tomorrow- Start Chapter 3 Fresh Water Resources! Heads Up! New chapter starting soon. If you are interested in L.C. and have never done it before, please see me before Thursdays class. Make sure you print/bring the learning choice packet with you. Tomorrow Ms. S is meeting with L.C members to go over requirements. 4. See quizzes/grades get stars/work on projects that are

due Friday. Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS- 1. State 2 facts that you learned about Glaciers and Icebergs from your Ch. 2, section 3,4,5 mini project. 2. State 2 facts that you learned about wells, aquifers, or geysers from your Ch. 2, section 3,4,5 mini project.

VIDEO CLIPS Section 4- Glaciers and Icebergs Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2-Z_i DI Glacial Movement: http://www.youtube.com/watch?v=njTjfJcAsBg Titanic Timeline: http://www.youtube.com/watch?v=zvUfF9YPG 7M * If there is time - Extra Titanic: https://www.youtube.com/watch?v=aQdzymfV

T9E Global Warming and Antartica: http://www.youtube.com/watch?v=yHTWDBF_ 6ZY&feature=related Section 5- Water Underground Dry Well: https://www.youtube.com/watch ?v=UZooAynI98o How Aquifers work: http://www.youtube.com/watch? v=guqinVOHTqc

Ogallala Aquifer: http://www.youtube.com/watch? v=XXFsS94HF08 Artesian Well: http://www.youtube.com/watch? You will need your notebook everyd DEC. 3, 2015 Materials: Science Notebook Earths Waters Packet turn in today if

you did not turn it in yesterday! DEC. 3, 2015 1. SSU 2. Finish /Re do L.C Presentations! 3. Short video clips on Glaciers, Icebergs, Wells, Aquifers 4. See quizzes/grades get stars/work on projects that are due Friday.

L.C. Group 1. SSU 2. Finish /Re do L.C Presentations! 3. L.C. Discussions for Ch. 3 L.C work. 4. Short video clips on Glaciers, Icebergs, Wells, Aquifers 5. See quizzes/grades get stars/work on projects that are due Friday. Science Question-

T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS- 1. Name 2 things you learned from the L.C. Presentations! VIDEO CLIPS Section 4- Glaciers and Icebergs Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2-Z_i DI

Glacial Movement: http://www.youtube.com/watch?v=njTjfJcAsBg Titanic Timeline: http://www.youtube.com/watch?v=zvUfF9YPG 7M Seconds from Disaster: https://www.youtube.com/watch?v=aQdzymfV T9E Global Warming and Antarctica: http://www.youtube.com/watch?v=yHTWDBF_ 6ZY&feature=related Section 5- Water

Underground Dry Well: https://www.youtube.com/watch ?v=UZooAynI98o How Aquifers work: http://www.youtube.com/watch? v=guqinVOHTqc Ogallala Aquifer: http://www.youtube.com/watch? v=XXFsS94HF08 Artesian Well: http://www.youtube.com/watch?

You will need your notebook everyd DEC. 7, 2015 Materials: Science Notebook Mini project packet/props if you did not present on Friday DEC. 7, 2015 1. SSU 2. Finish mini project presentations!

3. Finish short video clips on Glaciers, Icebergs, Wells, Aquifers 4. Time to work on Ch. 3, section 1 vocab and notes 5. Notebook prep Ch. 3, section 1, Water to Drink with a word Web L.C. Group 1. 1. SSU 2. Finish mini project presentations!

3. Start Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Mini-project work Reminders to sign up your experiment idea and topic

Science Question- T. Trimpe 2008 http://sciencespot.net/ SCIENCE STARTER DAILY CHALLENGE Science Trivia #3 SCIENCE TRIVIA 1. What do we call the study of solar system and the objects in it? A. Astrology, B. Astronomy, C.

Meteorology 2. Which scientist would study rocks and minerals? A. Geologist, B. Botanist, C. Meteorologist 3. Which of the following is NOT a branch of biology? A. Botany, B. Zoology, C. Seismology 4. Which of these machines did Johannes Gutenberg invent? A. Ball point pen, B. Printing press, C. Cotton Gin 5. When was the ENIAC computer turned on for the first time? A. 1936, B. 1946, C. 1956 AND THE ANSWERS ARE 1. What do we call the study of solar system and the

objects in it? A. Astrology, B. Astronomy, C. Meteorology 2. Which scientist would study rocks and minerals? A. Geologist, B. Botanist, C. Meteorologist 3. Which of the following is NOT a branch of biology? A. Botany, B. Zoology, C. Seismology 4. Which of these machines did Johannes Gutenberg invent? A. Ball point pen, B. Printing press, C. Cotton Gin 5. When was the ENIAC computer turned on for the first time? A. 1936, B. 1946, C. 1956 (it weighed 30 tons!)

VIDEO CLIPS Section 4- Glaciers and Icebergs Inside a Glacier: https://www.youtube.com/watch?v=Gbfu2-Z_i DI Glacial Movement: http://www.youtube.com/watch?v=njTjfJcAsBg Titanic Timeline: http://www.youtube.com/watch?v=zvUfF9YPG 7M Seconds from Disaster: https://www.youtube.com/watch?v=aQdzymfV

T9E Global Warming and Antarctica: http://www.youtube.com/watch?v=yHTWDBF_ 6ZY&feature=related Section 5- Water Underground Dry Well: https://www.youtube.com/watch ?v=UZooAynI98o How Aquifers work: http://www.youtube.com/watch? v=guqinVOHTqc

Ogallala Aquifer: http://www.youtube.com/watch? v=XXFsS94HF08 Artesian Well: http://www.youtube.com/watch? You will need your notebook everyd DEC. 8, 2015 Materials: Science Notebook Textbook

DEC. 8, 2015 1. SSU 2. Ch. 2 packets returned/ New packets passed out Time to work on Ch. 3, section 1 vocab and notes 3. Notebook prep Ch. 3, section 1, Water to Drink with a word Web. 4. Start Ch. 3, section 1. 5. Notebook prep tomorrows lab.

L.C. Group 1. 1. SSU 2. Continue Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Mini-project work Reminders to sign up your

experiment idea and topic Science Question- T. Trimpe 2008 http://sciencespot.net/ You will need your notebook everyd DEC. 7, 2015 Materials: Science Notebook Mini project packet/props if you did not

present on Friday DEC. 7, 2015 1. SSU 2. Finish mini project presentations! 3. Finish short video clips on Glaciers, Icebergs, Wells, Aquifers 4. Time to work on Ch. 3, section 1 vocab and notes 5. Notebook prep Ch. 3, section 1, Water to Drink

with a word Web L.C. Group 1. 1. SSU 2. Finish mini project presentations! 3. Start Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group

members, you must go in the hall. Mini-project work Reminders to sign up your experiment idea and topic You will need your notebook everyd DEC. 8, 2015 Materials: Maybe assignment book- Ch. 3, section 1 notes and vocab. We are working on these

in class. Pen or Pencil Science Notebook Textbook later (pg. 80) DEC. 8, 2015 L.C. Group 1. SSU 1. 1. SSU

2. Old Work returned/new Packets turned back. 2. Old work returned/Fix packets. Ignore comments about section 2 LC. 3. Time to work on Ch. 3, section 1 vocab and notes (see quizzes if you have not seen it yet) 4. Notebook prep Ch. 3, section 1, Water to Drink with a word

Web 5. Start Reading Ch. 3, section 1 6. Pause to prep tomorrows Hardness lab. 3. Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group

members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss comments Science Question- T. Trimpe 2008 http://sciencespot.net/ Do you know how water gets cleaned before it comes out of your faucet or shower?

If yes, please explain. Feel free to draw pictures and add captions! DEC. 8, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to:

Section 1- Water to Drink Describe the difference between hard and soft water. Know the minerals that make water hard or soft How does Hard water impact you? Learning Goals: What makes water different in different locations? How do these differences impact daily water use? Relevance: Do you know what a wetland is? CH. 3, SECTION 1 WATER TO DRINK WORD WEB- GREEN HEADINGS https://www.brainpop.com/science/matt erandchemistry/acidsandbases

/ Water Treatment Video http://www.youtube.com /watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=g xgpK1EUZns&feature=related HARD WATER VS. SOFT WATER Purpose: The purpose of the lab is to

determine the difference of soap sud height between hard and soft water. Research: Define Hardness. Refer to reading pg. 84. Hypothesis: If the water is (choose one: hard or soft), then the soap sud height will be : EXPERIMENT Water Soap Sud Height

(cm) Trial 1 Soap Sud Height (cm) Trial 2 Distilled Distilled with Epsom Saltyou have completed collecting data.

aph Data when member your titles and headings. TE Water Soap Sud Average Height (cm) Trial 3 Determine the type of graph you will need. ANALYSIS-ANSWER QUESTION WITH COMPLETE/FULL SENTENCES

1. Graph your data. Determine the type of graph you will need. Remember your titles and headings. 2. What does your data show? Give evidence and explain For example, We found that the sud height for TE water was.. The sud height of the distilled water was.., and the sud height of the distilled water and Epsom salt was. 3. How does your data relate to the purpose of your lab? The purpose of the lab was., therefore, this lab reveals that.

4. In homes which have hard water, minerals including calcium and magnesium can precipitate out of the water and stick to hard surfaces inside appliances. How might hard water impact the lifespan of an appliance? 5. How will you apply your new knowledge of water hardness in your lives? (fopr example-this evening- can you actually apply your knowledge? ) 6. Based on your results, what are some of the benefits of soft water'? 7. What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format.

You will need your notebook everyd DEC. 9, 2015 Materials: Pen or Pencil Science Notebook Textbook (pg. 80) DEC. 9, 2015 1. SSU 2. Continue Reading Ch. 3,

section 1 (part 1) 3. Prep Hardness lab in notebook. 4. Go over lab instructions. 5. Get started! *Reminders- Progress reports go out on Friday. Blanks will turn to Zs. L.C. Group 1. SSU 2. Continue with Ch. 3 Workkeeping in mind the expectations.

Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss comments 4. Listen for then the class starts lab. You will prep the lab in your notebook and complete the lab with the class.

Science Question- T. Trimpe 2008 http://sciencespot.net/ What are 2 statements that you can share about the sources of drinking water. 1. 2. DEC. 9, 2015 Learning Goals and Thinking Skills:

You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Section 1- Water to Drink Describe the difference between hard and soft water. Know the minerals that make water hard or soft How does Hard water impact you? Learning Goals: What makes water different in different locations? How

do these differences impact daily water use? Relevance: Do you know what a wetland is? CH. 3, SECTION 1 WATER TO DRINK WORD WEB- GREEN HEADINGS https://www.brainpop.com/science/matt erandchemistry/acidsandbases / Water Treatment Video http://www.youtube.com /watch?v=9z14l51ISwg

Sewage Treatment: http://www.youtube.com/watch?v=g xgpK1EUZns&feature=related HARD WATER VS. SOFT WATER Purpose: The purpose of the lab is to determine the difference of soap sud height between hard and soft water. Research: Define Hardness. Refer to reading pg. 84. Hypothesis: If the water is (choose one: hard

or soft), then the soap sud height will be : EXPERIMENT Water Soap Sud Height (cm) Trial 1 Soap Sud Height (cm) Trial

2 Distilled Distilled with Epsom Saltyou have completed collecting data. aph Data when member your titles and headings. TE Water Soap Sud Average Height

(cm) Trial 3 Determine the type of graph you will need. ANALYSIS-ANSWER QUESTION WITH COMPLETE/FULL SENTENCES 1. Graph your data. Determine the type of graph you will need. Remember your titles and headings. 2. What does your data show? Give evidence and explain For example, We found that the sud height for TE water was.. The sud height of the distilled water

was.., and the sud height of the distilled water and Epsom salt was. 3. How does your data relate to the purpose of your lab? The purpose of the lab was., therefore, this lab reveals that. 4. In homes which have hard water, minerals including calcium and magnesium can precipitate out of the water and stick to hard surfaces inside appliances. How might hard water impact the lifespan of an appliance? 5. How will you apply your new knowledge of water hardness in your lives? (fopr example-this evening- can

you actually apply your knowledge? ) 6. Based on your results, what are some of the benefits of soft water'? 7. What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. SECTION 1 VIDEOS Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related Pharmaceuticals in Water:

http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related Fish Pharm http://www.youtube.com/watch?v=_PWnnlVj77Y You will need your notebook everyd DEC. 10, 2015 Materials: Pen or Pencil Science Notebook Textbook (later)

DEC. 10, 2015 1. SSU 2. Go over Analysis and Conclusion. 3. Finish lab. Answer Analysis and Conclusion questions. 4. Go over. Get star. 5. Continue with Ch. 3, section 1 reading and word web. *Reminders- Progress reports go out on Friday. Blanks will turn to Zs.

L.C. Group 1. SSU 2. Go over Analysis and Conclusion. 3. Finish lab. Answer Analysis and Conclusion. Go over. Get star. 4. Continue with Ch. 3, section 1 reading and word web. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group

Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss comments *Reminders- L.C choices from packet should be a minimum of 1 page of quality information. Expectations are Science Question- T. Trimpe 2008 http://sciencespot.net/

When treating Drinking Water, What are the 5 things that are considered? 1. 2. 3. 4. 5. DEC. 9, 2015 Learning Goals and Thinking Skills: You will be able to:

C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Section 1- Water to Drink Describe the difference between hard and soft water. Know the minerals that make water hard or soft How does Hard water impact you? Learning Goals: What makes water different in different locations? How do these differences impact daily water use?

Relevance: Do you know what a wetland is? CH. 3, SECTION 1 WATER TO DRINK WORD WEB- GREEN HEADINGS https://www.brainpop.com/science/matt erandchemistry/acidsandbases / Water Treatment Video http://www.youtube.com /watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=g

xgpK1EUZns&feature=related HARD WATER VS. SOFT WATER Purpose: The purpose of the lab is to determine the difference of soap sud height between hard and soft water. Research: Define Hardness. Refer to reading pg. 84. Hypothesis: If the water is (choose one: hard or soft), then the soap sud height will be :

EXPERIMENT Water Soap Sud Height (cm) Trial 1 Soap Sud Height (cm) Trial 2

Distilled Distilled with Epsom Saltyou have completed collecting data. aph Data when member your titles and headings. TE Water Soap Sud Average Height (cm) Trial 3

Determine the type of graph you will need. ANALYSIS-ANSWER QUESTION WITH COMPLETE/FULL SENTENCES 1. Graph your data. Determine the type of graph you will need. Remember your titles and headings. 2. What does your data show? Give evidence and explain For example, We found that the sud height for TE water was.. The sud height of the distilled water was.., and the sud height of the distilled water and Epsom salt was.

3. How does your data relate to the purpose of your lab? The purpose of the lab was., therefore, this lab reveals that. 4. In homes which have hard water, minerals including calcium and magnesium can precipitate out of the water and stick to hard surfaces inside appliances. How might hard water impact the lifespan of an appliance? 5. How will you apply your new knowledge of water hardness in your lives? (fopr example-this evening- can you actually apply your knowledge? ) 6. Based on your results, what are some of the benefits of

soft water'? 7. What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. SECTION 1 VIDEOS Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related Pharmaceuticals in Water: http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related Fish Pharm

http://www.youtube.com/watch?v=_PWnnlVj77Y You will need your notebook everyd DEC. 14, 2015 Materials: Assignment Book: Progress Reports due Tomorrow (5/5) Pen or Pencil Science Notebook Textbook (pg. 93 later) Earths Waters Packet

DEC. 14, 2015 Its Monday- If you had a job from last week, get your stars. Progress report/Vocab and notes for ch. 3, section 2. Read Ch. 3, section 2- pgs.93-94. Word web for Desalination and Ice bergs. (1 topic for each) 1. SSU 2. Go Ch. 3, section 1 word web. 3. Finish Videos 4. R and R, section 1 go over.

5. Go over Analysis and Conclusion answers. 6. Vocab, notes, word web for Ch. 3, section 2- Freshwater for the Future. L.C. Group 1. Progress Reports 2. SSU 3. Progress report/Read Ch. 3, section 2- pgs.93-94. 4. Continue with Ch. 3, section 1 reading and word web.

5. Topic PPTs due on Friday to show your LC Group. (Experiment presentations will be due next Monday.) 6. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss comments

WHILE WAITING FOR YOUR PROGRESS REPORT, 1. Complete Vocab and notes for Ch. 3, section 2. 2. Complete Word Web for Ch. 3, section 2 Balancing Water Needs . Read section and write one statement. *It is very short and not difficult. Independent and Silent 1. Icebergs 2. Desalination

Mystery Photo Fridays Challenge 9 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2 1 5 3

4 THE ANSWERS: DEC. 14, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to:

Section 1- Water to Drink Describe the difference between hard and soft water. Know the minerals that make water hard or soft How does Hard water impact you? Learning Goals: What makes water different in different locations? How do these differences impact daily water use? Relevance: Do you know what a wetland is? CH. 3, SECTION 1 WATER TO DRINK WORD WEB- GREEN HEADINGS https://www.brainpop.com/science/matt erandchemistry/acidsandbases

/ Water Treatment Video http://www.youtube.com /watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=g xgpK1EUZns&feature=related CH. 3, SECTION 1WORD WEB RESPONSES A Typical Treatment Plant

1. Typical treatment plants have the steps of first filtration, coagulation, second filtration, chlorination, aeration, and additional treatment. 2. Public health officials regularly test samples from water treatment plants to assess water quality. Water Distribution 1. Water pressure causes the water to move through the system of pipes that goes to homes and businesses 2. Some communities store water in a water tower. Treating Waste Water

1. Once water gets used, the sewage gets carried away from homes in a network of pipes called sewer carriers. 2. The wastewater treatment process has the steps of primary treatment, secondary treatment, and additional treatment. Septic Systems 1. Some people rely on other methods of disposing of sewage rather than a public sanitary sewer and will use a septic system which includes a septic tank. 2. A septic tank is an underground tank containing bacteria that treat waster water as it passes through.

HARD WATER VS. SOFT WATER Purpose: The purpose of the lab is to determine the difference of soap sud height between hard and soft water. Research: Define Hardness. Refer to reading pg. 84. Hypothesis: If the water is (choose one: hard or soft), then the soap sud height will be : EXPERIMENT Water

Soap Sud Height (cm) Trial 1 Soap Sud Height (cm) Trial 2 Distilled Distilled

with Epsom Saltyou have completed collecting data. aph Data when member your titles and headings. TE Water Soap Sud Average Height (cm) Trial 3 Determine the type of graph you will need.

ANALYSIS-ANSWER QUESTION WITH COMPLETE/FULL SENTENCES 1. Graph your data. Determine the type of graph you will need. Remember your titles and headings. 2. What does your data show? Give evidence and explain For example, We found that the sud height for TE water was.. The sud height of the distilled water was.., and the sud height of the distilled water and Epsom salt was. 3. How does your data relate to the purpose of your lab?

The purpose of the lab was., therefore, this lab reveals that. 4. In homes which have hard water, minerals including calcium and magnesium can precipitate out of the water and stick to hard surfaces inside appliances. How might hard water impact the lifespan of an appliance? 5. How will you apply your new knowledge of water hardness in your lives? (for example-this evening- can you actually apply your knowledge? ) 6. Based on your results, what are some of the benefits of soft water'? 7. What possible errors were made in this lab? What

would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. SECTION 1 VIDEOS Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related Pharmaceuticals in Water: http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related Fish Pharm http://www.youtube.com/watch?v=_PWnnlVj77Y

DEC. 14, 2015 Thinking Skills: C-7. State Implications and Consequences Learning Objectives: Section 2- Balancing Water Needs Describe conditions that can result in a water shortage and list sources of fresh water for the future.

Learning Goals: What have we discussed are possible fresh water sources for the future. DEC. 14, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Balancing Water Needs Students should be able to:

Describe conditions that can result in a water shortage and list sources of fresh water for the future. Learning Goals: What makes water different in different locations? How do these differences impact daily water use? Relevance: Do you know what a wetland is? WORD WEB FOR CH. 3, SECTION 2

BALANCING WATER NEEDS 1. Icebergs https://www.youtube.com/watch?v=07imCx95vXg 2. Desalination https://www.youtube.com/watch?v=mZ7bgkFgqJQ WORD WEB FOR CH. 3, SECTION 2 BALANCING WATER NEEDS 1. Icebergs Tug boats could tow icebergs to dry regions https://www.youtube.com/watch?v=07imCx95vXg

2. Desalination A method of obtaining salt water from freshwater is distillation, which is the process of boiling water so that it evaporates, leaving the salt behind, and collecting the liquid fresh water. https://www.youtube.com/watch?v=mZ7bgkFgqJQ You will need your notebook everyd DEC. 15, 2015 Materials: Assignment Book: Start studying for

next Tuesdays, Ch. 3, section 1,2,3 Quiz Pen or Pencil Science Notebook Textbook (pg. 93 later) Earths Waters Packet DEC. 15, 2015 Study Guides passed out 1. SSU 2. Go over lab, R and R, videos from section 1. 3. Desalination and

Iceberg Word Web and videos. 4. Start Ch. 3, section 3 Freshwater Pollution. Notes and Vocab Table Topics L.C. Group 1. Progress Reports 2. 3. Continue with Ch. 3, section 2 reading and word web. 4. Topic PPTs due on Friday to show your

LC Group. (Experiment presentations will be due next Monday.) 5. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 1. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss comments

6. Go over Analysis and Conclusion answers. Science Question- T. Trimpe 2008 http://sciencespot.net/ What are the steps in treating drinking water? What happens in each step?? Filtration water is filtered through screens that 1.First remove fish, leaves, and trash

lation Alum is added to form sticky flocs. Mud, bacteria, and other particles to the flo 2. ater then passes into settling basins, where the flocs sink. Filtration The water trickles down through 3.Second sand or gravel, which filters out algae, bacteria, and some chemicals. hlorination 4. Chlorine is added to kill remaining organisms. forcing air through the water releases gases, 5. Aeration reducing unpleasant odors and taste. ional

Treatment- Sodium or lime may be used to soften hard water. Some communities 6. fluoride, which helps prevent tooth decay. Mystery Photo Fridays Challenge 9 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2

1 5 3 4 THE ANSWERS: DEC. 15, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Students should be able to: Section 1- Water to Drink Describe the difference between hard and soft water. Know the minerals that make water hard or soft How does Hard water impact you? Learning Goals: What makes water different in different locations? How do these differences impact daily water use? Relevance: Do you know what a wetland is?

CH. 3, SECTION 1 WATER TO DRINK WORD WEB- GREEN HEADINGS https://www.brainpop.com/science/matt erandchemistry/acidsandbases / Water Treatment Video http://www.youtube.com /watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=g xgpK1EUZns&feature=related

CH. 3, SECTION 1WORD WEB RESPONSES A Typical Treatment Plant 1. Typical treatment plants have the steps of first filtration, coagulation, second filtration, chlorination, aeration, and additional treatment. 2. Public health officials regularly test samples from water treatment plants to assess water quality. Water Distribution 1. Water pressure causes the water to move through

the system of pipes that goes to homes and businesses 2. Some communities store water in a water tower. Treating Waste Water 1. Once water gets used, the sewage gets carried away from homes in a network of pipes called sewer carriers. 2. The wastewater treatment process has the steps of primary treatment, secondary treatment, and additional treatment. Septic Systems 1. Some people rely on other methods of disposing of sewage rather than a public sanitary sewer and will use a septic

system which includes a septic tank. 2. A septic tank is an underground tank containing bacteria that treat waster water as it passes through. HARD WATER VS. SOFT WATER Purpose: The purpose of the lab is to determine the difference of soap sud height between hard and soft water. Research: Define Hardness. Refer to reading pg. 84. Hypothesis: If the water is (choose one: hard

or soft), then the soap sud height will be : EXPERIMENT Water Soap Sud Height (cm) Trial 1 Soap Sud Height (cm) Trial

2 Distilled Distilled with Epsom Saltyou have completed collecting data. aph Data when member your titles and headings. TE Water Soap Sud Average Height

(cm) Trial 3 Determine the type of graph you will need. ANALYSIS-ANSWER QUESTION WITH COMPLETE/FULL SENTENCES 1. Graph your data. Determine the type of graph you will need. Remember your titles and headings. 2. What does your data show? Give evidence and explain For example, We found that the sud height for TE water was.. The sud height of the distilled water

was.., and the sud height of the distilled water and Epsom salt was. 3. How does your data relate to the purpose of your lab? The purpose of the lab was., therefore, this lab reveals that. 4. In homes which have hard water, minerals including calcium and magnesium can precipitate out of the water and stick to hard surfaces inside appliances. How might hard water impact the lifespan of an appliance? 5. How will you apply your new knowledge of water hardness in your lives? (for example-this evening- can

you actually apply your knowledge? ) 6. Based on your results, what are some of the benefits of soft water'? 7. What possible errors were made in this lab? What would you do to prevent the errors? Conclusion: Write your conclusion using the correct format. SECTION 1 VIDEOS Water Treatment Video http://www.youtube.com/watch?v=9z14l51ISwg Sewage Treatment: http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related Pharmaceuticals in Water:

http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related Fish Pharm http://www.youtube.com/watch?v=_PWnnlVj77Y DEC. 15, 2015 Thinking Skills: C-7. State Implications and Consequences Learning Objectives: Section 2- Balancing Water Needs

Describe conditions that can result in a water shortage and list sources of fresh water for the future. Learning Goals: What have we discussed are possible fresh water sources for the future. DEC. 15, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Balancing Water Needs Students should be able to: Describe conditions that can result in a water shortage and list sources of fresh water for the future. Learning Goals: What makes water different in different locations? How do these differences impact daily water use?

Relevance: Do you know what a wetland is? WORD WEB FOR CH. 3, SECTION 2 BALANCING WATER NEEDS 1. Icebergs https://www.youtube.com/watch?v=eOs-gSVvPWA 2. Desalination https://www.youtube.com/watch?v=mZ7bgkFgqJQ WORD WEB FOR CH. 3, SECTION 2

BALANCING WATER NEEDS 1. Icebergs Tug could boats could tow icebergs to dry regions to supply millions of liters of pure water that could be piped to shoe as the ice berg melted. https://www.youtube.com/watch?v=07imCx95vXg 2. Desalination A method of obtaining salt water from freshwater is distillation, which is the process of boiling water so that it evaporates, leaving the salt behind, and collecting the liquid fresh water. https://www.youtube.com/watch?v=mZ7bgkFgqJQ DEC. 15, 2015

Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Learning Objectives and Goal: Ch.3, sect. 3 Describe what water pollution is and list some of its sources. Explain how runoff affects ponds and streams. Describe how polluted water can be prevented and cleaned up.

Relevance: Do you know what a wetland is? SECTION 3- FRESHWATER POLLUTION TABLE TOPICS Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. Group 1: What is Pollution? (p. 97) Group 2: Point and Nonpoint Sources (p.98) and Cleaning Up Polluted Water (p. 103) Group 3: Human Wastes (p. 99) Group 4: Industrial Wastes (p. 100)

Group 5: Agricultural Chemicals and Runoff From Roads (p. 102) Group 6: Preventing Pollution (p. 103) CH. 3, SECTION 3 TABLE TOPICS RULES 5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading. Take notes on your topic while you are reading. When you are allowed to talk, agree on the 3 or 4 points you want on your poster. When your poster is finished, give to Ms. S. Work on HW or something else when you are done.

When all have finished, Ms. S will put the sheets up and you will walk around and get the notes. You will need your notebook everyd DEC. 17, 2015 Materials: Assignment Book: Ch. 3 packet due next Tuesday (day of the quiz) Pen or Pencil Science Notebook Textbook pg. 97

DEC. 17, 2015 1. SSU 2. Continue Ch. 3, section 3 Freshwater Pollution. Table Topics Present Take Notes 3. When finishedR and R, section 3 Crossword (3 pts extra credit) Word search packet (3 pts extra credit)

For extra credit- it must be complete. Half done or missing some is not complete. L.C. Group 1. SSU 2. Topic PPTs due on Friday to show your LC Group. (Experiment presentations will be due next Monday.) 3. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 2 (Icebergs and

Desalination) and section 3. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss comments Science Question- T. Trimpe 2008 http://sciencespot.net/ Review! (are you studying?)

1. When treating drinking water, what are the 5 things that are looked for? earance and taste, hardness, acidity, ase causing organisms, standards of quality 2. Name the steps of water treatment-can you explain them? filtration, coagulation, second filtration, chlorination, ion, additional treatment 3. What is Desalination? Name one way. be able from salt water. One way

toGetting explainfresh how water it works is distillation or DEC. 17, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~

Learning Objectives: Learning Objectives and Goal: Ch.3, sect. 3 Freshwater Pollution Describe what water pollution is and list some of its sources. Explain how runoff affects ponds and streams. Describe how polluted water can be prevented and cleaned up. Relevance: Do you know what a wetland is? SECTION 3- FRESHWATER POLLUTION TABLE TOPICS Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet.

neat/legible. Group 1: What is Pollution? (p. 97) Group 2: Point and Nonpoint Sources (p.98) and Cleaning Up Polluted Water (p. 103) Group 3: Human Wastes (p. 99) Group 4: Industrial Wastes (p. 100) Group 5: Agricultural Chemicals and Runoff From Roads (p. 102) Group 6: Preventing Pollution (p. 103) CH. 3, SECTION 3 TABLE TOPICS RULES

5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading. Take notes on your topic while you are reading. When you are allowed to talk, agree on the 3 or 4 points you want on your poster. When your poster is finished, give to Ms. S. Work on HW or something else when you are done. When all have finished, Ms. S will put the sheets up and you will walk around and get the notes. You will need your notebook everyd DEC. 18, 2015

Materials: Pen or Pencil Science Notebook Textbook (possible later -pg. 97) Ch. 3 Packet DEC. 18, 2015 Its Friday- If you had a job, get your stars 1. SSU 2. Table Topics Take Notes

3. When finishedVocab and notes, section 3 R and R, section 3 Crossword (3 pts extra credit) Word search packet (3 pts extra credit) For extra credit- it must be complete. Half done or missing L.C. Group 1. No SSU 2. Topic PPTs Show the LC groups.

Critiques on visual, content, questions, how to make it more interesting. 3. Continue with Ch. 3 Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 2 (Icebergs and Desalination) and section 3. Work on Group Project/Group Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic read Ms. Ss

comments Science Task- T. Trimpe 2008 http://sciencespot.net/ WRITE THE FOLLOWING HEADINGS IN YOUR NOTEBOOK SECTION 3- FRESHWATER POLLUTION TABLE TOPICS What is Pollution? (p. 97) 2 sections(p. on each

page- leave space for writing 3 to 4 statem Point and Nonpoint Sources 98) Cleaning Up Polluted Water (p. 103) Human Wastes (p. 99) Industrial Wastes (p. 100) Agricultural Chemicals (p. 102) Runoff From Roads (p. 102) Preventing Pollution (p. 103) DEC. 18, 2015 Learning Goals and Thinking Skills:

You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Learning Objectives and Goal: Ch.3, sect. 3 Freshwater Pollution Describe what water pollution is and list some of its sources. Explain how runoff affects ponds and streams. Describe how polluted water can be prevented and cleaned up. Relevance: Do you know what a wetland is?

You will need your notebook everyd DEC. 21, 2015 Materials: Pen or Pencil Science Notebook Mini white board/ eraser (share classrooms eraser) Your own white board marker (or borrow a friends white board marker) Textbook (from pgs. 81-104)

Ch. 3 Packet for after review DEC. 21, 2015 1. SSU 2. White board Review 3. When finishedVocab and notes, section 3 R and R, section 3 Crossword (3 pts extra credit) Word search packet (3 pts extra credit) For extra credit- it must be complete. Half done or

missing some is not complete. L.C. Group 1. SSU 2. You may do the White board review or 3. Continue with Ch. 3 Workkeeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 2 (Icebergs and Desalination) and section 3. Work on Group Project/Group

Experiment If you have to talk to group members, you must go in the hall. Reminders to sign up your experiment idea and topic Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTION

1. How do you feel about tomorrow's quiz? A. I have no idea about any of it! B. I have a question on the following: _________________________ C. I feel pretty good. DEC. 21, 2015 Learning Goals and Thinking Skills: You will be able to: C-7. State Implications and Consequences ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives:

Section 1- Water to Drink Describe the difference between hard and soft water. Know the minerals that make water hard or soft How does Hard water impact you? Section 2- Balancing Water Needs Describe conditions that can result in a water shortage and list sources of fresh water for the future. Section 3 -Freshwater Pollution Describe what water pollution is and list some of its sources. Explain how runoff affects ponds and streams. FOR YOUR WHITE BOARD REVIEW- WRITE ONE QUESTION FOR YOUR #.

1. Sources of Drinking Water (p. 81) 2. Treating Drinking Water (p. 81) 3. A Typical Treatment plant (p. 85) 4. Water Distribution (p. 86) 5. Treating Waste Water (p. 87) 6. Septic Systems (p. 89)

8. What is Pollution? (p. 97) 9. Point and Nonpoint Sources (p. 98) 10. Cleaning Up Polluted Water (p. 103) 11. Human Wastes (p. 99) 12. Industrial Wastes (p. 100) 13. Agricultural Chemicals (p. 102)

14. Runoff From Roads You will need your notebook everyd DEC. 22, 2015 Materials: We are going to LGR- make sure you take the followingPen or Pencil SSR Book/other work for after the quiz Ch. 3 Packet DEC. 22, 2015

L.C. Group 1. No SSU We will not meet on Friday. Who had a job this week? 2. Quiz 1. No SSU pd. 1 Rebeccas and Caitlins question. 3. Continue with Ch. 3 Workkeeping in mind the

expectations. Reading strategy, learning Choices for Ch. 3, section 3 2. Quiz Independent Silent 3. When finished- turn in Ch. 3 packet Vocab and notes, section 3 R and R, section 3 Crossword (3 pts extra credit)

Word search packet (3 pts extra credit) For extra credit- it must be complete. Half done or missing some is not complete. 4. Work on other work-study for Independent and Silent NO GROUP WORKWORK ON YOUR LCs & reading strategies

You will need your notebook everyd JAN 4, 2016 Materials: Assignment Book: Ch. 1, section 2 vocab and notes Pen or Pencil Science Notebook Cells and Heredity Textbook (p. 16) JAN 4, 2016 1. SSU

2. Intro to Cells/video clip/reading. 3. Time to work on Vocab and notes for Ch. 1, section 2 4. Intro/Start Cell Analogy Project *New L.C Group starts next week. If you are interested in joining, you must see Ms. S to get the contract before L.C. Group

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

Science trivia #4 SCIENCE TRIVIA 1. By the time you are 75 years old, how many years will you have spent sleeping: 17, 25, 37, or 42? 2. Which part of your eye receives no blood at all: the cornea, iris, or retina? 3. How many feet does food travel in the average adults digestive tract: 10, 20, or 30 feet?

4. Who has more bones: an adult, a teenager, or a baby? SCIENCE TRIVIA 1. By the time you are 75 years old, how many years will you have spent sleeping: 17, 25, 37, or 42? 2. Which part of your eye receives no blood at all: the cornea, iris, or retina? 3. How many feet does food travel in the average adults digestive tract: 10, 20, or 30 feet? 4. Who has more bones: an adult, a teenager, or a baby? 1. Intro to Cells! http://

www.youtube.com/watch?v=gFuEo2ccTPA 2. Text book-pg. 16. Read intro/Go over names of organelles. 3. Vocab and notes. 4. Start Cell Analogy project You will need your notebook everyd JAN 5, 2016 Materials: Pen or Pencil Science Notebook

Some colored pencils Cells and Heredity Textbook (p. 20) Cells and Heredity Packet (p. 11) JAN 5, 2016 1. SSU 2. Intro to organelles textbook read 3. Intro/Start Cell Analogy Project *New L.C Group starts next week. If you are interested in joining, you

must see Ms. S to get the contract before next L.C. Group 1. SSU 2. Intro to organelles textbook read 3. Intro/Start Cell Analogy Project 3. L.C presentations due tomorrow. 4. Continue with Ch. 3

Work- keeping in mind the expectations. Reading strategy, learning Choices for Ch. Science Diagram- T. Trimpe 2008 http://sciencespot.net/ TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS JAN 5, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell

Compare bacterial cells with plant and animal cells Describe the role of specialized cells in many celled organisms TODAY1. Read over the organelles as a class. (No word web or SQ3R) 2. Start Cell Analogy Project pg. 13 Instructions Start Rough Draft You will need your notebook everyd JAN 6, 2016 Materials:

Pen or Pencil Science Notebook Cells and Heredity Textbook (p. 20) Cells and Heredity packet- pg. 13 JAN 5, 2016 1. SSU 2.Continue Cell Analogy Project 3. See quizzes. Get stars. *New L.C Group starts next week. If you are

interested in joining, you must see Ms. S to get the contract before next Monday. L.C. Group 1. SSU 2. L.C presentations continue 3. See quizzes. Get stars 4. Finish with Ch. 3 Earths Waters Workkeeping in mind the

expectations. Reading strategy, learning Choices for Ch. 3, section 3 Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS. 1. What is inside the nucleus? (Be specific and explain.) matin strands containing genetic material-the instructions for directing

lls project. olus produces ribosomes 2. Which organelle controls the substances that go into and out of the cell. Cell membrane 3. What are ribosomes? Factories that produce proteins 4. What organelles have enzymes that break down certain materials in the cell? Lysosomes TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING

LINES/LABELS JAN 6, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell

Compare bacterial cells with plant and animal cells Describe the role of specialized cells in many celled organisms TODAY1. Read over the organelles as a class. (No word web or SQ3R) 2. Start Cell Analogy Project pg. 13 Instructions Start Rough Draft You will need your notebook everyd JAN 7, 2016 Materials:

Pen or Pencil Science Notebook Cells and Heredity Textbook (p. 20) Cells and Heredity packet- pg. 13 JAN 5, 2016 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! *New L.C Group starts

next week. If you are interested in joining, you must see Ms. S to get the contract before next L.C. Group 1. SSU 2. L.C presentations continue 3. Get rough draft checked! 4. Finish with Ch. 3

Earths Waters Workkeeping in mind the expectations. Reading strategy, learning Choices for Ch. 3, section 3 Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS. 1. What is the network of passageways that carries materials from one part of the cell to another?

Endoplasmic Reticulum 2. Which organelle receives materials from the endoplasmic reticulum and sends them tobodies other parts of the cell? Golgi 3. Mitochondria Where is most of the cells energy produced? 4. What organelles store food, waste, and other materials?

Vacuoles TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS JAN 7, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives:

Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell Compare bacterial cells with plant and animal cells Describe the role of specialized cells in many celled organisms TODAY1. 2. 3. 4. Finish Rough Draft. Start Final Copy

You may type the 33 sentences at home. Due date will be determined tomorrow. (tomorrow is HERO + LC presentations.) You will need your notebook everyd JAN 8, 2016 Materials: Pen or Pencil Science Notebook Cells and Heredity Textbook (p. 20)

Cells and Heredity packet- pg. 13 JAN 5, 2016 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! *New L.C Group starts next week. If you are interested in joining, you must see Ms. S to get the contract before next

L.C. Group 1. SSU 2. L.C presentations continue 3. Get rough draft checked! 4. Finish with Ch. 3 Earths Waters Workkeeping in mind the expectations. Reading strategy, learning Choices for Ch.

3, section 3 Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS. 1. What is the network of passageways that carries materials from one part of the cell to another? Endoplasmic Reticulum 2. Which organelle receives materials from the endoplasmic reticulum and sends

them tobodies other parts of the cell? Golgi 3. Mitochondria Where is most of the cells energy produced? 4. What organelles store food, waste, and other materials? Vacuoles TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS

JAN 8, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell Compare bacterial cells with plant and animal cells

Describe the role of specialized cells in many celled organisms TODAY1. Finish Rough Draft. 2. Start Final Copy 3. You may type the 33 sentences at home. 4. Due date Friday, Jan 15. You will present your projects to your classmates (2 small circles) *Monday will be your last class day to work on it. What you dont finish in class will be your homework. You will need your notebook everyd

JAN 11, 2016 Materials: Assignment Book: 1. Cell analogy project due Friday, Jan 15, 2016 2. Organelle diagram and matching quiz next Tues, Jan 19 Pen or Pencil Science Notebook Cell Analogy Materials: Cells and Heredity Textbook (p. 20) Cells and Heredity packet- pg. 13

Cell analogy poster JAN 11, 2016 1. SSU 2.Continue Cell Analogy Project. If you are finished early, R and R, section 2 in packet. Cross word, word search. 3. Get rough draft checked! 4. Start final copy! *New L.C Group starts

tomorrowComputer/Laptops schedule, L.C. Group 1. SSU 2.Continue Cell Analogy Project 3. Get rough draft checked! 4. Start final copy! *New L.C Group starts tomorrowComputer/Laptops schedule, groups,

seating chart. Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING QUESTIONS. 1. How would you recognize the nucleus in another Science book? Draw it. 2. How would you recognize the chloroplast in another Science book? Draw it

3.How would you recognize the mitochondria in another Science book? Draw it TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS JAN 11, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~

Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell Compare bacterial cells with plant and animal cells Describe the role of specialized cells in many celled organisms TODAY1. Finish Rough Draft/ Start Final Copy 2. You may type the 33 sentences at home. 3. Due date Friday, Jan 15. You will present your projects to your classmates (2 small circles) *Today is your last class day to work on it. What

you dont finish in class will be your homework due Friday, Jan 15. Tour of an animal Cell: https://www.youtube.com/watch?v=N4D06JfGS8Q You will need your notebook everyd JAN 13, 2016 Materials: Pen or Pencil Science Notebook

Cells Packet for later (pg. 8) JAN 13, 2016 1. SSU 2. Finish Cells of your body- Micro-viewer lab L.C. Group 1. SSU 2. Start L.C work for Ch. 1, section 1,2, and 3

Go over-earn star 3. Microviewer lab (after class finishes) 4. Complete R and R, section 2. 4. Keep in mind the high LC expectations. Go over 5. Crossword

6. Word Search 7. Start Ch. 1, section 1Discovering Cells *Vocab and Notes Reading strategy, learning choices Topic Experiment (already been done experiment) Science Question- T. Trimpe 2008 http://sciencespot.net/

ANSWER THE FOLLOWING Compare a bacterial cell to a plant or animal cell. You will need your notebook everyd JAN 11/13, 2016 Materials: Assignment Book: 1. Cell analogy project due Friday, Jan 15, 2016

2. Organelle diagram and matching quiz next Tues, Jan 19 Pen or Pencil Science Notebook Cell Analogy Materials: Cells and Heredity Textbook (p. 20) Cells and Heredity packet- pg. 13 Cell analogy poster JAN 11/13, 2016 1. SSU 2.Continue Cell Analogy

Project. If you are finished early, R and R, section 2 in packet. Cross word, word search. 3. Get rough draft checked! 4. Start final copy! *New L.C Group starts tomorrowComputer/Laptops schedule, L.C. Group 1. SSU

2.Continue Cell Analogy Project 3. Get rough draft checked! 4. Start final copy! *New L.C Group starts tomorrowComputer/Laptops schedule, groups, seating chart. Science Question- T. Trimpe 2008 http://sciencespot.net/

ANSWER THE FOLLOWING QUESTIONS. 1. How would you recognize the golgi body in another Science book? Draw it. 2. How would you recognize the cell wall in another Science book? Draw it 3.How would you recognize the ribosome in another Science book? Draw it TURN TO PAGE 11 AND 12 IN YOUR PACKET- LABEL/COLOR THE FOLLOWING-ADD MISSING LINES/LABELS

JAN 12, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell Compare bacterial cells with plant and animal cells

Describe the role of specialized cells in many celled organisms JAN 12, 2016 1. SSU L.C. Group 1. SSU 2.Finish section 2 2. Finish section 2- Word Word web Web 3. Listen for Microviewer lab

3. Cells of your bodyinstructions. Micro-viewer lab Instructions Get started. 4. Complete R and R, section 2. Crossword Wordsearch 4. Work on your computer/laptop, seating chart, locations.

5. Start L.C work for Ch. 1, section 1,2, and 3 CH. 1, SECTION 2- LOOKING INSIDE CELLS WORD WEB Specialized Cells Bacterial Cells SPECIALIZED CELLS IN YOUR BODY MICROVIEWER LAB IN YOUR LAB NOTEBOOK Cell picture (and label the As and Bs if present)

Where are they located? What do they do/how do they work? Where are they located? What do they do/how do they work? Cheek Cells (900x)

Blood Cells (500x) Lymph Gland Cells (1200x) Bone Cells (300x) Cell Voluntary Muscle Cells (900x) Involuntary Muscle Cells (900x)

Nerve Cells (60x) Gland Cells (360x) After R and R, section 2 Tour of an animal Cell: https:// www.youtube.com/watch?v=N4D 06JfGS8Q TODAY, JAN Essential Skills:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Objectives and Goal: Ch. 1, section 1 Discovering Cells Explain how the invention of the microscope contributed to the scientists understanding of living things State the three points of cell theory Describe how a microscope works, including how a lenses magnifies an object. You will need your notebook everyd

JAN 14, 2016 (PD. 5) Materials: Pen or Pencil Science Notebook Cells and Heredity packet- pg. 8 JAN 14, 2016 1. SSU 2. Finish Cells of your body- Micro-viewer lab L.C. Group

1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 Go over 3. Microviewer lab (after class finishes) 4. Complete R and R, section 2.

4. Keep in mind the high LC expectations. Crossword Word search Go over 5. Cell Analogy work, section 1 vocab and notes Reading strategy, learning choices Topic

Experiment (already been done experiment) Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING Compare a bacterial cell to a plant or animal cell. JAN 14, 2016

1. SSU 2. Finish Cells of your body- Micro-viewer lab L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 Go over 3. Microviewer lab (after

class finishes) 4. Complete R and R, section 2. 4. Keep in mind the high LC expectations. Crossword Word search Go over 5. Cell Analogy work,

section 1 vocab and notes Reading strategy, learning choices Topic Experiment (already been done experiment) You will need your notebook everyd JAN 14, 2016 (PDS. 4,7,8) Materials:

Pen or Pencil Science Notebook Cells and Heredity textbook (maybe) pgs. 44 or 49. JAN 14, 2016 1. SSU 2. Options: A. Cell Analogy project (If you need to finish your coloring or handwriting 33 sentences in pen. No computers) B. Photosynthesis and Respiration group work.

Depending on the numbers, you will be assigned a group to read and present on the process of either Photosynthesis (Ch. 2, section 1, p. 44) or Respiration (Ch. 2, section 2, pg. 49) Read section Create a visual (words and pictures) that explains it and its importance Highlight the organelles involved, steps, formulas, outcome, etc. Create questions for students to answer in their notebooks during/after the presentation. Make sure you go over the answers.

L.C. Group 1. SSU 2. Start L.C work for Ch. 1, section 1,2, and 3 3. Microviewer lab (after class finishes) 4. Keep in mind the high LC expectations. Reading strategy, learning choices

Topic Experiment (already been done experiment) Science Question- pds 4, 7 and 8 T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING Write your own question and answer relating to section 2Cells. A classmate will answer it. (Ms. S will use the name sticks to call on people)

JAN 14, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell Compare bacterial cells with plant and animal cells

Describe the role of specialized cells in many celled organisms Or Ch. 2, section 1 Photosynthesis key events Or Ch. 2, section 2 Respiration key events SPECIALIZED CELLS IN YOUR BODY MICROVIEWER LAB IN YOUR LAB NOTEBOOK Cell picture (and label the As and Bs if present) Where are they located? What do they do/how do they work?

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

Cell Voluntary Muscle Cells (900x) Involuntary Muscle Cells (900x) Nerve Cells (60x) Gland Cells (360x)

You will need your notebook everyd JAN 15, 2016 Materials: Pen or Pencil Science Notebook Cell Analogy Project Cells Packet JAN 15, 2016 Its Friday! Who had a job?

1. SSU L.C. Group 1. SSU 2. Cell Analogy Presentations3. Cell/Photosynthesis/ Respiration presentation/video clip 4. New Seats. Old Work back. 2. Cell Analogy Presentations- 5. Notebook prep Ch. 1, section 1 outline

3. Cell/Photosynthesis/ 7. Microviewer lab (after class finishes) Respiration presentation/video clip 4. New Seats. Old Work back. 5. Notebook prep Ch. 1, 6. L.C work for Ch. 1, section 1,2, and 3 8. Keep in mind the high LC

expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Mystery Photo Fridays Challenge 10 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5.

1 2 5 3 4 THE ANSWERS: JAN 15, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ Learning Objectives: Section 2- Section 2-Looking Inside Cells Identify the roll of the cell membrane and nucleus in the cell Describe the functions performed by other organelles in the cell Compare bacterial cells with plant and animal cells Describe the role of specialized cells in many celled organisms Or Ch. 2, section 1 Photosynthesis key events

Or Ch. 2, section 2 Respiration key events JAN 15, 2016 Its Friday! Who had a job? 1. SSU L.C. Group 1. SSU 2. Cell Analogy Presentations3. Cell/Photosynthesis/ Respiration presentation/video clip 4. New Seats. Old Work back.

2. Cell Analogy Presentations- 5. Notebook prep Ch. 1, section 1 outline 3. Cell/Photosynthesis/ 7. Microviewer lab (after class finishes) Respiration presentation/video clip 4. New Seats. Old Work back.

5. Notebook prep Ch. 1, 6. L.C work for Ch. 1, section 1,2, and 3 8. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Photosynthesis and Respiration

https:// www.youtube.com/watch?v=YAF vnBKif3o You will need your notebook everyd JAN 19, 2016 Materials: Assignment Book: Ch. 1, section 1 vocab and notes Pen or Pencil Science Notebook

Textbook (after the quiz- pg. 6) JAN 19, 2016 L.C. Group 1. No SSU 1. No SSU 2. Cell Analogy Quiz 2. Cell Analogy Quiz

3. Cell Analogy presentations 3. Cell Analogy presentations 4. Start Ch. 1, section 1 outline work 4. L.C work for Ch. 1, section 1,2, and 3 5. Microviewer lab (after class finishes) 6. Keep in mind the high LC expectations.

Reading strategy, learning choices Topic Experiment (already been done experiment) JAN 19, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~

Learning Objectives: Ch. 1, section 1 Discovering Cells Explain how the invention of the microscope contributed to the scientists understanding of living things State the three points of cell theory Describe how a microscope works, including how a lenses magnifies an object. DOING AN OUTLINE Step 1- One heading with your partner and go over all sections. 5-10 minutes of silent time to read and work, and then you may talk. Go over questions Step 2- All headings with your partner. Go over all sections. More silent time to read and work, and then we will go over

the answers as a class. Step 3- Try it by yourself. Go over all sections. . CH. 1, SECTION 1 DISCOVERING CELLS (P. 6) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. An Overview of Cells A. Cells and Structure B. Cells and Function C. Many and Small

II. First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek III. Development of Cell Theory A. Schleiden, Schwann, and Virchow B What the Cell Theory Says https://www.youtube.com/watch?v=4OpBylwH9DU IV. Light and Electron Microscopes A. Magnification and Lenses B. Compound Microscope Magnification C. Resolution

JAN 18, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 1 Discovering Cells Explain how the invention of the microscope contributed to the scientists understanding of living things State the three points of cell theory Describe how a microscope works, including how a lenses magnifies an object.

You will need your notebook everyd JAN 20, 2016 Materials: Assignment Book: Ch. 1, section 3 vocab and notes Pen or Pencil Science Notebook Textbook pg. 6 JAN 20, 2016

1. SSU 2. Finish Ch. 1, section 1 outline work. 3. Video clips. 4. Start Ch. 1, section 3outline! L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Microviewer lab (if you have not done it already.) 6. Keep in mind the high LC

expectations. Reading strategy, learning choices Topic Experiment (already been done experiment) Science Scramble Year of Science T. Trimpe 2008 http://sciencespot.net/

Can you unscramble all the words below? Hint: They are all science terms we will study this year. 1. ODOFWBE 6. PTSLAN 2. LECOGOY 7. EIGESNTC 3. MSREYCHIT

8. AND 4. ELIMS 9. RSECPMIOSCO 5. INASMAL 10. CSEONDISTI The answers are ... 1. FOODWEB

6. PLANTS 2. ECOLOGY 7. GENETICS 3. CHEMISTRY 8. DNA 4. SLIME 9. MICROSCOPE

5. ANIMALS 10. DISSECTION JAN 20, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives:

Ch. 1, section 1 Discovering Cells Explain how the invention of the microscope contributed to the scientists understanding of living things State the three points of cell theory Describe how a microscope works, including how a lenses magnifies an object. DOING AN OUTLINE Step 1- One heading with your table mates and go over all sections as a class. 5-10 minutes of silent time to read and work, and then you may talk. Go over statements. (you can write as many statements as you want! -with a minimum of 1) Step 2- All headings with your partner. Go over all sections as a class More silent time to read and work, and then we will go over the

answers as a class. Step 3- All headings by yourself. Go over all sections as a class. . CH. 1, SECTION 1 DISCOVERING CELLS (P. 6) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. An Overview of Cells A. Cells and Structure B. Cells and Function C. Many and Small

II. First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek III. Development of Cell Theory A. Schleiden, Schwann, and Virchow B What the Cell Theory Says https://www.youtube.com/watch?v=4OpBylwH9DU IV. Light and Electron Microscopes A. Magnification and Lenses B. Compound Microscope Magnification C. Resolution

JAN 20, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 1 Discovering Cells Explain how the invention of the microscope contributed to the scientists understanding of living things State the three points of cell theory Describe how a microscope works, including how a lenses magnifies an object.

JAN 20, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section Section 3- Chemical Compounds in Cells Describe the four main kinds of organic molecules in living things Explain how water is essential to the functioning of cells

You will need your notebook everyd JAN 21, 2016 Materials: Assignment Book: 1. Ch. 1, section 4 vocab and notes 2. Study for next Thursdays Ch. 1, section 1,3,4 quiz Pen or Pencil Science Notebook Textbook pg. 25

JAN 21, 2016 1. SSU 2. Finish Ch. 1, section 3 outline work. 3. Video clip/Go over 4. Graphic Organizer 5. Lab prep tomorrows lab. 6. Start Ch. 1, section 4 work L.C. Group

1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Presentation to LC group due Monday, Jan 25. 4. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment (already been done experiment)

Science Question T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING Write the Cell Theory. 1. All living organisms are composed of one or more cells. 2. The cell is the basic unit of structure and function in living things. 3. Cells come from preexisting cells. JAN 21, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 3- Chemical Compounds in Cells Describe the four main kinds of organic molecules in living things Explain how water is essential to the functioning of cells CH. 1, SECTION 3 CHEMICAL COMPOUNDS IN CELLS(P. 25) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL

NEED.) I. Elements and Compounds A. Elements B. Compounds C. Organic and Inorganic Compounds II. Carbohydrates

III. Lipids IV. Proteins A. Structure of Proteins B. Functions of Proteins V. Nucleic Acids https://www.youtube.com/watch?v=NWmdwuW4R2Y VI. Water and Living Things You will need your notebook everyd JAN 22, 2016 Materials:

Assignment Book: 1. Notebook check same day as the quiz Pen or Pencil Science Notebook Textbook pg. 25 JAN 22, 2016 1. SSU 2. Finish Ch. 1, section 3 outline work. 3. Video clip/Go over 4. Lab prep Monday's lab and activity sheet in

notebook. 5. Start Ch. 1, section 4 work outline L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Presentation to LC group due Monday, Jan 25. 4. Keep in mind the high LC expectations. Reading strategy,

learning choices Topic Experiment (already been done experiment) Mystery Photo Fridays Challenge 11 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 1

2 5 3 4 THE ANSWERS: JAN 21, 2016 Learning Goals and Thinking Skills:

You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 3- Chemical Compounds in Cells Describe the four main kinds of organic molecules in living things Explain how water is essential to the functioning of cells CH. 1, SECTION 3 CHEMICAL COMPOUNDS IN CELLS(P. 25) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

I. Elements and Compounds A. Elements B. Compounds C. Organic and Inorganic Compounds II. Carbohydrates III. Lipids IV. Proteins

A. Structure of Proteins B. Functions of Proteins V. Nucleic Acids https://www.youtube.com/watch?v=NWmdwuW4R2Y VI. Water and Living Things JAN 27, 2016 You will need your notebook everyd Materials: Assignment Book: Ch. 1, section 1,3,4 new quiz

date, notebook check date & Science packet due- Feb 3, 2016. Write this down: New Username and password: TEScienceStudent TEMS2016! Pen or Pencil Science Notebook Textbook pg. 32 JAN 27, 2016 1. SSU 2. Finish Ch. 1, section 4 outline work. Go over as

a class. 3. Start Osmosis with a Potato Lab L.C. Group 1. SSU 2. L.C work for Ch. 1, section 1,2, and 3 3. Presentation to LC group due Monday, Jan 25. 4. Keep in mind the high LC expectations. Reading strategy,

learning choices Topic Experiment (already been done experiment) Science Question T. Trimpe 2008 http://sciencespot.net/ START UP- GRAPHIC ORGANIZER Section 1 Scientists What they Contribution

Scientist did/looked s at 1. 2. Section 2- Organic compounds Type of Element Compound s

1. 2. 3. 3. 4. 5. 4. Function s

JAN 27, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 3- Chemical Compounds in Cells Describe the four main kinds of organic molecules in living things Explain how water is essential to the functioning of cells CH. 1, SECTION 3 CHEMICAL COMPOUNDS IN CELLS(P. 25) OUTLINE WRITE YOUR

OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Elements and Compounds A. Elements B. Compounds C. Organic and Inorganic Compounds II. Carbohydrates

III. Lipids IV. Proteins A. Structure of Proteins B. Functions of Proteins V. Nucleic Acids https://www.youtube.com/watch?v=NWmdwuW4R2Y VI. Water and Living Things JAN 27, 2016 Learning Goals and Thinking Skills: You will be able to:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 4- The Cell in its Environment Explain how small molecules cross the cell membrane Explain why osmosis is important to cells Describe the difference between Active and Passive Transport. CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

I. Diffusion A. What causes Diffusion B. Diffusion of Oxygen II. Osmosis A. Osmosis and Diffusion B. Effects of Osmosis III. A. B. C. Active Transport Transport Proteins

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

B. Transport by Engulfing C. Why Cells are so Small TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into:

Hypertonic solution: A solution having higher concentration of solute. Hypotonic solution: A solution which has lower concentration of solute. Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution. Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: 3. Osmosis with a potato that is submersed in salt water: THE EFFECT OF SOLUTION ON POTATO

FLEXIBILITY. The effect of solution on potato flexibility. Solution Distilled Water Salt Solution Sugar Solution Potato observation before solution Potato observation after being soaked

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

8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water? What errors were made in the lab and how could they be prevented in the future? Conclusion: Write your concluding statement. Use the correct format. CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Mendels Experiment A. Crossing Pea Plants B. The F 1 Offspring C. The F2 Offspring

D.Experiments with Other Traits II. Dominant and Recessive Alleles A. Genes and Alleles B. Genes and Alleles in Mendel's Crosses C. Symbols for Alleles D. Significance of Mendel's Contribution CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Principals of Probability A. Mathematics of Probability B. Independence of Events

II. Probability and Genetics A. Punnett Squares B. Using a Punnett Square C. Predicting Probabilities III. Phenotypes and Genotypes IV. Codominance CH. 1, SECTION 3 THE CELL AND INHERITANCE (P. 92) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Chromosomes and Inheritance A. Chromosome Pairs B. Genes on Chromosomes

II. Meiosis A. What happens during Meiosis B. Meiosis and Punnett Squares III. A Lineup of Genes CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. The Genetic Code A. Genes and DNA B. Order of the Bases II. How Cells Make Proteins A. The Role of RNA

B. Types of RNA C. Translating the Code III. Mutations A. Types of Mutations B. Effects of Mutations JAN 29, 2016 Materials: Colored pencils Pen or Pencil Science Notebook Textbook pg. 32

You will need your notebook everyd JAN 29, 2016 Its Friday! Who had a job? 1. No SSU- We are writing thank you cards to Mr. Levin! 2. Finish Ch. 1, section 4 outline work. Go over as a class. 3. Start Osmosis with a

Potato Lab-collect data! L.C. Group 1. No SSU- We are writing thank you cards to Mr. Levin. 2. L.C work for Ch. 1, section 1,2, and 3 3. LC presentations Thursday, Feb. 4, 2016 (make sure you show LC group members for critique before then.) 4. Keep in mind the high LC expectations.

Reading strategy, learning choices Topic Experiment (already been done experiment) WRITING THANK YOUS TO MR. LEVIN! Thank him for taking time out of his week to come in. Share information about what you learned or found interesting. Draw pictures

Cut out creative card shapes. Add color. Turn in. JAN 29, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 4- The Cell in its Environment

Explain how small molecules cross the cell membrane Explain why osmosis is important to cells Describe the difference between Active and Passive Transport. CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Diffusion A. What causes Diffusion B. Diffusion of Oxygen II. Osmosis A. Osmosis and Diffusion

B. Effects of Osmosis III. A. B. C. Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small I. Diffusion A. What causes Diffusion

B. Diffusion of Oxygen I. Osmosis A. Osmosis and Diffusion B. Effects of Osmosis I. Active Transport A. Transport Proteins B. Transport by Engulfing C. Why Cells are so Small TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to

Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into: Hypertonic solution: A solution having higher concentration of solute. Hypotonic solution: A solution which has lower concentration of solute. Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution.

Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: 3. Osmosis with a potato that is submersed in salt water: THE EFFECT OF SOLUTION ON POTATO FLEXIBILITY. The effect of solution on potato flexibility. Solution Distilled Water

Salt Solution Sugar Solution Potato observation before solution Potato observation after being soaked in the solution ANALYSIS AND CONCLUSION 1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened.

3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water? What errors were made in the lab and how could they be prevented in the future? Conclusion: Write your concluding statement. Use the correct format. Answer worksheet questions.

TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into: Hypertonic solution: A solution having higher concentration of solute.

Hypotonic solution: A solution which has lower concentration of solute. Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution. Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: THE EFFECT OF SOLUTION ON POTATO FLEXIBILITY. The effect of solution on potato flexibility.

Solution Distilled Water Salt Solution Sugar Solution Potato observation before solution Potato observation after being soaked in the solution

ANALYSIS AND CONCLUSION 1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water?

What errors were made in the lab and how could they be prevented in the future? Conclusion: Write your concluding statement. Use the correct format. Answer worksheet questions. FEB 1, 2016 Materials: Pen or Pencil Science Notebook Osmosis Lab Later - Textbook pg. 39 You will need your notebook everyd

FEB 1, 2016 1. SSU 2. Finish Osmosis Lab and 3 beaker sheet in notebook. Go over 3.Start Textbook Review (p. 39, # 1-18 in notebook) L.C. Group 1. SSU

2. Finish Osmosis Lab and 3 beaker sheet in notebook 3. L.C work for Ch. 1, section 1,2, and 3 4. LC presentations Thursday, Feb. 4, 2016 (make sure you show LC group members for critique before then.) 5. Keep in mind the high LC expectations. Reading strategy, 4. Tomorrow

learning choices Finish Textbook review Topic Go over emergency questions Experiment (already been done White board review experiment) Science Question T. Trimpe 2008 http://sciencespot.net/ START UP- GRAPHIC ORGANIZER

Section 1 Scientists What they Contribution Scientist did/looked s at 1. 2. Section 2- Organic compounds

Type of Element Compound s 1. 2. 3. 3. 4. 5. 4.

Function s JAN 29, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 4- The Cell in its Environment Explain how small molecules cross the cell membrane

Explain why osmosis is important to cells Describe the difference between Active and Passive Transport. CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Diffusion A. What causes Diffusion B. Diffusion of Oxygen II. Osmosis A. Osmosis and Diffusion B. Effects of Osmosis

III. A. B. C. Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small I. Diffusion A. What causes Diffusion B. Diffusion of Oxygen

I. Osmosis A. Osmosis and Diffusion B. Effects of Osmosis I. Active Transport A. Transport Proteins B. Transport by Engulfing C. Why Cells are so Small TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to Observe the process of osmosis with a potato that is submersed in distilled water, sugar and

salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into: Hypertonic solution: A solution having higher concentration of solute. Hypotonic solution: A solution which has lower concentration of solute. Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution. Hypothesis: Write 3 hypothesis statements relating to the movement of water in

the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: 3. Osmosis with a potato that is submersed in salt water: THE EFFECT OF SOLUTION ON POTATO FLEXIBILITY. The effect of solution on potato flexibility. Solution Distilled Water Salt Solution

Sugar Solution Potato observation before solution Potato observation after being soaked in the solution ANALYSIS AND CONCLUSION 1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same?

4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water? What errors were made in the lab and how could they be prevented in the future? Conclusion: Write your concluding statement. Use the correct format. Answer worksheet questions.

TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into: Hypertonic solution: A solution having higher concentration of solute. Hypotonic solution: A solution which has lower concentration of solute.

Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution. Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: THE EFFECT OF SOLUTION ON POTATO FLEXIBILITY. The effect of solution on potato flexibility. Solution

Distilled Water Salt Solution Sugar Solution Potato observation before solution Potato observation after being soaked in the solution ANALYSIS AND CONCLUSION

1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water? What errors were made in the lab and how could they be prevented in the future?

Conclusion: Write your concluding statement. Use the correct format. Answer worksheet questions. FEB 2, 2016 You will need your notebook everyd Materials: Pen or Pencil Pds 1,4,5,8 - Science Notebook Osmosis Lab and 3 beakers sheet. Later - Textbook pg. 39

FEB 2, 2016 Reminder about Activity 1. SSU 2. Go over Osmosis Lab and 3 beaker sheet in notebook. L.C. Group 1. SSU 2. Finish Osmosis Lab and 3 beaker sheet in notebook 3. L.C work for Ch. 1, section 1,2, and 3

4. LC presentations Thursday, Feb. 4, 2016 (make sure you 3. Textbook Review (p. 39, # show LC group members for critique before then.) 1-18 in notebook) Go over 5. Keep in mind the high LC expectations. Reading strategy, learning choices

Topic 4. Emergency questions/white Experiment (already been done board review experiment) Independent Silent Go over See Quizzes Science To do T. Trimpe 2008 http://sciencespot.net/

NOTEBOOK PRE-CHECK 1. How many start ups do we have? (start date is Dec. 1, 2015) 2. Do you have all of your entries? - See the board. Are they all completed? Recommendation- after you check your notebook, have your partner check it. Make comments and suggestions. 3. Notebooks due tomorrow or late. (Remember it is MP 3.) 4. Grading A perfect B- missing 1 thing (i.e.- a heading title or section number

or chapter number) something C-missing several somethings JAN 29, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 4- The Cell in its Environment Explain how small molecules cross the cell membrane

Explain why osmosis is important to cells Describe the difference between Active and Passive Transport. CH. 1, SECTION 4 THE CELL IN ITS ENVIRONMENT. (P.32) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Diffusion A. What causes Diffusion B. Diffusion of Oxygen II. Osmosis A. Osmosis and Diffusion B. Effects of Osmosis

III. A. B. C. Active Transport Transport Proteins Transport by Engulfing Why Cells are so Small I. Diffusion A. What causes Diffusion B. Diffusion of Oxygen

I. Osmosis A. Osmosis and Diffusion B. Effects of Osmosis I. Active Transport A. Transport Proteins B. Transport by Engulfing C. Why Cells are so Small TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to Observe the process of osmosis with a potato that is submersed in distilled water, sugar and

salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into: Hypertonic solution: A solution having higher concentration of solute. Hypotonic solution: A solution which has lower concentration of solute. Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution. Hypothesis: Write 3 hypothesis statements relating to the movement of water in

the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: 3. Osmosis with a potato that is submersed in salt water: THE EFFECT OF SOLUTION ON POTATO FLEXIBILITY. The effect of solution on potato flexibility. Solution Distilled Water Salt Solution

Sugar Solution Potato observation before solution Potato observation after being soaked in the solution ANALYSIS AND CONCLUSION 1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same?

4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water? What errors were made in the lab and how could they be prevented in the future? Conclusion: Write your concluding statement. Use the correct format. Answer worksheet questions.

TITLE: OSMOSIS WITH A POTATO LAB Purpose: The purpose of this lab is to Observe the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time. Background Info: A Solution is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved in is called a solvent and the substances which are dissolved are called solutes. There are different types of Solutions. In general, solutions are categorized into: Hypertonic solution: A solution having higher concentration of solute. Hypotonic solution: A solution which has lower concentration of solute.

Isotonic solution: These are two solutions having similar solute concentration. Research: Define hypertonic, hypotonic, and isotonic solution. Hypothesis: Write 3 hypothesis statements relating to the movement of water in the following: 1. Osmosis with a potato that is submersed in distilled water: 2. Osmosis with a potato that is submersed in sugar water: THE EFFECT OF SOLUTION ON POTATO FLEXIBILITY. The effect of solution on potato flexibility. Solution

Distilled Water Salt Solution Sugar Solution Potato observation before solution Potato observation after being soaked in the solution ANALYSIS AND CONCLUSION

1. Did any of the potatoes change in their flexibility, and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic. 5. If potato changed in flexibility, what process was responsible for this? 6. Make a sketch of your potato cylinder in the distilled water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was there a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water? What errors were made in the lab and how could they be prevented in the future?

Conclusion: Write your concluding statement. Use the correct format. Answer worksheet questions. TEXT BOOK REVIEW NOTEBOOK Pg. 39 # 1-18. WHITE BOARD REVIEW & FIND THE PAGE I. An Overview of Cells A. Cells and Structure B. Cells and Function

C. Many and Small II. First Observation of Cells A. Robert Hooke B. Anton van Leeuwenhoek III. Development of Cell Theory A. Schleiden, Schwann, and Virchow B What the Cell Theory Says IV. Light and Electron Microscopes A. Magnification and Lenses B. Compound Microscope Magnification C. Resolution D. Electron Microscopes IV. Elements and Compounds

A.Elements B.Compounds C.Organic and Inorganic Compounds V. Carbohydrates VI. Lipids IV. Proteins A.Structure of Proteins B.Functions of Proteins V. Nucleic Acids VI. Water and Living Things I. Diffusion A.What causes Diffusion

B.Diffusion of Oxygen II. Osmosis A.Osmosis and Diffusion B.Effects of Osmosis III.Active Transport A.Transport Proteins B.Transport by Engulfing C.Why Cells are so Small FEB 4, 2016 You will need your notebook everyd

Materials: * Pen or Pencil * Science Packet place packet in the bin on the front desk. Make sure your name is on in. (-3 points for no names. It is marking period 3..) Science Notebook *SSR book FEB 3, 2016 L.C. Group

1. No SSU 1. No SSU 2. Turn in Ch. 1 packets. 2. Turn in Ch. 1 packets. 3. Return Cell Analogy Project 3. Return Cell Analogy Project

5. SSR/Silent Work Buy back 100%, colored, neat projects. 4. Quiz 5. SSR/Silent Work 6. See quizzes (hopefully) 4. Quiz 6. See quizzes (hopefully) 7. LC presentations Thursday, Feb. 4, 2016 (make sure you

show LC group members for critique before then.) 8. Keep in mind the high LC expectations. PD. 7 SHORT ANSWER PART A PICTURE. DRAW THIS PICTURE ON QUIZ. After the quiz- SSR or work on something

silently. Cell Analogy PD. 8 SHORT ANSWER PART A PICTURE. DRAW THIS PICTURE ON QUIZ After the quiz- SSR or work on something silently. Cell

Analogy quizzes will also be SHORT ANSWER PART A PICTURE.-DRAW THIS PICTURE ON QUIZ After the quiz- SSR or work on something silently.

Cell Analogy FEB 8, 2016 Materials: Science Textbook (pg. 76) Science Packet Science Notebook Pen or Pencil You will need your notebook everyd FEB 8, 2016

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

L.C. Group 1.SSU 2. Silent Work for Ch. 3/See quizzes get stars. 3. Silent Work/LC group meeting Seating chart questions 4. Continue Ch. 3 LC work. 5. Keep in mind the high LC expectations. Full page learning choices with high quality.

Full reading strategies Experiment research someone elses experiment Topic idea Mystery Photo Fridays Challenge 12 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 2

1 5 3 4 THE ANSWERS: FEB 8, 2016 Learning Goals and Thinking Skills: You will be able to:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 1- Mendels Work To describe Mendels genetics experiments To identify the factors that control the inheritance of traits in organisms To explain how geneticists use symbols to represent alleles. CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

I. Mendels Experiment A. Crossing Pea Plants B. The F 1 Offspring C. The F2 Offspring D.Experiments with Other Traits II. Dominant and Recessive Alleles A. Genes and Alleles B. Genes and Alleles in Mendel's Crosses C. Symbols for Alleles D. Significance of Mendel's Contribution CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

I. Mendels Experiment A. Crossing Pea Plants B. The F 1 Offspring C. The F2 Offspring D.Experiments with Other Traits CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Dominant and Recessive Alleles A. Genes and Alleles B. Genes and Alleles in Mendel's Crosses

C. Alleles in Mendels crosses Purebred-the same alleles Hybrid-two different alleles D. Symbols for Alleles Dominant capital letter Recessive lower case letter E. Significance of Mendel's Contribution DOMINANT AND RECESSIVE ALLELES TITLE: TAKE A CLASS SURVEY (P. 82)

Purpose: The purpose of this lab is to determine if traits controlled by dominant alleles are more common than traits controlled by recessive alleles. Research: (write and answer) What are Dominant Alleles? What are Recessive Alleles? Hypothesis: Write your hypothesis: If the traits are (choose one) Dominant/Recessive, then they will show up (choose one) more/less in this class. Experiment: Copy Data Table on page 83. Listen to instructions

YOUR DATA/ DATA CLASS FEB 9, 2016 Materials: Science Textbook (pg. 82) Science Notebook Pen or Pencil

You will need your notebook everyd FEB 9, 2016 1. SSU 2. Take a Class Survey L.C. Group 1.SSU 2. Take a Class Survey Instructions Complete Instructions

Complete 3. Dragon Genetics Instructions Complete-attach to packet. 3. Dragon Genetics 4. Continue Ch. 3 LC work. Instructions Complete-attach to packet.

5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea Science To finish T. Trimpe 2008 http://sciencespot.net/

TITLE: TAKE A CLASS SURVEY (P. 82) Purpose: The purpose of this lab is to determine if traits controlled by dominant alleles are more common than traits controlled by recessive alleles. Research: (write and answer) What are Dominant Alleles? What are Recessive Alleles? Hypothesis: Write your hypothesis: If the traits are (choose one) Dominant/Recessive, then they will show up (choose one) more/less in this class. Experiment: Copy Data Table on page 83. Listen to

instructions FEB 9, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 1- Mendels Work To describe Mendels genetics experiments

To identify the factors that control the inheritance of traits in organisms To explain how geneticists use symbols to represent alleles. CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Mendels Experiment A. Crossing Pea Plants B. The F 1 Offspring C. The F2 Offspring D.Experiments with Other Traits II. Dominant and Recessive Alleles A. Genes and Alleles

B. Genes and Alleles in Mendel's Crosses C. Symbols for Alleles D. Significance of Mendel's Contribution CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Mendels Experiment A. Crossing Pea Plants B. The F 1 Offspring C. The F2 Offspring D.Experiments with Other Traits

CH. 2, SECTION 1 MENDELS WORK (P. 76)OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Dominant and Recessive Alleles A. Genes and Alleles B. Genes and Alleles in Mendel's Crosses C. Alleles in Mendels crosses Purebred-the same alleles Hybrid-two different alleles D. Symbols for Alleles Dominant capital letter Recessive lower case letter

E. Significance of Mendel's Contribution DOMINANT AND RECESSIVE ALLELES TITLE: TAKE A CLASS SURVEY (P. 82) Purpose: The purpose of this lab is to determine if traits controlled by dominant alleles are more common than traits controlled by recessive alleles. Research: (write and answer) What are Dominant Alleles? What are Recessive Alleles?

Hypothesis: Write your hypothesis: If the traits are (choose one) Dominant/Recessive, then they will show up (choose one) more/less in this class. Experiment: Copy Data Table on page 83. Listen to instructions YOUR DATA/ DATA CLASS AFTER WE HAVE OUR

DATA 1. Complete Analysis and Conclusion questions (p. 82-83) # 1-3. READ the questions. 2. Complete Dragon Genetics 3. Go over both of these. FEB 10, 2016 You will need your notebook everyd Materials:

Science Textbook (pg. 84) Science Notebook Pen or Pencil Pds. 1 and 4-Dragon Genetics sheet Genetics packet FEB 10, 2016 1. SSU L.C. Group 1.SSU 2. Dragon Genetics-finish

2. Take a Class Survey Instructions Complete 3. Go over Ch. 3, section 2 reading strategies. 3. Dragon Genetics Instructions Complete-attach to packet. (do we need a few minutes to

finish our strategies) 4. Continue Ch. 3 LC work. 4. Practice pages 17, 18, & 19 in packet. 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone

elses experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING Write out Mendels Experiment Include generations Descriptions

Symbols FEB 10, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 2- Probability and Heredity To describe probability and how it helps explain the results of genetic crosses

To explain the difference between genotype and phenotype To describe Codominance CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Principals of Probability A. Mathematics of Probability B. Independence of Events II. Probability and Genetics A. Punnett Squares B. Using a Punnett Square C. Predicting Probabilities

III. Phenotypes and Genotypes IV. Codominance CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Principals of Probability a number that describes how likely it is that an event will occur. A. Mathematics of Probability laws of probability predict what is likely to occur, not necessarily what will occur- example of tossing the coin 20 times)

B. Independence of Events the result of one event will not effect the results of the next event CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Probability and Genetics A. Punnett Squares B. Using a Punnett Square C. Predicting Probabilities HYBRID

PUREBRED SET UP A PUNNETT SQUARE. TRY THESE. CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Phenotypes and Genotypes A. Phenotype- the appearance Brown or Tall or Pink

B. Genotype- genetic makeup, or allele combinations Homozygous- identical alleles examples bb or HH or TT Heterozygous- different alleles examples Bb or Hh or Tt GENOTYPE AND PHENOTYPE WHAT IS THE PHENOTYPE AND GENOTYPE PERCENTAGE? T stands for Tall. t stands for short. D stands for

Brown d stands for tan CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Codominance alleles are neither dominant or recessive. Both alleles expressed. FINISH THISFIND THE GENOTYPE AND PHENOTYPE PERCENTAGES

P stands for Purple W stands for White FEB 11, 2016 Materials: Science Textbook (pg. 84) Science Notebook Pen or Pencil Genetics packet You will need your notebook everyd

FEB 11, 2016 L.C. Group 1.SSU 1. SSU 2. Practice pages in packet 2. Go over Ch. 3, section 2 reading strategies. 4. Paper Pet work.

3. Practice pages 17, 18, & 19 in packet. 4. Paper Pets start 3. Continue Ch. 3 LC work. 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment

Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING If Green (G) is dominant to Red(g), what possible allele combinations would a Green dragon have?

FEB 11, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 2- Probability and Heredity To describe probability and how it helps explain the results of genetic crosses To explain the difference between genotype and phenotype To describe Codominance

CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Principals of Probability A. Mathematics of Probability B. Independence of Events II. Probability and Genetics A. Punnett Squares B. Using a Punnett Square C. Predicting Probabilities III. Phenotypes and Genotypes IV. Codominance

CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Principals of Probability a number that describes how likely it is that an event will occur. A. Mathematics of Probability laws of probability predict what is likely to occur, not necessarily what will occur- example of tossing the coin 20 times) B. Independence of Events the result of one event will not effect the results of the next event

CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Probability and Genetics A. Punnett Squares B. Using a Punnett Square C. Predicting Probabilities HYBRID PUREBRED

SET UP A PUNNETT SQUARE. TRY THESE. CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Phenotypes and Genotypes A. Phenotype- the appearance Brown or Tall or Pink B. Genotype- genetic makeup, or allele combinations Homozygous- identical alleles examples bb or HH or TT

Heterozygous- different alleles examples Bb or Hh or Tt GENOTYPE AND PHENOTYPE WHAT IS THE PHENOTYPE AND GENOTYPE PERCENTAGE? T stands for Tall. t stands for short. D stands for Brown d stands for tan

CH. 2, SECTION 2 PROBABILITY AND HEREDITY (P. 84) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. Codominance alleles are neither dominant or recessive. Both alleles expressed. FINISH THISFIND THE GENOTYPE AND PHENOTYPE PERCENTAGES P stands for Purple W stands for White

PRACTICE! Pgs. 17, 18, & 19. You may work with your table mate. PAPER PETS Part 1. Parental Generation Create the genotype and phenotype for your paper pet. Make your pet. (we wont make them until after you have made all of your crosses) Your pet gets a mate! After getting a mate, copy the genotype and phenotype for your paper pets mate.

Part 2. Creating the F 1 Generation Complete Punnett squares to show the possible traits for gender, eyes, nose, teeth, and hair of the offspring. List the probability for the genotype and phenotype. FEB 12, 2016 You will need your notebook everyd Materials: Assignment book1. Punnett Square review sheet- due Wed. Feb 17

2. Punnett Square Quiz Thurs. Feb 18. 3. Glue/tape if you plan on attaching accessories/items to your paper pets. Science Notebook Pen or Pencil Pd. 7- Paper Pet Packet FEB 12, 2016 Its Friday. Who had a job? 1. SSU 2. Start Paper Pets project

*Parts 1 and 2 3. Create Pet and your Pets mate 4. Work on Study Guide L.C. Group 1.SSU 2. Paper Pet work follow instructions. Create your own pet and mate. 3. Continue Ch. 3 LC work. 4.Keep in mind the high LC expectations.

Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Mystery Photo Fridays Challenge 13 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING

MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 1 2 THE ANSWERS: PAPER PETS First! Part 1. Parental Generation Create the genotype and phenotype for your paper pet. Make your pet. (we wont make them until after you have made all of your crosses)

Your pet gets a mate! After getting a mate, copy the genotype and phenotype for your paper pets mate. Part 2. Creating the F 1 Generation Complete Punnett squares to show the possible traits for gender, eyes, nose, teeth, and hair of the offspring. List the probability for the genotype and phenotype. Second! Create your construction paper pet and pets mate. You must create both of them. Do not loose them. FEB 16, 2016 You will need your notebook everyd

Materials: Science Notebook Pen or Pencil Paper Pets Packet Later- Punnett Square practice problems FEB 16, 2016 1. SSU 2. Go over Paper Pets Part 3. Gender

Genotype Phenotype (do not make them yet.) 3. Work on Punnett Square practice problems/ make up your own if you have already done the practice one/find some online. Very important! Tomorrow is L.C. Group 1. SSU

2. Go over Paper Pets Part 3. Gender Genotype Phenotype (do not make them yet.) 3. Work on Punnett Square practice problems. 4. LC work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies

Experiment research someone elses experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING If the red haired mom rabbit is Rr and the brown haired dad

rabbit is rr, what is the probability that they will have a baby bunny with red hair? FEB 16, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives:

Ch. 3 Genetics: Section 2- Probability and Heredity To describe probability and how it helps explain the results of genetic crosses To explain the difference between genotype and phenotype To describe Codominance PAPER PETS WORK Today1. Sit with your paper pets partner/paper pet mate. 2. Go over Part 3. 3. Determine gender, phenotype, genotype. Fill in your Paper Pet Packet 4. Do not make the children yet- work on practice Punnett Square problems.

FEB 17, 2016 Materials: Punnett Square HW Pen or Pencil Paper Pets Packet You will need your notebook everyd FEB 17, 2016 L.C. Group

1. SSU-Turn in HW 1. SSU-Turn in HW. Ms. S will check and give feedback and record in pinnacle. 2. Create family. Put pets on paper. 2. Create family. Put pets on paper. 5. Keep in mind the high LC

expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea 3. Go over Punnett Square problems as a class. 3. Go over Punnett Square problems as

a class. (do not make them yet.) 4. LC work FEB 17, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives:

Ch. 3 Genetics: Section 2- Probability and Heredity To describe probability and how it helps explain the results of genetic crosses To explain the difference between genotype and phenotype To describe Codominance PAPER PETS WORK Today1. Make the children. On the front desk are the baby tracers and colors. Take the number of blues and yellows that you need and get a baby tracer. 2. Place on photo album paper. 3. While working- Ms. S will look over your HW and make comments on Pinnacle.

4. There are bins on the side of the room for you to place your photos. 5. Once everyone is finished with the quiz tomorrow, you may continue to work. FEB 18, 2016 Materials: Pen or Pencil For after the quiz -SSR book or other work -Paper Pets Packet -Paper Pets

You will need your notebook everyd FEB 18, 2016 1. No SSU- Punnett Square quiz 2. After the quiz, SSR or work on other work. (No Paper Pets. Rustling papers is a distraction to people who are trying to concentrate) 3. Once all have finished the

quiz. Paper Pets/continue SSR 4. Discuss tomorrows class Paper Pets? Genetics video? Time to work on HW? Split the time for each? L.C. Group 1. No SSU- Punnett Square quiz 2. After the quiz, SSR or work on other work.

(No Paper Pets. Rustling papers is a distraction to people who are trying to concentrate) 3. Once all have finished the quiz. work on Paper Pets 4. LC work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies

FEB 17, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 2- Probability and Heredity To describe probability and how it helps explain the results of genetic crosses To explain the difference between genotype and phenotype

To describe Codominance FEB 19, 2016 You will need your notebook everyd Materials: Assignment book: Paper Pets due Monday, Feb 22 Science Notebook Science Packet Science Textbook

(Pds. 1,7,8) Later Paper Pet work FEB 19, 2016 L.C. Group Its Friday. Who had a job? 1. SSU 1. SSU 2. Independent Silent Timework on homework, SSR.

Must stay silent. Ms. S is showing quizzes/grades. 2. Independent Silent Time- work on Ch. 3, section3 vocab and notes, SSR. Must stay silent. Ms. S is showing quizzes/grades. 3. Once quizzes/grades shownPds. 1,7,8- Paper Pet work. Pds. 4 and 5- Genetics Video

3. Once quizzes/grades shown work on Paper Pets 4. LC work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Mystery Photo Fridays

Challenge 13 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 5 3 4 THE ANSWERS:

TODAY 1. Independent Silent Time- work on Ch. 3, section 3 vocab and notes/SSR. Must stay silent. Ms. S is showing quizzes/grades. 2. Once quizzes/grades shownPds. 1,7,8- Paper Pet work. Pds. 4 and 5- Genetics Video bring chairs to the Smart Board. FEB 22, 2016 You will need your notebook everyd Materials:

1. Assignment book: Ch. 3, section 3 vocab and notes 2. Paper Pet Photo 3. Science Notebook 4. (Later) Science Textbook pg. 92 FEB 22, 2016 L.C. Group 1. SSU

1. SSU 2. Paper Pet Presentations 3. Optional Video 3. Genetics Video- Bring chairs to the Smart Board. 4. Start Ch. 3, section 3The Cell and Its inheritance (p. 92)

Choose your own strategy Independent Silent Reading Time Go over information 2. Paper Pet Presentations 4. LC Work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment

Topic idea Science Scramble B Words T. Trimpe 2008 http://sciencespot.net/ Can you unscramble all the words below? Hint: They all start with the letter B. CAE RTBIA 1. I can make you sick.

LOBOD 2. I flow through your body. OBLIOGSIT 3. I study living things. S EBA 4. I have a pH over 7.

NOBES 5. We support your body. The answers are BACTERIA 1. I can make you sick. BLOOD 2. I flow through your body.

BIOLOGIST 3. I study living things. BASE 4. I have a pH over 7. BONES 5. We support your body. NEXT1. Paper Pets Presentations

2. Genetics Video 3. Independent Silent time to read Ch. 3, section 3 The Cell and Inheritance.Choose your strategy. Do not forget your headings. FEB 22, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~

Learning Objectives: Ch. 3 Genetics: Section 3- The Cells and Inheritance To describe the role of chromosomes and inheritance To explain the events that occur in Meiosis Learning Goals: What is Genetics? How did the study of genetics start? CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) I. Chromosomes and Inheritance A. Chromosome Pairs B. Genes on Chromosomes II. Meiosis

A. What happens during Meiosis B. Meiosis and Punnett Squares III. A Lineup of Genes CH. 1, SECTION 3 THE CELL AND INHERITANCE (P. 92) I. Chromosomes and Inheritance Chromosomes- is a packaged and organized structure containing most of the DNA of a living organism. It is not usually found on its own, but rather is structured by being wrapped around protein complexes called nucleosomes, which consist of proteins called histones. A. Chromosome Pairs- one of a pair of chromosomes that match up at

meiosis and are identical in morphology and arrangement; a chromosome with the same gene sequence as another, each derived from one parent B. (Grasshopper- 12 pairs. 23 chromosomes. 12 chromosomes from mom. 12 chromosomes from dad.) B. Genes on Chromosomes-Alleles are different forms of a gene. One allele in a pair comes from female parents and the other allele in the pair comes from the male parent. The paired alleles are carried on the paired chromosomes. CH. 1, SECTION 3 THE CELL AND INHERITANCE (P. 92) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

How do sex cells end up with half the number of chromosomes as body cells? I. Meiosis the process by which the number of chromosomes is reduced by hald to form sex cells-sperm and egg A. What happens during Meiosis A. Meiosis and Punnett Squares I.

A Lineup of Genes YOUR TURN!- PRACTICE WITH CHROMOSOMES AND DEFINITIONS! * Complete pages 15 & 16 in your packet. You may work with your table mate. We will go over this as a class. Make sure you know how to do this. You will see it again on a quiz. Do not just copy off of your partner. FEB 23, 2016

Materials: 1. 2. 3. Pen or Pencil Science Notebook Science Textbook pg. 92 You will need your notebook everyd FEB 23, 2016

L.C. Group 1. SSU/Paper Pets that were not presented yesterday. 1. SSU 2. Continue Ch. 3, section 3The Cell and Its inheritance (p. 92) 3. Optional Video

Choose your own strategy Independent Silent Reading Time Go over information Practice 3. Practice in packet. Work on sheet with your partner. Go over as a class. 4. If time, a Genetics video. 2. Paper Pet Presentations 4. LC Work 5. Keep in mind the high LC

expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE

FOLLOWING In class we watched the Power Of Genes video yesterday. 1. What did you find interesting? 2. What are some questions that you have? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ If you were not here1. What do you find interesting about Genetics so far. 2. What are some questions that you still have? NEXT1. Pds 1,5,7,8- Independent Silent time to read Ch. 3, section 3 The Cell and Inheritance.pg. 92 Choose your strategy.

Do not forget your headings. 3. Go over Ch. 3, section 3 2. Practice in packet. Work on sheet with your partner. Go over as a class. 3. End with questions! FEB 23, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~

Learning Objectives: Ch. 3 Genetics: Section 3- The Cells and Inheritance To describe the role of chromosomes and inheritance To explain the events that occur in Meiosis CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) I. Chromosomes and Inheritance A. Chromosome Pairs B. Genes on Chromosomes II. Meiosis A. What happens during Meiosis

B. Meiosis and Punnett Squares III. A Lineup of Genes CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) I. Chromosomes and Inheritance Chromosomes- is a packaged and organized structure containing most of the DNA of a living organism. It is not usually found on its own, but rather is structured by being wrapped around proteins called histones. A. Chromosome Pairs- one of a pair of chromosomes that match up at meiosis and are identical in arrangement they have the same gene sequence as another, each derived from one parent

- (Grasshopper- 12 pairs. 24 chromosomes. 12 chromosomes from mom. 12 chromosomes from dad.) B. Genes on Chromosomes-Alleles are different forms of a gene. One allele in a pair comes from female parents and the other allele in the pair comes from the male parent. The paired alleles are carried on the paired chromosomes. Chromosome Theory of Inheritance- genes are carried from their CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) How do sex cells end up with half the number of chromosomes as body

cells? I. Meiosis the process by which the number of chromosomes is reduced by half to form sex cells-sperm and egg A. What happens during Meiosis Pg. 94 A. Meiosis and Punnett Squares I.

A Lineup of Genes-chromosomes are made up of many genes joined together like beads on a string. The genes are lines up in the same order on both chromosomes. However the alleles for some of the genes might be different. For example, the organism may have the A allele on one chromosome and the a alleles on the other YOUR TURN!- PRACTICE WITH CHROMOSOMES AND DEFINITIONS! * Complete pages 15 & 16 in your packet.

First 8 minutes silent time. Then time to talk to you r table mates Go over this as a class. Make sure you know how to do this. FEB 24, 2016 You will need your notebook everyd Materials: Assignment Book: Study for Next

Fridays Ch. 3, section 1 (2), 3, and 4 quiz. 1. 2. 3. Pen or Pencil Science Notebook Science Textbook pg. 92 FEB 24, 2016 1. SSU/Paper Pets that were not presented yesterday. 2.

Pds 1,7,8 Go over Ch. 3, section 3- The Cell and Its inheritance (p. 92) 3. Practice in packet. Go over as a class. 4. Genetics video The Mystery of Twins *Talk to a Twin if there is one in your class! 5. Start Ch. 3, section 4 HW//study L.C. Group

1. SSU 2. Optional Video The Mystery of Twins 4. LC Work Presentations will be on Monday, March 7. Yay!!! 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone

elses experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE FOLLOWING 1. What are chromosomes? Why are they important when discussing Inheritance? 2. What is the Chromosome Theory of Inheritance. (Refer to your book if your class has not gone

over this information) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~ & Pd. 8 5 silent minutes to finish you reading/reading strategy for Ch. 3, section 3 NEXT1. Pds 1,5,8- Go over Ch. 3, section 3 2. Practice in packet. 8 minutes of silent time to work, and then you may work with your partner. Go over as a class. 3. Mystery of Twins video. 4. End with questions!

FEB 24, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 3- The Cells and Inheritance To describe the role of chromosomes and inheritance To explain the events that occur in Meiosis

CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) I. Chromosomes and Inheritance A. Chromosome Pairs B. Genes on Chromosomes II. Meiosis A. What happens during Meiosis B. Meiosis and Punnett Squares III. A Lineup of Genes CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) I. Chromosomes and Inheritance

Chromosomes- is a packaged and organized structure containing most of the DNA of a living organism. It is not usually found on its own, but rather is structured by being wrapped around proteins called histones. A. Chromosome Pairs- one of a pair of chromosomes that match up at meiosis and are identical in arrangement they have the same gene sequence as another, each derived from one parent - (Grasshopper- 12 pairs. 24 chromosomes. 12 chromosomes from mom. 12 chromosomes from dad.) B. Genes on Chromosomes-Alleles are different forms of a gene. One allele in a pair comes from female parents and the other allele in the pair comes from the male parent. The paired alleles are

carried on the paired chromosomes. Chromosome Theory of Inheritance- genes are carried from their CH. 3, SECTION 3 THE CELL AND INHERITANCE (P. 92) How do sex cells end up with half the number of chromosomes as body cells? I. Meiosis the process by which the number of chromosomes is reduced by half to form sex cells-sperm and egg

A. What happens during Meiosis Pg. 94 A. Meiosis and Punnett Squares I. A Lineup of Genes-chromosomes are made up of many genes joined together like beads on a string. The genes are lines up in the same order on both chromosomes. However the alleles for some of the genes might be different. For example, the organism may have the A allele on one chromosome and the a

alleles on the other YOUR TURN!- PRACTICE WITH CHROMOSOMES AND DEFINITIONS! * Complete pages 15 & 16 in your packet. First 8 minutes silent time. Then time to talk to you r table mates Go over this as a class. Make sure you know how to do this. And then The Mystery of Twins video FEB 29, 2016

You will need your notebook everyd Materials: Assignment Book: Notebook check on Friday (same day as your quiz) 1. 2. 3. 4. Pen or Pencil

Science Notebook Later Science Textbook pg. 97 Packet pg. 13 and 14. FEB 29, 2016 1. SSU/ We did not meet last Friday. Who had a job? 2. Finish genetics video The Mystery of Twins *Talk to a Twin if there is one in your class! 3. Start Ch. 3, section 4 reading strategy.

(See Quizzes- you have until Wednesday for a new score) 4. Go over the information. 5. Practice in packet. pgs. 13 L.C. Group 1. SSU 2. Optional Video The Mystery of Twins 3. Start Ch. 3, section 4 Reading strategy

Packet work. 4. LC Work Presentations will be on Monday, March 7. Yay!!! 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea

Science Question- T. Trimpe 2008 http://sciencespot.net/ QUIZ ON FRIDAY! REVIEW- 1. What is another way to say Heterozygous? 2. What looks the same as a Homozygous allele FEB 29, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 4- The DNA Connection To describe what forms the genetic code To explain how a cell produces protein To explain how mutations can affect organisms

CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. The Genetic Code A. Genes and DNA B. Order of the Bases II. How Cells Make Proteins A. The Role of RNA B. Types of RNA C. Translating the Code III. Mutations A. Types of Mutations B. Effects of Mutations

CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code the main function of genes is to control the production of proteins in an organisms cells. Proteins help determine the size, shape, color, and many other traits in an organisms A. Genes and DNA A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) B. The bases in a gene are arranged in a specific order.

B. Order of the Bases A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of protein will be produced *Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine. CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code the main function of genes is to control the production of proteins in an organisms cells. Proteins help determine the size, shape, color, and many other traits in an organisms

B. Order of the Bases A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of protein will be produced *Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine. CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins Protein synthesis. The cell uses information from a gene on a chromosome to produce specific proteins. * Protein synthesis takes place ON the ribosome in the cytoplasm of the cell. (but remember that chromosomes are inside of the nucleus)

A. The Role of RNA a messenger must carry the genetic code from the DNA inside the nucleus to the cytoplasm. This messenger is RNA. A. RNA- Ribonucleic Acid has a different sugar than DNA A. Is also single stranded B. Has a Uracil nitrogen base instead of thymine. CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins Protein synthesis. The cell uses information from a gene on a chromosome to produce specific proteins. * Protein synthesis takes place ON the ribosome in the cytoplasm of the cell. (but remember that chromosomes are inside of the nucleus)

B. Types of RNA A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. A. Translating the Code CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins Protein synthesis. The cell uses information from a gene on a chromosome to produce specific proteins.

* Protein synthesis takes place ON the ribosome in the cytoplasm of the cell. (but remember that chromosomes are inside of the nucleus) A. Translating the Code CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins C. Translating the Code - https:// www.youtu

be.com/wa tch?v=gG7 uCskUOrA CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE III. Mutations mutations can cause a cell to produce an incorrect protein during protein synthesis. As a result, the organisms trait, or phenotype, may be different from what it normally would have been. A. Types of Mutations Substitution Deletion

Addition B. Effects of Mutations *Harmful lemur with a white color in the wild. *Helpful antibiotic resistance in bacteria *Neither Harmful or helpful- brown lemur in the zoo DNA COLORING- TRANSCRIPTION AND TRANSLATION Colors you will need: Orange Yellow

Dark Green Brown Light Blue Pink Purple Dark Blue Gray Red

Light Green ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ Instructions: 1. Read Page 13 as a class, and then read it again independently and silently. 2. Color the appropriate sections on page 14. STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM. I.

Mendels Experiment II. Dominant and Recessive Alleles III. Chromosomes and Inheritance IV. Meiosis V. A Lineup of Genes VI. The Genetic Code VII.How Cells Make Proteins MARCH 1, 2016 You will need your notebook everyd

Materials: Assignment Book: Ch. 3, section 4 vocab and notes 1. 2. 3. 4. Pen or Pencil Science Notebook Science Textbook pg. 97

Packet pg. 13 and 14. MARCH 1, 2016 L.C. Group 1. SSU 1. SSU 2. Continue Ch. 3, section 4 reading strategy.

2. Optional Video The Mystery (Pd. 1 See Quizzes- (Reminder to all classes - you have until Thursday for a new score) 3. Go over the Ch. 3, section 4. The DNA Connection 4. Practice in packet. pgs. 13 and 14. Instructions 5. Genetics video

of Twins 3. Start Ch. 3, section 4 Reading strategy Packet work. 4. LC Work Presentations will be on Monday, March 7. Yay!!! 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies

Experiment research someone elses experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ QUIZ ON FRIDAY! REVIEW- Explain Mendels Experiment.

MARCH 1, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 4- The DNA Connection To describe what forms the genetic code To explain how a cell produces protein

To explain how mutations can affect organisms CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. The Genetic Code A. Genes and DNA B. Order of the Bases II. How Cells Make Proteins A. The Role of RNA B. Types of RNA C. Translating the Code III. Mutations

A. Types of Mutations B. Effects of Mutations CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code the main function of genes is to control the production of proteins in an organisms cells. Proteins help determine the size, shape, color, and many other traits in an organisms A. Genes and DNA A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine

(G), and cytosine (C ) B. The bases in a gene are arranged in a specific order. CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code B. Order of the Bases A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of protein will be produced *Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine.

CH. 1, SECTION 4 THE DNA CONNECTION (P.97) II. How Cells Make Proteins Protein synthesis. The cell uses information from a gene on a chromosome to produce specific proteins. * Protein synthesis takes place ON the ribosome in the cytoplasm of the cell. (but remember that chromosomes are inside of the nucleus) A. The Role of RNA a messenger must carry the genetic code from the DNA inside the nucleus to the cytoplasm. This messenger is RNA. * RNA- Ribonucleic Acid has a different sugar than DNA A. Is also single stranded B. Has a Uracil nitrogen base instead of thymine.

CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins B. Types of RNA A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. A. Translating the Code- CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS

YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins A. Translating the Code https:// www.youtu be.com/wa tch?v=gG7 uCskUOrA CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE

III. Mutations mutations can cause a cell to produce an incorrect protein during protein synthesis. As a result, the organisms trait, or phenotype, may be different from what it normally would have been. A. Types of Mutations Substitution Deletion Addition B. Effects of Mutations *Harmful lemur with a white color in the wild. *Helpful antibiotic resistance in bacteria *Neither Harmful or helpful- brown lemur in the zoo

DNA COLORING- TRANSCRIPTION AND TRANSLATION Colors you will need: Orange Yellow Dark Green Brown Light Blue Pink

Purple Dark Blue Gray Red Light Green ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ Instructions:

1. Read Page 13 as a class, and then read it again independently and silently. 2. Color the appropriate sections on page 14. GENETICS VIDEO/ STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM. I. Mendels Experiment II. Dominant and Recessive Alleles III. Chromosomes and Inheritance IV. Meiosis

V. A Lineup of Genes VI. The Genetic Code VII.How Cells Make Proteins MARCH 2, 2016 Materials: 1. 2. 3. 4. Pen or Pencil

Science Notebook Science Textbook pg. 97 Packet pg. 13 and 14. You will need your notebook everyd MARCH 2, 2016 1. SSU 2. Continue going over the Ch. 3, section 4. The DNA Connection 3. Practice in packet. pgs. 13 and 14.

Instructions 4. Genetics video-Genes and Environment L.C. Group 1. SSU 2. Continue going over the Ch. 3, section 4. The DNA Connection 3. Practice in packet. pgs. 13 and 14. Instructions 4. Genetics video-Genes and Environment Reading strategy

Packet work. 5. LC Work Presentations will be on Monday, March 7. Yay!!! 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea Science Question-

T. Trimpe 2008 http://sciencespot.net/ QUIZ ON FRIDAY! REVIEW- If an animals somatic chromosome number is 401. How many pairs are there? 2. How many chromosomes are in the haploid cell? MARCH 2, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 4- The DNA Connection To describe what forms the genetic code To explain how a cell produces protein To explain how mutations can affect organisms

CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. The Genetic Code A. Genes and DNA B. Order of the Bases II. How Cells Make Proteins A. The Role of RNA B. Types of RNA C. Translating the Code III. Mutations A. Types of Mutations B. Effects of Mutations

CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code the main function of genes is to control the production of proteins in an organisms cells. Proteins help determine the size, shape, color, and many other traits in an organisms A. Genes and DNA A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) B. The bases in a gene are arranged in a specific order.

CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code B. Order of the Bases A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of protein will be produced *Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine. CH. 1, SECTION 4 THE DNA CONNECTION (P.97)

II. How Cells Make Proteins Protein synthesis. The cell uses information from a gene on a chromosome to produce specific proteins. * Protein synthesis takes place ON the ribosome in the cytoplasm of the cell. (but remember that chromosomes are inside of the nucleus) A. The Role of RNA a messenger must carry the genetic code from the DNA inside the nucleus to the cytoplasm. This messenger is RNA. * RNA- Ribonucleic Acid has a different sugar than DNA A. Is also single stranded B. Has a Uracil nitrogen base instead of thymine. CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

II. How Cells Make Proteins B. Types of RNA A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain. A. Translating the Code- CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.)

II. How Cells Make Proteins A. Translating the Code https:// www.youtu be.com/wa tch?v=gG7 uCskUOrA CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE III. Mutations mutations can cause a cell to produce an incorrect protein during protein synthesis. As a result, the organisms trait, or phenotype, may

be different from what it normally would have been. A. Types of Mutations Substitution Deletion Addition B. Effects of Mutations *Harmful lemur with a white color in the wild. *Helpful antibiotic resistance in bacteria *Neither Harmful or helpful- brown lemur in the zoo DNA COLORING- TRANSCRIPTION AND TRANSLATION

Colors you will need: Orange Yellow Dark Green Brown Light Blue Pink Purple

Dark Blue Gray Red Light Green ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ Instructions: 1. Read Page 13 as a class, and then read it again independently and silently.

2. Color the appropriate sections on page 14. GENETICS VIDEO START/ STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM. (WE WILL BE USING THIS FOR OUR CLASS WHITE BOARD REVIEW TOMORROW.) I. Mendels Experiment II. Dominant and Recessive Alleles III. Chromosomes and Inheritance IV. Meiosis

V. A Lineup of Genes VI. The Genetic Code VII.How Cells Make Proteins MARCH 2, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives:

Ch. 3 Genetics: Section 4- The DNA Connection To describe what forms the genetic code To explain how a cell produces protein To explain how mutations can affect organisms MARCH 3, 2016 You will need your notebook everyd Materials: 1. 2.

3. 4. 5. Pen or Pencil Notebook Pds 1- DNA coloring to go over. Mini White board/eraser/whiteboard marker. Textbook. MARCH 3, 2016 1. SSU

2. Pd. 1 Go over DNA coloring. 3. Mini White board review. You and your partner get a topic. Ask the class. Class writes answer on whiteboard You check the class answers. 4. Options Study with a partner Genetics video-Genes and

L.C. Group 1. SSU 2. Continue going over the Ch. 3, section 4. The DNA Connection 3. Optional-Review with the class. 4. LC Work Presentations will be on Monday, March 7. Yay!!! 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies

Experiment research someone elses experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ QUIZ ON FRIDAY! REVIEW- Explain the process of Transcription and

Translation. Remember location and vocab. You may also draw a picture with labels. MARCH 3, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives:

Ch. 3 Genetics: Section 4- The DNA Connection To describe what forms the genetic code To explain how a cell produces protein To explain how mutations can affect organisms CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) I. The Genetic Code A. Genes and DNA B. Order of the Bases II. How Cells Make Proteins

A. The Role of RNA B. Types of RNA C. Translating the Code III. Mutations A. Types of Mutations B. Effects of Mutations CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code the main function of genes is to control the production of proteins in an organisms cells. Proteins help determine the size,

shape, color, and many other traits in an organisms A. Genes and DNA A. DNA molecule made of four different nitrogen bases- adenine (A), thymine (T), Guanine (G), and cytosine (C ) B. The bases in a gene are arranged in a specific order. CH. 3, SECTION 4 THE DNA CONNECTION (P.97) I. The Genetic Code

B. Order of the Bases A. The order of the nitrogen bases along a gene forms a genetic code that specifies what type of protein will be produced *Example- CGT (cytosine-guanine-thymine) always codes for the amino acid alanine. CH. 1, SECTION 4 THE DNA CONNECTION (P.97) II. How Cells Make Proteins Protein synthesis. The cell uses information from a gene on a chromosome to produce specific proteins. * Protein synthesis takes place ON the ribosome in the cytoplasm of the cell. (but remember that chromosomes are inside of the nucleus) A. The Role of RNA a messenger must carry the genetic code from the DNA inside the nucleus to the cytoplasm. This messenger is RNA.

* RNA- Ribonucleic Acid has a different sugar than DNA A. Is also single stranded B. Has a Uracil nitrogen base instead of thymine. CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins B. Types of RNA A. Messenger RNA (mRNA)-copies the coded message from the DNA in the nucleus and carries it to the cytoplasm. B. Transfer RNA (tRNA)-carries amino acids to the ribosome and adds them to the growing protein chain.

A. Translating the Code- CH. 1, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE WRITE YOUR OUTLINE AS YOU READ BECAUSE YOU DO NOT KNOW HOW MUCH SPACE YOU WILL NEED.) II. How Cells Make Proteins A. Translating the Code https:// www.youtu be.com/wa tch?v=gG7

uCskUOrA CH. 3, SECTION 4 THE DNA CONNECTION (P.97) OUTLINE III. Mutations mutations can cause a cell to produce an incorrect protein during protein synthesis. As a result, the organisms trait, or phenotype, may be different from what it normally would have been. A. Types of Mutations Substitution Deletion Addition

B. Effects of Mutations *Harmful lemur with a white color in the wild. *Helpful antibiotic resistance in bacteria *Neither Harmful or helpful- brown lemur in the zoo DNA COLORING- TRANSCRIPTION AND TRANSLATION Colors you will need: Orange Yellow Dark Green Brown

Light Blue Pink Purple Dark Blue Gray Red Light Green

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ Instructions: 1. Read Page 13 as a class, and then read it again independently and silently. 2. Color the appropriate sections on page 14. GENETICS VIDEO START/ STUDY WITH A FRIEND. WHAT PAGES ARE THESE ON? FIND THEM. I.

Mendels Experiment II. Dominant and Recessive Alleles III. Chromosomes and Inheritance IV. Meiosis V. A Lineup of Genes VI. The Genetic Code VII.How Cells Make Proteins MARCH 3, 2016 Learning Goals and Thinking Skills: You will be able to:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 3 Genetics: Section 4- The DNA Connection To describe what forms the genetic code To explain how a cell produces protein To explain how mutations can affect organisms MARCH 4, 2016 You will need your notebook everyd

Materials: 1. 2. 3. Pen or Pencil No Notebook Notebook check postponed until Ch. 4 quiz. SSR book (or something to work on silently after your quiz.)

MARCH 4, 2016 Its Friday! Who had a job? 1. Ch. 3, quiz. Independent Silent 2. After your quiz, work on something silently. Ch. 3 packets will be due on Monday but you may turn them in today.

3. When all have finishedGenetics video-Genes and L.C. Group 1. Ch. 3, quiz. Independent Silent 2. After your quiz, work on something silently. (Ch. 3 packets will be due on Monday but you may turn them in today.) 3. LC Work Presentations will be on Monday, March 7. Yay!!!

5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea MARCH 7, 2016 You will need your notebook everyd

Materials: Assignment Book: Ch. 4, section 1 vocab and notes. You will get the packet in class today. 1. 2. 3. Pen or Pencil Notebook Textbook pg. 110

MARCH 7, 2016 1. L.C Presentations for pds. 1,4,8//SSU for pds 5 and 7. 2. Start Ch. 4, section 1reading strategy (pg. 110.) 3. When everyone has finished-we go over notes as a class. (Work on homework while you wait.) 4. When all have finished Go over section notes. 5. Practice with X linked. L.C. Group

l. L.C Presentations for pds. 1,4,8//SSU for pds 5 and 7. 2. Start Ch. 4- New LC meeting while class works on reading strategy. 3. Start Ch. 4 L.C. work (In packet- Practice with X linked. 4. Paper People Start

5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Mystery Photo Monday Challenge 3 SEE IF YOU CAN DETERMINE WHAT THE

FOLLOWING MAGNIFIED PHOTO IS. 1 THE ANSWERS: MARCH 7, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~

Learning Objectives: Ch. 4- Human Inheritance To describe patterns of human inheritance To explain the function of the sex chromosomes To explain the relationship between genes and the environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) I. Patterns of Inheritance A. Single Genes with Two Alleles B. Single Genes with Multiple Alleles C. Traits controlled by many genes

II. The Sex chromosomes A. Girl or Boy? B. Sex chromosomes and fertilization C. Sex-linked Genes D. Inheritance of Color Blindness III. The Effect of Environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) I. Patterns of Inheritance Some human traits are controlled by single genes with two alleles, and others by single genes with multiple alleles.

Still other traits are controlled by many genes that act together. A. Single Genes with Two Alleles a number of human traits are controlled by a single genes with one dominant allele and one recessive allele. These human traits have two distinctly different phenotypes, or physical appearances. (example- widows weak hairline) B. Single Genes with Multiple Alleles some human traits are controlled by a single gene that has more than two alleles. (two or three forms of a gene) (example Blood Types A, B, AB, and O)

C. Traits controlled by many genes Some human traits show large numbers of phenotypes (height, hair color, shades of skin color) CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) II. The Sex chromosomes - the sex chromosome carry genes that determine whether a person is male or female. They also carry the genes that determine other traits. A. Girl or Boy? XX-girl XY-boy B. Sex chromosomes and fertilization

Sperm cells carry 1 X and 1 Y chromosomes Egg carry 2 X chromosomes (the sperm determines if the baby will be XX or XY) C. Sex-linked Genes - X linked. Genes carried on the X only. Not carried n the Y. - X linked can have dominant and recessive allies. In females, the dominant on the X will masked a recessive on the other X. In males, there is usually no matching alleles on the Y chromosomes, so any allele on the X, even a recessive, will show up on the male who inherits it Example- color blindness D. Inheritance of Color Blindness Colorblindness is a trait controlled by a recessive

allele on the X chromosome. Carrier- a person who has one recessive allele for one trait . A carrier of a allele does not have the trait, but they can pass the recessive the recessive allele to his or her offspring. PRACTICE IN PACKET. WORK WITH A PARTNER. CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) III. The Effect of Environment many of a persons characteristics are

determined by interaction between genes and environment. * Peoples heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain vitamins can prevent a person from growing as tall as a person might be. * Environmental factors can affect human skills-a person may be born with strong muscle coordination and a good sense of hearing, but the musician must have instruction to play the instrument. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders

A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes. Some genetic disorders are caused by mutations in the DNA of genes. A. Cystic Fibrosis caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule B. Sickle-Cell Disease affects hemoglobin, a protein in red blood cells that carries oxygen. When oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape. These cells can clog vessels and can not carry as much oxygen as normal cells. *The allele for the sickle cell trait is Codominant. * A person with two sickle cells alleles will have the disease. * A person with one sickle-cell with produce both normal hemoglobin and abnormal hemoglobin-this

CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders C. Hemophilia A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a recessive allele on the X chromosome. D. Down Syndrome a persons cells have an extra copy of chromosome 21. Most often occurs when chromosomes fail to separate properly during meiosis. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)

II. Pedigrees a chart or family tree that tracks which member has a particular trait. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) III. Managing Genetic Disorders A. Karyotypes B. Genetic Counseling Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. C. Dealing with Genetic Disorders Medical treatments help with some disorders (physical therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic

acid, vitamins for people with sickle cells, education, and job training for adults with Down Syndrome can help then find places of employment. Good news! Most genetic disorders do not prevent people from living active, MARCH 8, 2016 Materials: 1. 2. 3. 4. Pen or Pencil

Notebook Textbook pg. 110 Ch. 4 Packet You will need your notebook everyd MARCH 8, 2016 1. Pds 1,5,7 No SSU// LC presentation for pds 4 and 8 2. Continue Ch. 4, section 1-reading strategy (pg. 110.)

3. Go over section notes. 5. Practice with X linked. Independent. With a partner. Go over L.C. Group l. L.C Presentations for pds. 4,8// No SSU for pds 1, 5 and 7. 2. Pd. 1 - Start Ch. 4- New LC

meeting while class works on reading strategy. 3. Start Ch. 4 L.C. work (In packet- Practice with X linked. Pds 9 and 10) 4. Paper People Start 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone

elses experiment MARCH 7, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 4- Human Inheritance To describe patterns of human inheritance

To explain the function of the sex chromosomes To explain the relationship between genes and the environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) I. Patterns of Inheritance A. Single Genes with Two Alleles B. Single Genes with Multiple Alleles C. Traits controlled by many genes II. The Sex chromosomes A. Girl or Boy? B. Sex chromosomes and fertilization C. Sex-linked Genes

D. Inheritance of Color Blindness III. The Effect of Environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) I. Patterns of Inheritance Some human traits are controlled by single genes with two alleles, and others by single genes with multiple alleles. Still other traits are controlled by many genes that act together. A. Single Genes with Two Alleles a number of human traits are controlled by a single genes with one dominant allele and one recessive allele.

These human traits have two distinctly different phenotypes, or physical appearances. (example- widows peak hairline) B. Single Genes with Multiple Alleles some human traits are controlled by a single gene that has more than two alleles. (two or three forms of a gene) (example Blood Types A, B, AB, and O) C. Traits controlled by many genes Some human traits show large numbers of phenotypes (height, hair color, shades of skin color) CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)

II. The Sex chromosomes - the sex chromosome carry genes that determine whether a person is male or female. They also carry the genes that determine other traits. A. Girl or Boy? XX-girl XY-boy B. Sex chromosomes and fertilization Sperm cells carry 1 X and 1 Y chromosomes Egg carry 2 X chromosomes (the sperm determines if the baby will be XX or XY)

C. Sex-linked Genes - X linked. Genes carried on the X only. Not carried n the Y. - X linked can have dominant and recessive alleles. In females, the dominant on the X will masked a recessive on the other X. In males, there is usually no matching alleles on the Y chromosomes, so any allele on the X, even a recessive, will show up on the male who inherits it Example- color blindness D. Inheritance of Color Blindness Colorblindness is a trait controlled by a recessive allele on the X chromosome. Carrier- a person who has one recessive allele for one trait . A carrier of a allele does not have the trait, but they can pass the recessive the recessive allele to his or her offspring.

1. PRACTICE IN PACKET. PGS 9 AND 10. 2. INDEPENDENTLY AND SILENTLY AT FIRST. 3. THEN WORK WITH A PARTNER. 4. GO OVER WITH THE CLASS. CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)

III. The Effect of Environment many of a persons characteristics are determined by interaction between genes and environment. * Peoples heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain vitamins can prevent a person from growing as tall as a person might be. * Environmental factors can affect human skills-a person may be born with strong muscle coordination and a good sense of hearing, but the musician must have instruction to play the instrument. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I.

Causes of Genetic Disorders A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes. Some genetic disorders are caused by mutations in the DNA of genes. A. Cystic Fibrosis caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule B. Sickle-Cell Disease affects hemoglobin, a protein in red blood cells that carries oxygen. When oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape. These cells can clog vessels and can not carry as much oxygen as normal cells. *The allele for the sickle cell trait is Codominant. * A person with two sickle cells alleles will have the disease. * A person with one sickle-cell with produce both normal hemoglobin and abnormal

hemoglobin-this CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders C. Hemophilia A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a recessive allele on the X chromosome. D. Down Syndrome a persons cells have an extra copy of chromosome 21. Most often occurs when chromosomes fail to separate properly during meiosis.

CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) II. Pedigrees a chart or family tree that tracks which member has a particular trait. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) III. Managing Genetic Disorders A. Karyotypes B. Genetic Counseling Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them.

C. Dealing with Genetic Disorders Medical treatments help with some disorders (physical therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid, vitamins for people with sickle cells, education, and job training for adults with Down Syndrome can help then find places of employment. Most genetic disorders do not prevent people from living active, productive lives. MARCH 9, 2016 You will need your notebook everyd Materials: Assignment book:

1. Ch. 4, section 2 vocab and notes. 2. Start Studying for next Thursdays Ch. 4, section 1 and 2 Quiz (study guides will be passed out tomorrow in homeroom.) 1. 2. 3. 4. Pen or Pencil Notebook Pds. 1 and 4- Ch. 4 Packet, pgs. 9 and 10.

Pds 5 and 7 - Paper People Packet MARCH 9, 2016 L.C. Group 1. SSU 2. Pd. 1- Practice with X linked/Pd. 4- Go over. l. SSU Independent.

With a partner. Go over 4. Paper People Work. 6. Paper People 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone

elses experiment Topic idea (pd. 1 because we have people leaving for the play at 8:30, time will determine if we will have time for partners or if you will complete parts 1-3 alone.) Parts 1-3 and draw grandparents and 3 children. (Parts 4 -5 later) 7. Start HW. Friday- we are

2. Ch. 4 L.C. work 3. Practice pages in packet. (In packet- Practice with X linked. Pds 9 and 10) Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE 3 QUESTIONS-

1. Give an example of a trait controlled by a single gene with two alleles. 2. Give an example of a trait controlled by a single gene and multiple alleles. 3. Give an example of a trait controlled by many genes. MARCH 9, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~ ~~~~~~~ Learning Objectives: Ch. 4- Human Inheritance To describe patterns of human inheritance To explain the function of the sex chromosomes To explain the relationship between genes and the environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) I. Patterns of Inheritance A. Single Genes with Two Alleles B. Single Genes with Multiple Alleles

C. Traits controlled by many genes II. The Sex chromosomes A. Girl or Boy? B. Sex chromosomes and fertilization C. Sex-linked Genes D. Inheritance of Color Blindness III. The Effect of Environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) I. Patterns of Inheritance Some human traits are controlled by single

genes with two alleles, and others by single genes with multiple alleles. Still other traits are controlled by many genes that act together. A. Single Genes with Two Alleles a number of human traits are controlled by a single genes with one dominant allele and one recessive allele. These human traits have two distinctly different phenotypes, or physical appearances. (example- widows peak hairline) B. Single Genes with Multiple Alleles some human traits are controlled by a single gene that has more than two alleles. (two or three forms of a gene) (example Blood Types A, B, AB, and O)

C. Traits controlled by many genes Some human traits show large numbers of phenotypes (height, hair color, shades of skin color) CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) II. The Sex chromosomes - the sex chromosome carry genes that determine whether a person is male or female. They also carry the genes that determine other traits. A. Girl or Boy? XX-girl XY-boy

B. Sex chromosomes and fertilization Sperm cells carry 1 X and 1 Y chromosomes Egg carry 2 X chromosomes (the sperm determines if the baby will be XX or XY) C. Sex-linked Genes - X linked. Genes carried on the X only. Not carried n the Y. - X linked can have dominant and recessive alleles. In females, the dominant on the X will masked a recessive on the other X. In males, there is usually no matching alleles on the Y chromosomes, so any allele on the X, even a recessive, will show up on the male who inherits it Example- color blindness D. Inheritance of Color Blindness

Colorblindness is a trait controlled by a recessive allele on the X chromosome. Carrier- a person who has one recessive allele for one trait . A carrier of a allele does not have the trait, but they can pass the recessive the recessive allele to his or her offspring. 1. PRACTICE IN PACKET. PGS 9 AND 10. 2. INDEPENDENTLY AND SILENTLY AT FIRST. 3. THEN WORK

WITH A PARTNER. 4. GO OVER WITH THE CLASS. PAPER PEOPLE WORK 1. Complete Parts 1-3 today. (We will continue to part 4 + on Friday after studying Ch. 4, section 2.) 2. Draw Grandparents and Children on pedigree sheet on the back of Paper Pet packet. 3. Start HW-vocab and notes for section 2. 4. If time- Watch/finish Genes and environment

video. CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110) III. The Effect of Environment many of a persons characteristics are determined by interaction between genes and environment. * Peoples heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain vitamins can prevent a person from growing as tall as a person might be. * Environmental factors can affect human skills-a person may be born with strong muscle coordination and a good sense of hearing, but the musician must have instruction to play the instrument.

CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes. Some genetic disorders are caused by mutations in the DNA of genes. A. Cystic Fibrosis caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule B. Sickle-Cell Disease affects hemoglobin, a protein in red blood cells that carries oxygen. When oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape. These cells can clog vessels and can not carry as much oxygen as normal cells.

*The allele for the sickle cell trait is Codominant. * A person with two sickle cells alleles will have the disease. * A person with one sickle-cell with produce both normal hemoglobin and abnormal hemoglobin-this CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders C. Hemophilia A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a recessive allele on the X chromosome.

D. Down Syndrome a persons cells have an extra copy of chromosome 21. Most often occurs when chromosomes fail to separate properly during meiosis. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) II. Pedigrees a chart or family tree that tracks which member has a particular trait. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) III. Managing Genetic Disorders A. Karyotypes

B. Genetic Counseling Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. C. Dealing with Genetic Disorders Medical treatments help with some disorders (physical therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid, vitamins for people with sickle cells, education, and job training for adults with Down Syndrome can help then find places of employment. Most genetic disorders do not prevent people from living active, productive lives. MARCH 10, 2016 You will need your notebook everyd

Today: Pd. 1: 1. SS quiz. Turn in by class period. Put on front desk. 2. English -Finish Why I Still Use the Oxford Comma cartoon in Writers Notebook. See Mr. Broadhead with an advisory pass if you have a question. 3. SSR MARCH 10, 2016

You will need your notebook everyd Today: Pds. 4 and 5- IPad Activities Social Studies Watch - https://www.youtube.com/watch?v=GinS19r45XU Play - http://world-geography-games.com/ Science Study with a partner for your next Thursdays Ch. 4, sections 1 and 2 Quiz Sex-Linked Traits worksheet (pgs. 13-16 in packet) Math English Pi Day Pie Poem Challenge Extra Credit Challenge

(Ask for the handout from your teacher or Mr. Broadhead) Reading https://quizlet.com/126530436/the-story-of-my-life-flash-cards/ MARCH 11, 2016 You will need your notebook everyd Materials: 1. 2.

3. 4. Pen or Pencil Notebook Textbook, pg. 117. Later Genetics packet pgs. 11 and 12 MARCH 10, 2016 Any questions about the study guide? Its Friday, who had a job?

1. SSU 2. Ch. 4, section 2- Genetic Disorders Independent and Silent Reading Strategy. Go over the information 3. Practice with Pedigrees. Packet pgs. 11 & 12 A few minutes of Independent and silent time Time to work with a table mate. Go over as a class.

L.C. Group l. SSU 2. Ch. 4, section 2. 3. Practice pages 4. Paper People Work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies

Experiment research someone elses experiment Topic idea Mystery Photo Fridays SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. THE ANSWERS: MARCH 10, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 4- Section 1 Human Inheritance To describe patterns of human inheritance To explain the function of the sex chromosomes To explain the relationship between genes and the environment CH. 4, SECTION 1 HUMAN INHERITANCE OUTLINE (P. 110)

III. The Effect of Environment many of a persons characteristics are determined by interaction between genes and environment. * Peoples heights are influenced y their environmentsFor example- Diet- a diet lacking in protein, certain minerals, or certain vitamins can prevent a person from growing as tall as a person might be. * Environmental factors can affect human skills-a person may be born with strong muscle coordination and a good sense of hearing, but the musician must have instruction to play the instrument. MARCH 10, 2016 Learning Goals and Thinking Skills:

You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 4- Section 2 Human Genetic Disorders To explain two major causes of genetic disorders in humans To explain how geneticists trace the inheritance of traits To explain how genetic disorders are diagnosed and treated CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)

I. Causes of Genetic Disorders A. Cystic Fibrosis B. Sickle-Cell Disease C. Hemophilia D.Down Syndrome II. Pedigrees A. (make sure you know what the symbols mean) III. Managing Genetic Disorders A. Karyotypes B. Genetic Counseling C. Dealing with Genetic Disorders CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)

I. Causes of Genetic Disorders A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes. Some genetic disorders are caused by mutations in the DNA of genes. A. Cystic Fibrosis caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule. The body produces abnormally thick mucus in the lungs. B. Sickle-Cell Disease affects hemoglobin, a protein in red blood cells that carries oxygen. When oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape. These cells can clog vessels and can not carry as much oxygen as normal cells.

*The allele for the sickle cell trait is Codominant. * A person with two sickle cells alleles will have the disease. * A person with one sickle-cell allele will produce both normal hemoglobin and abnormal CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders C. Hemophilia A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a recessive allele on the X chromosome.

D. Down Syndrome a persons cells have an extra copy of chromosome 21. Most often occurs when chromosomes fail to separate properly during meiosis. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) II. Pedigrees a chart or family tree that tracks which member has a particular trait. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) III. Managing Genetic Disorders A. Karyotypes

B. Genetic Counseling Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. C. Dealing with Genetic Disorders Medical treatments help with some disorders (physical therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid, vitamins for people with sickle cells, education, and job training for adults with Down Syndrome can help then find places of employment. Most genetic disorders do not prevent people from living active, productive lives. PRACTICE WITH PEDIGREES 1. Packet pgs. 11 and 12. 2. Go over the first ones together.

3. First Independent and Silent 4. Then work with a tablemate 5. Go over as a class. MARCH 14, 2016 You will need your notebook everyd Materials: 1. 2. 3.

4. Pen or Pencil Notebook Genetics packet pgs. 11 and 12 Paper People Packet MARCH 14, 2016 L.C. Group 1. SSU

l. SSU 2. Practice with Pedigrees. Packet pgs. 11 & 12 A few minutes of Independent and silent time Time to work with a table mate. Go over as a class. 2. Ch. 4, section 2.

4. Paper People Work. Parts 4-7.//see quizzes 3. Practice pages 4. Paper People Work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment

Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THE 3 QUESTIONS- 1. In pedigrees, what is the symbol for a male? A female? A carrier? 2. Draw a pedigree with a man and woman who are married with three children (2 boys

and a girl). The woman is a carrier and one of her children, the girl, has a disease. MARCH 14, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives: Ch. 4- Section 1 Human Inheritance

To describe patterns of human inheritance To explain the function of the sex chromosomes To explain the relationship between genes and the environment MARCH 14, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives:

Ch. 4- Section 2 Human Genetic Disorders To explain two major causes of genetic disorders in humans To explain how geneticists trace the inheritance of traits To explain how genetic disorders are diagnosed and treated CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders A. Cystic Fibrosis B. Sickle-Cell Disease C. Hemophilia D.Down Syndrome II. Pedigrees

A. (make sure you know what the symbols mean) III. Managing Genetic Disorders A. Karyotypes B. Genetic Counseling C. Dealing with Genetic Disorders CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) I. Causes of Genetic Disorders A genetic disorder is an abnormal condition that a person inherits through genes or chromosomes. Some genetic disorders are caused by mutations in the DNA of genes.

A. Cystic Fibrosis caused by a mutation on a recessive allele on one chromosome. 3 bases were removed from a DNA molecule. The body produces abnormally thick mucus in the lungs. B. Sickle-Cell Disease affects hemoglobin, a protein in red blood cells that carries oxygen. When oxygen concentrations are low, the red blood cells with the disease have an usual sickle shape. These cells can clog vessels and can not carry as much oxygen as normal cells. *The allele for the sickle cell trait is Codominant. * A person with two sickle cells alleles will have the disease. * A person with one sickle-cell allele will produce both normal hemoglobin and abnormal CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117)

I. Causes of Genetic Disorders C. Hemophilia A genetic disorder in which a persons blood clots slowly or not at all. It is caused by a recessive allele on the X chromosome. D. Down Syndrome a persons cells have an extra copy of chromosome 21. Most often occurs when chromosomes fail to separate properly during meiosis. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) II. Pedigrees a chart or family tree that tracks which member has a

particular trait. CH. 4, SECTION 2 HUMAN GENETIC DISORDERS (P. 117) III. Managing Genetic Disorders A. Karyotypes B. Genetic Counseling Counselors will use karyotypes, pedigree charts, and Punnett Squares to help them. C. Dealing with Genetic Disorders Medical treatments help with some disorders (physical therapy helps remove mucus from the lungs of people with cystic fibrosis), taking folic acid, vitamins for people with sickle cells, education, and job training for adults with Down Syndrome can help then find places of employment.

Most genetic disorders do not prevent people from living active, productive lives. PRACTICE WITH PEDIGREES 1. Packet pgs. 11 and 12. 2. Go over the first ones together. 3. First Independent and Silent 4. Then work with a tablemate 5. Go over as a class. PAPER PEOPLE Parts 4-7.

The children get married. Listen for instructions. Complete Parts 4-7. MARCH 16, 2016 You will need your notebook everyd Materials: 1. 2. 3.

4. 5. Study Guide? Pen or Pencil Notebook Paper People Packet Genetics packet (pgs. 13-16) MARCH 16, 2016 Option B- You may take a different quiz the Tuesday we get back from break. (Taking it

after break gives you an extra 12 days to study. Quiz will reflect the expectation that you had an extra 12 days to study) 1. SSU 2. Paper People Work. * Parts 4-7 * See quizzes. 3. In packet, pgs 13-16. L.C. Group

l. SSU 2. Ch. 4, section 2. 3. Practice pages 4. Paper People Work 5. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses

experiment Topic idea Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THIS QUESTION- 1. A persons characteristics are determined by an interaction between _________________ and ____________________________.

PAPER PEOPLE 1. Complete Parts 4-7. Listen for instructions. 2. If you finish early, work on Practice pages, pg. 13-16 in packet. MARCH 16, 2016 You will need your notebook everyd Materials:

1. 2. 3. 4. 5. Pen or Pencil Notebook Genetics packet (pgs. 13-16) Textbook *after class votes- Mini Whiteboard?

MARCH 16, 2016 1. SSU 2. Class Review Options A. Class Whiteboard Review L.C. Group l. SSU 2. Review with class is Optional. 3. Continue working through LC work

B. Partner Paper Review you will have time 4. Keep in mind the high to write a question from each section and a person from the class (using the sticks) has to LC expectations. answer them. Papers will get turned in. Full page learning choices with high 3. After Class Review- Your Choice quality. Options: Full reading strategies Experiment research A. Review with a friend

someone elses experiment B. Work on Pgs 13-16 Topic idea C. Other- ask Ms. S first. Science Question- T. Trimpe 2008 http://sciencespot.net/ ANSWER THESE QUESTIONS- 1. Is your Notebook Ready for the Check? See

Board? 2. Do you have titles on chapters and sections? 3. How many SSUs do you have? 4. If you are presenting your SDL in this class, have you checked to make sure that your flash drive will work? MARCH 16, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~

Learning Objectives: Ch. 4- Section 1 Human Inheritance To describe patterns of human inheritance To explain the function of the sex chromosomes To explain the relationship between genes and the environment Learning Objectives: Ch. 4- Section 2 Human Genetic Disorders To explain two major causes of genetic disorders in humans To explain how geneticists trace the inheritance of traits

WHITE BOARD REVIEW/PARTNER PAPER REVIEW FIND THE PAGES IN YOUR TEXTBOOK . I. Patterns of Inheritance A. Single Genes with Two Alleles B. Single Genes with Multiple Alleles C. Traits controlled by many genes II. The Sex chromosomes A. Girl or Boy? B. Sex chromosomes and

fertilization C. Sex-linked Genes D. Inheritance of Color Blindness III. The Effect of Environment IV. Causes of Genetic Disorders A. Cystic Fibrosis B. Sickle-Cell Disease C. Hemophilia D.Down Syndrome V. Pedigrees VI. Managing Genetic Disorders A. Karyotypes

B. Genetic Counseling C. Dealing with Genetic Disorders MARCH 17, 2016 You will need your notebook everyd Materials: 1. 2. 3.

Pen or Pencil Notebook SSR book or something to work on silently after the quiz. MARCH 17, 2016 L.C. Group 1. No SSU 1. No SSU 2. Quiz and

2. Quiz and Notebook check. Notebook check. Quiz- Independent and Silent. QuizTurn in on front cart. Staple Independent sheets together. and Silent. 3. After the quiz, work on something Independtly and Turn in on front Silently.

desk (make sure Parts 1-6 are complete in Paper People. Drawings, Genotypes, and Phenotypes.) 3. After the quiz, work on something MARCH 29, 2016 You will need your notebook everyd

Materials: 1. Assignment Book: 1. Paper People Packet due Friday, April 1 2. Genetics packet due Friday, April 1 3. Ch. 4, section 3 vocab and notes. 2. 3. 4. 5.

Pen or Pencil Notebook Textbook, pg. 123 Later- Paper People Packet. MARCH 29, 2016 1. SSU/See Quizzes/Take After Break Option B Quiz 2. Go over paper People Part 7.- Work on Pedigree, drawings, crosses, essay. 3. You may start your HW

when finished. L.C. Group 1. SSU 2. Go over paper People Part 7.Work on Pedigree, drawings, crosses, essay. 3. LC Work L.C will present Friday, April 1,

2016 YAY! Science To DO- T. Trimpe 2008 http://sciencespot.net/ CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) SSU- Read and complete Reading strategy for Ch. 4, section 3//Listen for your name I. Selective

Breeding A. Inbreeding B. Hybridization II. Cloning III. Genetic Engineering A. B. C. D. Genetic Engineering in Bacteria Genetic Engineering in Other Organisms Gene Therapy

Concerns about Genetic Engineering IV. Learning About Human Genetics A. The Human Genome Project B. DNA Fingerprinting CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) I. Selective Breeding selecting organisms with desired traits to be the parents of the next generation. Selective breeding, hybridization, cloning are 3 methods.

A. Inbreeding crossing individuals with similar characteristics. Example - a male and female turnkey who are both plump and grow quickly. B. Hybridization Crossing two genetically different individuals. Example- crossing a corn that produces many kernels with corn that is resistant to disease II. Cloning producing an organism with the exact same genes as the organism from which it was produced. Example- African violet plant cutting.-cut the stem from one plant and put the stem in soil. CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)

III. Genetic Engineering genes from one organisms are transferred into the DNA of another organism A. Genetic Engineering in Bacteria Genetically engineered bacteria that produced a protein called insulin. Large amounts of insulin can be produced because bacteria reproduces so quickly B. Genetic Engineering in Other Organisms using genetic techniques to insert genes into animals (human genes into cows to produce milk with the human protein, genes into the cells of plants to enable them to survive colder temperatures C. Gene Therapy inserting copies of genes directly into a person's cells (example of replacing the defective allele causing hemophilia on the x chromosome) D. Concerns about Genetic Engineering long term effects are uncertain. Crops may cause health problems in humans or damage the environment

CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) IV. Learning About Human Genetics A. The Human Genome Project The goals of the project was to identify the DNA sequence of every gene in the human genome. B. DNA Fingerprinting- DNA from a persons cells are broken down into small pieces, and are used to produce a pattern called a DNA fingerprint. Next - Paper People Part 7 Listen for Instructions Complete alone or with original partner

Lastly - Discovery Video on Clones MARCH 30, 2016 Materials: 1. 2. 3. 4. Pen or Pencil Notebook

Paper People Packet. Textbook, pg. 76 You will need your notebook everyd MARCH 30, 2016 1. SSU 2. People Part 7.- Work on Pedigree, drawings, crosses, essay. Finish. 3. Last 10 minutes of class-go over notes. 4. Discuss tomorrows

class. L.C. Group 1. SSU 2. Paper People Part 7.- Work on Pedigree, drawings, crosses, essay. 3. LC Work L.C will present Friday, April 1,

2016 YAY! *New LC group starts this week too! Science To Do- T. Trimpe 2008 http://sciencespot.net/ LISTEN FOR YOUR NAME. TURN IN YOUR WORK. TODAY! Work to Finish Your Paper People

Project. Last 10 minutes of class we are going over Ch. 4, section 3. Discuss tomorrows class. MARCH 30, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives:

Ch. 4- Section 3 Advances in Genetics To describe 3 ways of producing organisms with desired traits To explain the goals of the Human Genome Project. CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) SSU- Read and complete Reading strategy for Ch. 4, section 3//Listen for your name I. Selective Breeding

A. Inbreeding B. Hybridization II. Cloning III. Genetic Engineering A. B. C. D. Genetic Engineering in Bacteria Genetic Engineering in Other Organisms Gene Therapy Concerns about Genetic Engineering

IV. Learning About Human Genetics A. The Human Genome Project B. DNA Fingerprinting CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) I. Selective Breeding selecting organisms with desired traits to be the parents of the next generation. Selective breeding, hybridization, cloning are 3 methods. A. Inbreeding crossing individuals with similar characteristics.

Example - a male and female turnkey who are both plump and grow quickly. B. Hybridization Crossing two genetically different individuals. Example- crossing a corn that produces many kernels with corn that is resistant to disease II. Cloning producing an organism with the exact same genes as the organism from which it was produced. Example- African violet plant cutting.-cut the stem from one plant and put the stem in soil. CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) III. Genetic Engineering genes from one organisms are transferred into the

DNA of another organism A. Genetic Engineering in Bacteria Genetically engineered bacteria that produced a protein called insulin. Large amounts of insulin can be produced because bacteria reproduces so quickly B. Genetic Engineering in Other Organisms using genetic techniques to insert genes into animals (human genes into cows to produce milk with the human protein, genes into the cells of plants to enable them to survive colder temperatures C. Gene Therapy inserting copies of genes directly into a person's cells (example of replacing the defective allele causing hemophilia on the x chromosome) D. Concerns about Genetic Engineering long term effects are uncertain. Crops may cause health problems in humans or damage the environment CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)

IV. Learning About Human Genetics A. The Human Genome Project The goals of the project was to identify the DNA sequence of every gene in the human genome. B. DNA Fingerprinting- DNA from a persons cells are broken down into small pieces, and are used to produce a pattern called a DNA fingerprint. MARCH 31, 2016 Materials: 1. 2.

3. Pen or Pencil Notebook Ch. 4 Genetic Packet You will need your notebook everyd MARCH 31, 2016 1. SSU 2. Go over Genetics that is due tomorrow. 2. The Clone Age

4. Public service advertisement campaign for or against Human cloning. L.C. Group 1. SSU 2. Clone Age/ AdvertisementOptional 3. LC Work L.C will present Friday, April 1, 2016

YAY! Science Question T. Trimpe 2008 http://sciencespot.net/ ANSWER THIS QUESTION Name and Explain 3 different methods of getting organisms with particular desired traits. MARCH 31, 2016

Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~ ~~~~~~~ Learning Objectives: Ch. 4- Section 3 Advances in Genetics To describe 3 ways of producing organisms with desired traits To explain the goals of the Human Genome Project. CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)

SSU- Read and complete Reading strategy for Ch. 4, section 3//Listen for your name I. Selective Breeding A. Inbreeding B. Hybridization II. Cloning III. Genetic Engineering A. B. C.

D. Genetic Engineering in Bacteria Genetic Engineering in Other Organisms Gene Therapy Concerns about Genetic Engineering IV. Learning About Human Genetics A. The Human Genome Project B. DNA Fingerprinting CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123)

I. Selective Breeding selecting organisms with desired traits to be the parents of the next generation. Selective breeding, hybridization, cloning are 3 methods. A. Inbreeding crossing individuals with similar characteristics. Example - a male and female turnkey who are both plump and grow quickly. B. Hybridization Crossing two genetically different individuals. Example- crossing a corn that produces many kernels with corn that is resistant to disease II. Cloning producing an organism with the exact same genes as the

organism from which it was produced. Example- African violet plant cutting.-cut the stem from one plant and put the stem in soil. CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) III. Genetic Engineering genes from one organisms are transferred into the DNA of another organism A. Genetic Engineering in Bacteria Genetically engineered bacteria that produced a protein called insulin. Large amounts of insulin can be produced because bacteria reproduces so quickly B. Genetic Engineering in Other Organisms using genetic techniques to insert genes into animals (human genes into cows to produce milk with the human protein, genes into the cells of plants to enable them to survive colder temperatures

C. Gene Therapy inserting copies of genes directly into a person's cells (example of replacing the defective allele causing hemophilia on the x chromosome) D. Concerns about Genetic Engineering long term effects are uncertain. Crops may cause health problems in humans or damage the environment CH. 4, SECTION 3 ADVANCES IN GENETICS (P. 123) IV. Learning About Human Genetics A. The Human Genome Project The goals of the project was to identify the DNA sequence of every gene in the human genome. B. DNA Fingerprinting- DNA from a persons cells are broken down into small pieces, and are used to produce a pattern called a DNA fingerprint.

THE CLONE AGE! 1. Video take notes that will help you make a decision on if you are for or against Cloning and to create a public service advertisement. 2. You should decide which side of the issue you support- For or Against Human Cloning. 3. You and a partner will then plan a public service advertisement campaign for or against Human cloning. 4. Use attention-grabbing images and snappy yet informative language in your ads. (You may even bring in copies of pictures. 5. Class will vote and base their decision on your campaigns.

APRIL 1, 2016 You will need your notebook everyd Materials: *Turn in Ch. 4 Packet and Paper People Packet. Place in the bucket. 1. Assignment Book: Ch. 1, section 1 (What is Life) Reading and Reading Strategy in Notebook. (use online textbook.) Write down username: TEScienceStudent

Write down password: TEMS2016! 2. Pen or Pencil 3. Notebook APRIL 1, 2016 Its Friday! Who had a job? 1. LC Presentations and SSU -try username and password for SSU. 2. Finish and Present your views on Cloning. 3. Finish The Clone Age Part 2 4. Photo Friday Monday- tentative schedule

1. New Seats. New Packets (vocab and notes no longer assigned) 2. Go over Ch. 1, section 1 What is Life? notes. 3. (New LC will meet). 4. Bread Mold lab start. Mealworm Lab L.C. Group 1. LC presentations! THE CLONE AGE! 1. Are you FOR or AGAINST Human Cloning?

2. Continue to create your Campaign! 3. Present your poster to the class. 4. Class will vote and base their decision on your campaigns. 5. See Part 2 of the Clone Age 6. Further thoughts? Did your minds change after seeing Part 2? Mystery Photo Fridays Challenge 3 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING

MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. THE ANSWERS: APRIL 4, 2016 Materials: 1. Science Notebook 2. Pen/Pencil You will need your notebook everyd APRIL 4, 2016

1. LC Presentations or SSU 2. Finish and Present your views on Cloning. L.C. Group 1. Pd. 1 LC presentation/ SSU. 3. Finish The Clone Age Part 2. (New LC2. Finish and Present your views on Cloning. will meet). 4. New Seats. New Packets (vocab and 3. Finish The Clone Age Part

2. (New LC will meet). notes no longer assigned) 5. Go over Ch. 1, section 1 What is Life? 4. New Seats. New Packets (vocab and notes no longer notes. assigned) 6. Bread Mold lab start. Mealworm Lab 5. Start LC Ch. 1 Living start. Things work. 6. Bread Mold lab start. Mystery Photo Fridays

Challenge 3 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. THE ANSWERS: THE CLONE AGE! 1. Are you FOR or AGAINST Human Cloning? 2. Continue to create your Campaign! 3. Present your poster to the class. 4. Class will vote and base their decision on

your campaigns. 5. See Part 2 of the Clone Age 6. Further thoughts? Did your minds change after seeing Part 2? APRIL 4, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~ Learning Objectives:

Ch. 1, section 1 What is Life? To describe characteristics that all living things share To identify what all living things need to survive Welcome to our Living Things Unit! Your task is to: Identify objects as either living or non-living things. Name a Chart Part A. For each of your objects, answer the following questions: 1. List if the object is living or non living. 2. Next to the item explain your reason. (very brief) (Hints- If I think it is living , why do I think so? What is my evidence? (focus on what you can directly observe). What does it have in common with all living things? If I thing it is not living, Why do I think so? What is my evidence? (focus on what you can directly observe). Does it have anything in common with all

living things? How does it differ? Part B. After section 1s lesson, decide if you still agree with all the characteristics we have listed as common to all living things. Discuss with your partner. Is there anything you would add? Is there anything that you would remove from the list? If you want to add or take away, explain why. See if there is class agreement, and if so adjust list. CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) I. The Characteristics of Living Things A. Cellular Organization

B. The chemicals of Life C. Energy Use D.Growth and Development E. Response to Surroundings II. Life Comes from Life III. The Needs of Living Things A. B. C. D. Energy Water

Living Space Stable Internal Conditions CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) I. The Characteristics of Living Things A. Cellular Organization Organisms made of cells Organisms may be unicellular or multicellular B. The chemicals of Life Water, Carbohydrates, Proteins, Lipids, Nucleic acids

C. Energy Use Energy is used to grow, repair injured parts, move bloods, brain is working D. Growth and Development Growth- becoming larger Development-becoming more complex E. Response to Surroundings Stimulus- a change in an organisms environment that causes an organism to react Response- the retain to the stimulus/behavior F. Reproduction the ability to produce offspring that are similar to their parents. CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) II. Life Comes from Life Disproving of Spontaneous Generation

* mid- 1600s - Italian doctor, Francesco Redi Flies do not spontaneously arise from decaying meat * mid- 1800s- French chemist, Louis Pasteur bacteria (Make sure you know these two scientists and what they did!) https://www.youtube.com/watch?v=PEIxmEXs-nM III. The Needs of Living Things A. Energy using food as their energy source Autotrophs-makes their own food Heterotrophs- cannot make their own food B. Water organisms need water to obtain chemicals from surroundings, break down food, grow, move substances within bodies, and reproduce C. Living Space organisms need a place to live D. Stable Internal Conditions

Homeostasis- maintenance of stable internal conditions BREAD MOLD LAB Introduction: Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called hyphae branch repeatedly within the bread forming a web-like structure called a mycelium. Stalks project out of the mycelium into the air. These stalks are called stolons. At the top of each stolon is a ball-shaped structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open, the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the bread mold life cycle. A common bread mold is the black mold

called Rhizopus stolonifer. Purpose: The purpose of this lab it to determine the factors necessary for bread mold to grow. Research: Answer these questions: 1. What are the characteristics of Living Things? 2. What are the needs of living things? 3. What kingdom are bread molds in? 4. How do they get nutrients? Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment first) EXPERIMENT

YOU WILL WORK WITH YOUR TABLE PARTNER 1. Place one slice of bread in bag. Label a piece of tape DRY. (On the tape also include your name and period.) 2. Moisten a second slice of bread with a water. 10 drops of water evenly spaced on the bread. Place moist bread in a bag. Label a piece of tape MOIST. (On the tape also include your name and period.) 3. Please bags in your class periods tray. 3. Seal the bread in a plastic bag and place it in your class periods tray. 4. Examine the bread every few days for mold growth.

5. Record the percent of mold growth on each bread. DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK Date You may need additional lines % Mold on Dry Bread % Mold on Moist Bread APRIL 5, 2016 Materials:

1. Science Notebook 2. Pen/Pencil You will need your notebook everyd APRIL 5, 2016 L.C. Group 1. SSU (moved to later in class for pd. 4-1. SSU need to finish Cloning first ) 2. Finish and Present your

2. Finish the Clone Age Part 2. views on Cloning. 4. New Seats. New Packets (vocab and 3. Finish The Clone Age Part notes no longer assigned) 2. (New LC will meet). 5. (pd. 4) SSU. 4. New Seats. New Packets (vocab and notes no longer 6. What is Life Chart. assigned) 7. Go over Ch. 1, section 1 What is Life? 5. Start LC Ch. 1 Living notes.

Things work. 8. Bread Mold lab start. 6. Bread Mold lab start. 9. Mealworm Lab start. First - Go findIf you have a Genetics book in your locker, go get it and return it to class. Science Question T. Trimpe 2008 http://sciencespot.net/

ANSWER THE QUESTION- What makes something living? APRIL 5, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ ~~~~~~~

Learning Objectives: Ch. 1, section 1 What is Life? To describe characteristics that all living things share To identify what all living things need to survive Welcome to our Living Things Unit! Your task is to: Identify objects as either living or non-living things. Part A. For each of your objects1. List if the object is living or non living. 2. Next to the item explain your reason. (very brief) (Hints- If I think it is living , why do I think so? What is my evidence? (focus on what you can directly observe). What does it have in common with all living things? If I thing it is not living, Why do I think so? What is my evidence? (focus on what you can directly

observe). Does it have anything in common with all living things? How does it differ? Part B. After section 1s lesson, decide if you still agree with all the characteristics we have listed as common to all living things. Discuss with your partner. Is there anything you would add? Is there anything that you would remove from the list? If you want to add or take away, explain why. See if there is class agreement, and if so adjust list. CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) I. The Characteristics of Living Things A. Cellular Organization

B. The chemicals of Life C. Energy Use D.Growth and Development E. Response to Surroundings II. Life Comes from Life III. The Needs of Living Things A. B. C. D. Energy Water

Living Space Stable Internal Conditions CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) I. The Characteristics of Living Things A. Cellular Organization Organisms made of cells Organisms may be unicellular or multicellular B. The chemicals of Life Water, Carbohydrates, Proteins, Lipids, Nucleic acids

C. Energy Use Energy is used to grow, repair injured parts, move bloods, brain is working D. Growth and Development Growth- becoming larger Development-becoming more complex E. Response to Surroundings Stimulus- a change in an organisms environment that causes an organism to react Response- the retain to the stimulus/behavior F. Reproduction the ability to produce offspring that are similar to their parents. CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) II. Life Comes from Life Disproving of Spontaneous Generation

* mid- 1600s - Italian doctor, Francesco Redi Flies do not spontaneously arise from decaying meat * mid- 1800s- French chemist, Louis Pasteur bacteria (Make sure you know these two scientists and what they did!) https://www.youtube.com/watch?v=PEIxmEXs-nM III. The Needs of Living Things A. Energy using food as their energy source Autotrophs-makes their own food Heterotrophs- cannot make their own food B. Water organisms need water to obtain chemicals from surroundings, break down food, grow, move substances within bodies, and reproduce C. Living Space organisms need a place to live D. Stable Internal Conditions

Homeostasis- maintenance of stable internal conditions BREAD MOLD LAB Introduction: Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called hyphae branch repeatedly within the bread forming a web-like structure called a mycelium. Stalks project out of the mycelium into the air. These stalks are called stolons. At the top of each stolon is a ball-shaped structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open, the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the bread mold life cycle. A common bread mold is the black mold

called Rhizopus stolonifer. Purpose: The purpose of this lab is to determine the factors necessary for bread mold to grow. Research: Answer these questions: 1. What are the characteristics of Living Things? 2. What are the needs of living things? 3. What kingdom are bread molds in? 4. How do they get nutrients? Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment first) EXPERIMENT

YOU WILL WORK WITH YOUR TABLE PARTNER 1. Place one slice of bread in bag. Label a piece of tape DRY. (On the tape also include your name and period.) 2. Moisten a second slice of bread with a water. 10 drops of water evenly spaced on the bread. Place moist bread in a bag. Label a piece of tape MOIST. (On the tape also include your name and period.) 3. Please bags in your class periods tray. 3. Seal the bread in a plastic bag and place it in your class periods tray. 4. Examine the bread every few days for mold growth.

5. Record the percent of mold growth on each bread. DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK Date You may need additional lines % Mold on Dry Bread % Mold on Moist Bread Introduction: MEALWORM LAB

Mealworms are not worms but the larval stage of a dark, flightless beetle. The larval stage of a darkling beetle lasts about 2-3 weeks. Mealworm go through 4 stages-egg, larva, pupa, and adult. The change from one stage to another is called metamorphosis, which means change of body form. Food: The beetles and larvae eat decaying leaves, sticks, grasses and occasionally new plant growth. As decomposers, they also eat dead insects, manure and stored grains. Habitat: Mealworms live in areas surrounded by what they eat under rocks, and logs, in animal burrows and in stored grains. They clean up after plants and animals, and therefore can be found anywhere where "leftovers Purpose: The purpose of this lab it to determine the factors necessary to sustain life and development of a mealworm into a beetle. Research: Answer these questions: 1. What are the characteristics of Living Things?

2. What are the needs of living things? 3. What are mealworms? 4. What are the stages of Mealworms? Hypothesis: Hypothesis statements about the length of time in each stage. Stage 2: Name __________________ Length of time __________________ Stage 3: Name __________________ Length of time___________________ DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK Date You may need additional lines Mealworm or pupa

observations-color, movement, size, etc. stage MEALWORM LABS 1. Get your mealworms 2. Get your packet 3. Get to know your little friends. Intro to Parts 1 and 2. Get started APRIL 6, 2016

You will need your notebook everyd Materials: 1. Science Notebook 2. Pen/Pencil 3. Mealworm packet (if your class got it yesterday) *Did you get a Ch. 1 Living Things packet? APRIL 6, 2016

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

Science Question T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION- What makes something living? Science Question T. Trimpe 2008 http://sciencespot.net/

ANSWER THE QUESTION- (Same question as yesterday) - What makes something living? APRIL 6, 2016 Learning Goals and Thinking Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~ ~~~~~~~ Learning Objectives: Ch. 1, section 1 What is Life? To describe characteristics that all living things share To identify what all living things need to survive Welcome to our Living Things Unit! Your task is to: Identify objects as either living or non-living things. Part A. For each of your objects1. List if the object is living or non living. 2. Next to the item explain your reason. (very brief) (Hints- If I think it is living , why do I think so? What is my evidence? (focus on what you can directly observe). What does it have in common with all living things? If I thing it is

not living, Why do I think so? What is my evidence? (focus on what you can directly observe). Does it have anything in common with all living things? How does it differ? Part B. After section 1s lesson, decide if you still agree with all the characteristics we have listed as common to all living things. Discuss with your partner. Is there anything you would add? Is there anything that you would remove from the list? If you want to add or take away, explain why. See if there is class agreement, and if so adjust list. CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) I. The Characteristics of Living Things

A. Cellular Organization B. The chemicals of Life C. Energy Use D.Growth and Development E. Response to Surroundings II. Life Comes from Life III. The Needs of Living Things A. B. C. D. Energy

Water Living Space Stable Internal Conditions CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) I. The Characteristics of Living Things A. Cellular Organization Organisms made of cells Organisms may be unicellular or multicellular B. The chemicals of Life

Water, Carbohydrates, Proteins, Lipids, Nucleic acids C. Energy Use Energy is used to grow, repair injured parts, move bloods, brain is working D. Growth and Development Growth- becoming larger Development-becoming more complex E. Response to Surroundings Stimulus- a change in an organisms environment that causes an organism to react Response- the retain to the stimulus/behavior F. Reproduction the ability to produce offspring that are similar to their parents. CH. 1, SECTION 1 WHAT IS LIFE? (P. 16) II. Life Comes from Life

Disproving of Spontaneous Generation * mid- 1600s - Italian doctor, Francesco Redi Flies do not spontaneously arise from decaying meat * mid- 1800s- French chemist, Louis Pasteur bacteria (Make sure you know these two scientists and what they did!) https://www.youtube.com/watch?v=PEIxmEXs-nM III. The Needs of Living Things A. Energy using food as their energy source Autotrophs-makes their own food Heterotrophs- cannot make their own food B. Water organisms need water to obtain chemicals from surroundings, break down food, grow, move substances within bodies, and reproduce C. Living Space organisms need a place to live

D. Stable Internal Conditions Homeostasis- maintenance of stable internal conditions BREAD MOLD LAB Introduction: Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called hyphae branch repeatedly within the bread forming a web-like structure called a mycelium. Stalks project out of the mycelium into the air. These stalks are called stolons. At the top of each stolon is a ball-shaped structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open, the spores fall out onto the bread and germinate creating more mold. This is the

asexual phase of the bread mold life cycle. A common bread mold is the black mold called Rhizopus stolonifer. Purpose: The purpose of this lab is to determine the factors necessary for bread mold to grow. Research: Answer these questions: 1. What are the characteristics of Living Things? 2. What are the needs of living things? 3. What kingdom are bread molds in? 4. How do they get nutrients? Hypothesis: 2 statements about the growth of bread mold in 2 different situations. (see experiment first) EXPERIMENT

YOU WILL WORK WITH YOUR TABLE PARTNER 1. Place one slice of bread in bag. Label a piece of tape DRY. (On the tape also include your name and period.) 2. Moisten a second slice of bread with a water. 10 drops of water evenly spaced on the bread. Place moist bread in a bag. Label a piece of tape MOIST. (On the tape also include your name and period.) 3. Please bags in your class periods tray. 3. Seal the bread in a plastic bag and place it in your class periods tray.

4. Examine the bread every few days for mold growth. 5. Record the percent of mold growth on each bread. DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK Date You may need additional lines % Mold on Dry Bread % Mold on Moist Bread Introduction:

MEALWORM LAB Mealworms are not worms but the larval stage of a dark, flightless beetle. The larval stage of a darkling beetle lasts about 2-3 weeks. Mealworm go through 4 stages-egg, larva, pupa, and adult. The change from one stage to another is called metamorphosis, which means change of body form. Food: The beetles and larvae eat decaying leaves, sticks, grasses and occasionally new plant growth. As decomposers, they also eat dead insects, manure and stored grains. Habitat: Mealworms live in areas surrounded by what they eat under rocks, and logs, in animal burrows and in stored grains. They clean up after plants and animals, and therefore can be found anywhere where "leftovers Purpose: The purpose of this lab it to determine the factors necessary to sustain life and development of a mealworm into a beetle. Research: Answer these questions:

1. What are the characteristics of Living Things? 2. What are the needs of living things? 3. What are mealworms? 4. What are the stages of Mealworms? Hypothesis: Hypothesis statements about the length of time in each stage. Stage 2: Name __________________ Length of time __________________ Stage 3: Name __________________ Length of time___________________ DRAW DATA TABLE ON NEW SHEET IN NOTEBOOK Date You may need additional lines

Mealworm or pupa observations-color, movement, size, etc. stage MEALWORM LABS 1. Get your mealworms 2. Get your packet 3. Get to know your little friends. Intro to Parts 1 and 2. Get started

APRIL 7, 2016 Materials: 1. Science Notebook 2. Pen/Pencil 3. Mealworm packet You will need your notebook everyd APRIL 7, 2016 L.C. Group

1. SSU 1. SSU 2. Bread Mold lab. 2. Bread Mold lab 3. Mealworm Lab 3. Mealworm Lab 4. LC work

Science Question T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION- How can you guess the percent of mold that will eventually grow on your bread? NEXTMaterials: *Dry/Moist Bread

*Mealworms *Ruler *Timer *Magnifying Lens ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ 1. Get % Mold data for your Bread. 2. Get Observation data for your Mealworm. 3. Mealworm Labs Parts: 1 3 (skip test B) 4 (Listen for instructions)

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

1. 2. 3. 4. Science Notebook Pen/Pencil Science Checklist Medical Mysteries MAY 3 , 2016 1. SSU/Looking for

2. Last day to work on Checklist and Medical Mysteries. Due tomorrow. 3. Intro to Ch. 1 Assessment. Go over instruction sheet Questions 4. Get started on Ch. 1 Living Things Assessment. L.C. Group Are you ready to present? How did the last 3 weeks go?

1. SSU 2. Science Checklist/Medical Mysteries finished? Turn in. 3. Intro to Ch. 1 Assessment. Go over instruction sheet Questions 4. Get started on Ch. 1 Living Rough Drafts Things Assessment. Ideas Rough Drafts

Questions Ideas 5. Old work will be recorded in pinnacle today Questions or tomorrow- (Ch. 4 packets and Paper People Project. If you have not turned it in, please do so.) Science Question T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION-

1. How Far did you get in your Science Checklist? 2. How Far did you get into Medical Mysteries? 3. Did you turn in your Ch. 4 Human Genetics Packet and Paper people Packet? TODAY, MAY 3, 2016 1. No Living Things Report Bread Mold and Mealworms dies. Ran out of time for lima beans. 2. Last class day to work on Checklist to numbers 21.

Medical Mysteries. As many as you can finish. (if you have not turned in CH. 4 Genetics packet or Paper People, you must turn this in first.) 3. Ch. 1 Assessment * Go over instructions. * See examples. * Get started MAY 3, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S.

Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with todays atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of

Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped. Ch. 2 Viruses and Bacteria Give reasons why viruses are considered to be nonliving Describe the basic structure of a virus; Explain how viruses multiply Describe ways in which bacteria cells are different from all other organisms cells List positive roles that bacteria play in peoples lives

Name the two kingdoms of bacteria and tell how bacteria reproduce and survive. Describe how infectious diseases spread from person to person. Describe some ways in which infectious diseases can be treated or prevented. CH. 1 ASSESSMENT You must include 1 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

~~~~~~~ To show evidence, you must write/highlight/posted note attached stating this is from section (number)______, (title)________________, (heading)________________________. (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story

Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding. Ask Ms. S MATERIALS *Textbook *Maybe a computer for classification information *Paper, Pencil, Markers *Computer use at home if you plan to type your final copy. *Other

(See Final Copy samples) MAY 4, 2016 You will need your notebook everyd Materials: Assignment Book: Due Thursday Checklist to number 20. Medical Mysteries-As many as you can finish. Ms. S will see the average number that everyone has. (If your

packet has significantly less missions completed than your classmates, then you may have to do more) 1. 2. 3. 4. Science Notebook Pen/Pencil Science Checklist Medical Mysteries

Today- Medical Mysteries if your old work is turned in and your checklist is finished. Checklist and Medical Mysteries due tomorrow. Stay in your assigned MAY 5, 2016 Materials: 1. 2.

3. 4. Science Notebook Pen/Pencil Science Checklist Medical Mysteries You will need your notebook everyd MAY 5 , 2016 1. SSU 2. Go over Ch. 3, section 2.

3. Killer Flu Video4. Turn in Medical Mysteries and Checklist packet 5. Ch. 1 Assessment Intro 6. Draft ideas/ Old work back L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations.

Reading strategy, learning choices Topic Experiment? 5. Ch. 1 Assessment Intro SAME AS CLASS 6. Draft ideas / Old work back Presentations are on Monday! YAY!!!! Science Question

T. Trimpe 2008 http://sciencespot.net/ MAY 5, 2016 ANSWER THE QUESTION- 1. When was the last time you were sick? 2. Do you remember how you got sick? 3. Was it caused by a virus or a bacteria? How do you know?) MAY 5, 2016 LEARNING GOALS AND THINKING SKILLS:

YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with todays atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and

evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped. Ch. 2 Viruses and Bacteria Give reasons why viruses are considered to be nonliving Describe the basic structure of a virus; Explain how viruses multiply Describe ways in which bacteria cells are different from

all other organisms cells List positive roles that bacteria play in peoples lives Name the two kingdoms of bacteria and tell how bacteria reproduce and survive. Describe how infectious diseases spread from person to person. Describe some ways in which infectious diseases can be treated or prevented. CH. 2, SECTION 3 VIRUSES, BACTERIA, AND YOUR HEALTH (P. 68) I. How Infectious Diseases Spread A. Contact with an Infected Person

B. Contact with a Contaminated Object C. Contact with an Animal D.Contact with Environmental Sources II. Common Infectious Diseases III. Treating Infectious Diseases IV. Preventing Infectious Diseases V. Staying Healthy CH. 2, SECTION 3 VIRUSES, BACTERIA, AND YOUR HEALTH (P. 68) I. How Infectious Diseases Spread illnesses that pass from one organism to

another A. Contact with an Infected Person Direct contact-touching, kissing, hugging an infected person Indirect contact- inhaling tiny drops of moisture that an infected person sneezes or coughs into the air. B. Contact with a Contaminated Object-some viruses can survive for a while outside a persons body and can spread via objects such as utensils or in contaminated food or water. C. Contact with an Animal bites of animals can transmit some serious infectious diseases to humans (rabies can be transferred through the bites of infected animal, bites of ticks can transmit the bacteria that cause Lyme disease.)

D.Contact with Environmental Sources some viruses and bacteria live in II. Common Infectious Diseases (p. 17)- AIDS, Chicken Pox, Flu, Measles, Polio, Rabies, Food poisoning, Lyme disease, Strep throat, Tetanus (lockjaw), Tuberculosis (TB) III. Treating Infectious Diseases ~Viral Diseases * No medications exist that can cure viral infections, but there are medications with or without prescriptions that can help you feel better ~Bacteria Diseases Antibiotics can kill bacteria without harming a persons cells.

Antibiotics are made naturally by bacteria and fungi. Penicillin weakens the cell walls of some bacteria causing the cells to burst IV. Preventing Infectious Diseases * Vaccine - - substance that stimulates the body to produce chemicals that destroy viruses or bacteria * May be made from dead or altered viruses or bacteria * Causes the body to activated its natural defense. V. Staying Healthy the best way to protect against infectious diseases is to keep your body healthy* Eat nutritious food, get plenty of rest, fluid, and exercise. * Have recommended vaccinations, store food properly, keep kitchen

equipment and surfaces clean, cooking meats well. Killer Flu: Video Questions http ://www.pbs.org/wgbh/nova/sciencenow/3318/02.html CH. 1 ASSESSMENT You must include 1 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~

To show evidence, you must write/highlight/posted note attached stating this is from section (number)______, (title)________________, (heading)________________________. (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing

Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding. Ask Ms. S MATERIALS *Textbook *Maybe a computer for classification information *Paper, Pencil, Markers *Computer use at home if you plan to type your final copy. *Other (See Final Copy samples)

MAY 6, 2016 Materials: 1. Science Notebook 2. Pen/Pencil 3. Textbook You will need your notebook everyd MAY 6 , 2016 Assignment Book: Completed Rough Drafts due Wednesday, May

11 L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high Its Friday- Who had a job? LC expectations. Reading strategy, 1. SSU

learning choices 2. Ch. 1 Assessment Intro Topic 3. Draft ideas- Completed Rough Draft Experiment? due Wednesday, May 6. 5. Ch. 1 Assessment Intro SAME AS CLASS 6. Draft ideas- Completed Rough Draft due Wednesday, May 6. Presentations are on

Mystery Photo Fridays Challenge 15 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 1 2 THE ANSWERS:

CH. 1 ASSESSMENT You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ To show evidence, you must write/highlight/posted note attached stating this is from section (number)______, (title)________________, (heading)________________________. (You will have a minimum of

8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection.

Other creative ideas that demonstrate your understanding. Ask Ms. S Ch. 3 Protists and Fungi Agenda Reading Strategy or Complete the Graphic Organizer for HW. Go over notes Protista Video Reading Strategy for Ch. 3, section 2 Algal Blooms Go over notes Complete Reading Strategy for Fungi Go over notes See video Fungi Dissection Open notebook quiz on Ch. 3.

MAY 9, 2016 You will need your notebook everyd Materials: 1. 2. 3. 4. Science Notebook

Pen/Pencil Textbook Ch. 1 Assessment Rough Draft Work (due Wednesday, May 11) MAY 9 , 2016 Assignment Book: Completed Rough Drafts due Wednesday, May 11 L.C. Group 1. SSU

2. LC Work 3. Keep in mind the high Its Friday- Who had a job? LC expectations. Reading strategy, 1. SSU learning choices 2. Ch. 1 Assessment Intro Topic 3. Draft ideas- Completed Rough Draft Experiment?

due Wednesday, May 11 5. Ch. 1 Assessment Intro SAME AS CLASS 6. Draft ideas- Completed Rough Draft due Wednesday, May 11 Presentations are on Science Question T. Trimpe 2008 http://sciencespot.net/

MAY 9, 2016 ANSWER THE QUESTION- 1. What are you doing for your Ch. 1 Assessment? 2. Are you almost done your rough draft? 3. When is your rough draft due? 4. Can your rough draft be in pencil? 5. Can it be incomplete on Wednesday? CH. 1 ASSESSMENT You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts)

Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ To show evidence, you must write/highlight/posted note attached stating this is from section (number)______, (title)________________, (heading)________________________. (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~

The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding. Ask Ms. S MAY 10, 2016

You will need your notebook everyd Materials: 1. 2. 3. 4. Science Notebook Pen/Pencil Textbook Ch. 1 Assessment Rough Draft Work (due

Wednesday, May 11) CH. 1 ASSESSMENT You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ To show evidence, you must write/highlight/posted note attached stating this is from section

(number)______, (title)________________, (heading)________________________. (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade

them, and write a reflection. Other creative ideas that demonstrate your understanding. Ask Ms. S MAY 11, 2016 You will need your notebook everyd Materials: 1. Assignment Book- HW: Final Copy for Ch. 1 Assessment due Wednesday, May 18. 2. Pds 4 and 8- Science Notebook

3. Pen/Pencil 4. Textbook (maybe?) 5. Ch. 1 Assessment Rough Draft Work 6. Ch. 1 Assessment Instruction Sheet (with peer review rubric) MAY 11 , 2016 1. No SSU for pds 1,5,7SSU- for pds 4 and 8 2. Ch. 1 Assessment Peer Review Listen for instructions 3. Start Final Copy

L.C. Group 1. SSU 2. LC Work 3. Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? 5. Ch. 1 Assessment Intro

SAME AS CLASS 6. Draft ideas- Completed Rough Draft due Wednesday, May 11 Presentations are on Science Question T. Trimpe 2008 http://sciencespot.net/ MAY 11, 2016 ANSWER THE QUESTION-

1. What part of your project do you think is pretty good? 2. What part of your project would you like suggestion on? MAY 11, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive

Compare the atmosphere of early Earth with todays atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped. CH. 1 ASSESSMENT You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts)

Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ To show evidence, you must write/highlight/posted note attached stating this is from section (number)______, (title)________________, (heading)________________________. (You will have a minimum of 8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ The goal is to choose something that you actually want to do: You may:

Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection. Other creative ideas that demonstrate your understanding. Ask Ms. S MAY 12, 2016 You will need your notebook everyd

Materials: 1. Assignment Book- HW: Final Copy for Ch. 1 Assessment due Wednesday, May 18. 2. Science Notebook 3. Pen/Pencil 4. Textbook (maybe?) 5. Ch. 1 Assessment Rough Draft Work 6. Ch. 1 Assessment Instruction Sheet (with peer review rubric) 7. Other work if you have finished your rough draft. (You must stay in your assigned seat and work on

your other work.) MAY 12 , 2016 1. No SSU for pds 1 SSU- for pds 4, 5, 7, and 8 L.C. Group 1. SSU 2. LC Work 2. Last class day to work on Final Copy 3. Keep in mind the high LC expectations.

of Ch. 1 Assessment. Reading strategy, 3. Project due Wednesday, May 18, learning choices 2016 Topic Experiment? 4. Ch. 1 Assessment Intro SAME AS CLASS Science Question T. Trimpe 2008 http://sciencespot.net/

MAY 12, 2016 ANSWER THE QUESTION- 1. Did you peer review someones project? 2. Did complete both sheets for the peer review? 3.

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

TODAY, MAY 12, 2016 1. Final Copy of Ch. 1 Assessment 2. Make sure you have peer reviewed someones work. 3. Have your turned in your Medical Mysteries and Checklist? Zs are going in today. 4. Work on other work if you are finished with your Ch. 1 Assessment, Medical Mysteries, and checklist. MAY 11, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2

E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S. Ch. 1-Living Things To describe characteristics that all living things share To identify what all living things need to survive Compare the atmosphere of early Earth with todays atmosphere State how scientists hypothesize that life arose on early Earth Explain why scientists organize living things into groups. Explain the relationship between classification and evolution. Describe early classification systems, including that of Linnaeus Name the seven levels of classification used by scientists. Name and describe the six kingdoms into which all organisms are grouped.

CH. 1 ASSESSMENT You must include 2 pieces of evidence each from: Section 1- What is Life? (10 pts) Section 2- Origin of Life (10 pts) Section 3- Classification (10 pts) Section 4-The Six Kingdoms (10 points) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~ To show evidence, you must write/highlight/posted note attached stating this is from section (number)______, (title)________________, (heading)________________________. (You will have a minimum of

8 pieces of evidence and therefore a minimum of 8 written/highlighted/posted notes attached.) (16 pts) ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~~~ The goal is to choose something that you actually want to do: You may: Write a skit (Perform it in class. You may ask your classmates to participate, but this is not their project/i.e.- this is not a partner project). Write and perform a song Create a story Make a poster on your favorite living thing Write an essay on your favorite living thing Create a lesson plan and teach the Chapter to a sibling or parent/guardian. Create mini quizzes, grade them, and write a reflection.

Other creative ideas that demonstrate your understanding. Ask Ms. S MAY 13, 2016 Materials: 1. Science Notebook 2. Pen/Pencil 3. Textbook (pg. 80) You will need your notebook everyd MAY 13 , 2016

L.C. Group 1. SSU * Names of people who have all work in/non under a 70%. 2. LC meeting for Ch. * Its Friday- who had a job? 3

1. SSU- 3. Start LC work - 2. Intro to Ch. 3, section 3 Protists and Keep in mind the high LC expectations. Fungi (new packet) Reading strategy, 3. Group or Individual work for Ch. 3, learning choices section 1 Protists Topic

4. Protists video- Micro Foe/Micro Hero/ Experiment? Science Sleuth (Ch. 1 Living Things packet will be turn in on Wed, May 18 the same day that Mystery Photo Fridays Challenge 15 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. THE ANSWERS:

MAY 13, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food

To describe the role that fungi play in the living world. TODAY, MAY 13, 2016 1. Ch. 3, section 1(p. 80-89) Protist Reading- It is a very long section Your Options A. Work alone with your own reading strategy or graphic organizer See packet. B. Work popsicle stick chosen groups of 3 or 4 to take notes on the 3 types of Protists and fill out the graphic organizer. (Each person would be required to do one type of protest and then share the notes with your team. ) You may write the graphic organizer or recreate the graphic organizer in your notebook) 10-15 minutes of silent time to read and write detailed notes. Reminder- You will

2. Protist Video* Micro Foe/Micro Hero/Science Sleuth * Add to notes if needed. be having an Open Notebook Quiz on Chs. 2 and 3. Study guide with objectives will come out next week. MAY 16, 2016

You will need your notebook everyd Materials: (new due date! Ch. 1 Assessment due on Thursday, May 19) 1. 2. 3. 4.

Progress Report Science Notebook Pen/Pencil Textbook (pg. 80) MAY 13 , 2016 * Silent work while you get your progress report grades. Finish your section for notes SSR 1. SSU-

L.C. Group 1. SSU 2. LC meeting for Ch. 1 3. Start LC work - Keep in mind the high LC 2. Continue Group or Individual work expectations. for Ch. 3, section 1 Protists Reading strategy, learning choices

3. Share the information. 4. Protists video- Micro Foe/Micro Hero/ Topic Experiment? Science Sleuth (Ch. 1 Living Things packet will be turn in on Thursday, May 19 the same day that your project is due.) Science Question T. Trimpe 2008 http://sciencespot.net/

MAY 16, 2016 ANSWER THE QUESTION- If you worked in a group, choose your topic to respond to. If you worked alone, choose one topic to respond to. *Name the 4 animal like protists (both names) *Name the 3 Fungus-like protists *Name the 6 Plant Like protists. MAY 16, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S.

Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world. TODAY, MAY 16, 2016 1. Ch. 3, section 1(p. 80-89) Protist Reading- It is a very long section

Finish your Option A. Work alone with your own reading strategy or graphic organizer See packet. B. Work popsicle stick chosen groups of 3 or 4 to take notes on the 3 types of Protists and fill out the graphic organizer. (Each person would be required to do one type of protest and then share the notes with your team. ) You may write the graphic organizer or recreate the graphic organizer in your notebook) 10-15 minutes of silent time to read and write detailed notes. Reminder- You will 2. Protist Video* Micro Foe/Micro Hero/Science Sleuth * Add to notes if needed. be having an Open Notebook Quiz on

Chs. 2 and 3. Study guide with objectives will come out next week. MAY 17, 2016 You will need your notebook everyd Materials: Assignment Book: Open Notebook Quiz next

Tuesday, May 24. 1. Science Notebook 2. Pen/Pencil 3. Textbook later pg. 95 MAY 17 , 2016 1. SSU- L.C. Group 1. SSU

2. LC meeting for Ch. 2. Protists video- Micro Foe/Micro Hero/ 1 Science Sleuth 3. Ch. 3, section 3 Table Topics (Ch. 1 Living Things packet will be turn in on Thursday, May 19 the same day that your project is due.)

3. Start LC work - Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment? Science Question T. Trimpe 2008 http://sciencespot.net/

MAY 17, 2016 ANSWER THE QUESTION- Name and explain the 2 ways that Bacteria can reproduce. MAY 17, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists

To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world. CH. 3, SECTION 3 FUNGI (P. 95) Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. 1. Group 1 - What are fungi? (p. 95) 2. Group 2 - Cell Structure(p. 96)

3. Group 3 -How Do fungi obtain food?(p. 97) 4. Group 4 - Reproduction in Fungi(p. 97) 5. Group 5 -Classification of Fungi (p. 99) 6. Group 6- Fungi and the Living World (p. 102) CH. 3, SECTION 3 TABLE TOPICS RULES 5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading. Take notes on your topic while you are reading. When you are allowed to talk, agree on the 3

or 4 points you want on your poster. Write the points on your poster. When all have finished, you will present your MAY 19, 2016 You will need your notebook everyd Materials: 1. Your Ch. 1 Assessment project! (- final copy, rough draft, peer review sheet) 2. Pen/Pencil

3. Ch. 1 Living Things Packet 4. Science Notebook (maybe later.) MAY 19 , 2016 1. Old work back 2. Turn in Ch. 1 Living things packet. 3. Ch. 1 Assessment- For Posters/Lesson plans- Staple your Peer Review sheet, rough draft poster, and final copy poster together. (Lesson plans will get presented.) 4. Ch. 1 Assessment- For Games/Skits/Songs- Staple your Peer Review sheet and rough draft together. Present your

final. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~~~ 2. Gallery Walk for posters (or you can present your poster ) L.C. Group 1 Same as rest of class Joeys Game https:// jeopardylabs.com/p

lay/science-jeopard y2608 MAY 19, 2016 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E XHIB IT IM AGINATION, CUR IOS IT Y, A ND WOND E R THR OUGH T HE S E NS E S. Ch. 3- Protists and Fungi Objectives To describe the characteristics of animal-like, fungus-like, and plantlike protists To explain what makes red tides dangerous To explain how the rapid growth of algae affects pond and lakes

To explain the characteristics that fungi share To describe how fungi obtain food To describe the role that fungi play in the living world. CH. 3, SECTION 3 FUNGI (P. 95) Your table needs to come up with: 3 to 4 statements from your section. Write on poster sheet. neat/legible. 1. Group 1 - What are fungi? (p. 95) 2. Group 2 - Cell Structure(p. 96) 3. Group 3 -How Do fungi obtain food?(p. 97) 4. Group 4 - Reproduction in Fungi(p. 97)

5. Group 5 -Classification of Fungi (p. 99) 6. Group 6- Fungi and the Living World (p. 102) MAY 20, 2016 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Your game if you are presenting today! 3. Science Notebook (maybe later.)

MAY 20 , 2016 1. SSU for pd. 5 2. Finish Presentations of Games, Lesson Plans, Skits, Songs. 3. Fungi video finish 4. Finish Fungi notes or see Protists Instructions working with your partner. Rinsing the slide. Returning it dry. Draw a Picture of what you see- or think you see. Paramecium Amoeba Spirostomum Volvox Euglena Stentor

5. If time- Joeys Game! L.C. Group 1 Same as rest of class Joeys Game https:// jeopardylabs.com/p lay/science-jeopard y2608

PROTIST Parameciu m Amoeba Spirostomum Volvox Euglena Stentor

MAY 20, 2016 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Your game if you are presenting today! 3. Science Notebook MAY 20 , 2016 1. SSU for pd. 5

2. Finish Presentations of Games, Lesson Plans, Skits, Songs. 3. Fungi video finish 4. Finish Fungi notes or see Protists Instructions working with your partner. Rinsing the slide. Returning it dry. Draw a Picture of what you see- or think you see. Paramecium Amoeba Spirostomum Volvox Euglena Stentor 5. If time- Joeys Game!

L.C. Group 1 Same as rest of class Joeys Game https:// jeopardylabs.com/p lay/science-jeopard y2608 Mystery Photo Fridays

Challenge 16 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE. NUMBER YOUR PAPER TO 5. 1 2 THE ANSWERS: NEXT1. Finish Fungi notes 2. See Protists Instructions working with your partner. Rinsing the slide. Returning it

dry. In your notebook - draw a picture of what you see- or think you see. Paramecium Amoeba Spirostomum Volvox Euglena Stentor PROTIST Parameciu m

Amoeba Spirostomum Volvox Euglena Stentor MAY 23 , 2016 1. SSU 2. Finish Fungi- Mushroom Dissection

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

You will need your notebook everyd Materials: 1. 2. 3. 4. Pen/Pencil Science Notebook A sheet of lined paper. Presentation work pds 8- if you are

presenting. MAY 23 , 2016 1. SSU for pds. 4,5,72. Finish Presentations. 3. Fungi Video For, Hero, Sleuth 4. Finish Fungi- Mushroom Dissection (in groups of 3) 5. Make sure notes are ready for Tuesday. L.C. Group 1. SSU for pds 4,5,72. LC

Presentations Finish 3. LC work . You present on Wednesday!- Keep in mind the high LC expectations. Reading strategy, learning choices Topic Experiment?

Science Question T. Trimpe 2008 http://sciencespot.net/ MAY 23, 2016 ANSWER THE QUESTION- Name 4 types of Fungi. What kind of Fungi is a Mushroom? Write this down: A basidium (pl., basidia) is a microscopic, sporeproducing structure found on the fruiting bodies of basidiomycete fungi. MUSHROOM DISSECTION LAB

1. Get your mushroom and place it on the paper towels in front of you. Examine it closely. On the bottom of this lab, draw a diagram of your mushroom, labeling the cap, stem and gills. If the gills are not visible, remove the tissue (it's called a veil) protecting them gently with your forceps. Be careful not to touch the gills with the forceps. 2. Grasp the cap firmly with one hand and the stem with the other hand. Gently wiggle and/or twist the stem until it breaks away from the cap. 3. Pinch the stem between your fingers until it breaks into two or more long pieces. Gently pull the pieces apart. The thin, hair-like filaments you will see where you split the stem are the hyphae. Examine the hyphae using a magnifying lense. What do they look like? Draw and describe them on your lab sheet. 4. Place the stem pieces on a corner of your paper towel and turn your attention to the cap. Look at the underside of the cap to study the gills. Each gill is lined with thousands of small structures called basidia. Using your forceps, gently remove one gill from the cap. You will get better results if you GENTLY grasp the gill near where it attaches to the cap. Try to avoid touching the free edge, the one along the bottom of the

gill, with your forceps. The basidia you want to see under the microscope are fragile and easily damaged if you aren't careful. 5. Place the gill on a microscope slide and use the standard procedure for preparing a wet mount. Draw & label the gill and basidia on this lab sheet. 6. Place the slide on the microscope and examine the gill under low power. Look at the edge of the gill that was not attached to the mushroom and look for the little finger-like projections. Switch the microscope to high power. Look at the finger- like projections under high power. These are the basidia. If your mushroom is mature the basidia may have spores attached to them. Notice how tiny the basidia and the spores are. Draw and label the gills, basidia and spores. 7. After completing your observations and recording your data, clean off your slide and cover slip and place Questions and Conclusions: 1. The mushroom you examined contained basidia. To what major group of fungi does Agaricus belong?

2. Fungi reproduce by spores. How are spores structurally different from seeds? Is a spore asexual or sexual? 3. How are spores dispersed? 4. What are the advantages and disadvantages of reproducing by spores? 5. Is it autotrophic or heterotrophic? Explain how you know. 6. Smell the mushroom. Compare its smell with some other odor you are familiar with. 7. Where are the spores produced? Label this with a bracket on your previous drawing. 8. When we look at a mushroom we are not looking at the main body of the fungi, only at the reproductive fruiting body. Where is the main part of the organism? 9. Why doesn't the mushroom have any green leaves? 10. Mushrooms produce millions of spores. How does the structure of the gills allow for the production of so many spores? (Hint: surface area) 11. Many fungi grow in rings. This was once thought to be a magical place where fairies danced. One

type of mushroom is even named the fairy ring mushroom. Give a more reasonable explanation for why they grow in rings. Hint: It is not because the spores fall in rings. Think about the mycelium and the search for food 12. Each year a group of mushrooms grow on the school lawn. They are destroyed when the lawn is mowed for the first time each year. Yet each year they continue to grow in the same place. Explain why. MAY 24, 2016 You will need your notebook everyd Materials: 1. Pen/Pencil

2. Science Notebook 3. SSR book/Silent work for after your quiz MAY 24 , 2016 L.C. Group 1. Open Notebook Quiz -Independent and Silent Talkers lose points for being distracting to those trying to concentrate

1. Open Notebook Quiz -Independent and Silent Talkers lose points for being distracting to those trying to concentrate 2. SSR or Silent Work

2. LC Work when finished. MAY 25, 2016 Materials: 1. Pen/Pencil 2. Science Notebook 3. Sheet of lined paper. You will need your notebook everyd MAY 25 , 2016

1. Pds 1,4, 5,7- LC Presentations! 2. Pd. 5- finish Fungi Lab L.C. Group 1. Presentations today! 3. Fungi Lab and Protists Working in groups of 3- Send one person back at a time to look at fungi or protists. Each person gets 10 minutes. Group members must time their

teammates. While teammate is using the computer, work on your Fungi questions 2. Complete the lab and protest viewing with the class. You will be assigned a group. Science Question

T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION Name a few Protists TODAY Fungi Lab and Protists Working in groups of 3- (Ms. S will tell you your group) Send one person back at a time to look at fungi or protists. Each person gets 10 minutes.

Group members must time their teammates. While teammate is using the computer, work on your Fungi questions MUSHROOM DISSECTION LAB 1. Get your mushroom and place it on the paper towels in front of you. Examine it closely. On the bottom of this lab, draw a diagram of your mushroom, labeling the cap, stem and gills. If the gills are not visible, remove the tissue (it's called a veil) protecting them gently with your forceps. Be careful not to touch the gills with the forceps. 2. Grasp the cap firmly with one hand and the stem with the other hand. Gently wiggle and/or twist the stem until it breaks away from the cap. 3. Pinch the stem between your fingers until it breaks into two or more long pieces. Gently pull the pieces apart. The thin, hair-like filaments you will see where you split the stem are the hyphae. Examine the

hyphae using a magnifying lense. What do they look like? Draw and describe them on your lab sheet. 4. Place the stem pieces on a corner of your paper towel and turn your attention to the cap. Look at the underside of the cap to study the gills. Each gill is lined with thousands of small structures called basidia. Using your forceps, gently remove one gill from the cap. You will get better results if you GENTLY grasp the gill near where it attaches to the cap. Try to avoid touching the free edge, the one along the bottom of the gill, with your forceps. The basidia you want to see under the microscope are fragile and easily damaged if you aren't careful. 5. Place the gill on a microscope slide and use the standard procedure for preparing a wet mount. Draw & label the gill and basidia on this lab sheet. 6. Place the slide on the microscope and examine the gill under low power. Look at the edge of the gill that was not attached to the mushroom and look for the little finger-like projections. Switch the microscope to high power. Look at the finger- like projections under high power. These are the basidia. If your mushroom is mature the basidia may have spores attached to them. Notice how tiny the basidia and the spores are.

Draw and label the gills, basidia and spores. 7. After completing your observations and recording your data, clean off your slide and cover slip and place Questions and Conclusions: 1. The mushroom you examined contained basidia. To what major group of fungi does Agaricus belong? 2. Fungi reproduce by spores. How are spores structurally different from seeds? Is a spore asexual or sexual? 3. How are spores dispersed? 4. What are the advantages and disadvantages of reproducing by spores? 5. Is it autotrophic or heterotrophic? Explain how you know. 6. Smell the mushroom. Compare its smell with some other odor you are familiar with. 7. Where are the spores produced? Label this with a bracket on your previous drawing. 8. When we look at a mushroom we are not looking at the main body of the fungi, only at the

reproductive fruiting body. Where is the main part of the organism? 9. Why doesn't the mushroom have any green leaves? 10. Mushrooms produce millions of spores. How does the structure of the gills allow for the production of so many spores? (Hint: surface area) 11. Many fungi grow in rings. This was once thought to be a magical place where fairies danced. One type of mushroom is even named the fairy ring mushroom. Give a more reasonable explanation for why they grow in rings. Hint: It is not because the spores fall in rings. Think about the mycelium and the search for food 12. Each year a group of mushrooms grow on the school lawn. They are destroyed when the lawn is mowed for the first time each year. Yet each year they continue to grow in the same place. Explain why. MAY 26, 2016

You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook 3. Fungi Lab sheet and your lined paper MAY 26 , 2016 1. Pds 1-LC Presentations! 2. Pd. 4, 5, 7, 8- finish Fungi Lab and turn in 3. Start Astronomy- Discussion on

the next few weeks for class and LC Group (new seats/ discuss with the class). 4. Chapter Group Talk and Share 5. Days/Nights/Seasons Explanation Drawing Demo L.C. Group 1. Presentations today! 2. Complete the

lab and protest viewing with the class. You will be assigned a group. Science To Do T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION What question are you on in

your Fungi Lab? Lets get them finished and turned in! WELCOME TO ASTRONOMY! Quick Review of Day/Nights/Seasons Diagraming Quiz Solar System and the Sun Open Notebook Quiz based on your classmates presentations

Stars, Galaxies- Informational WITH YOUR GROUP BE PREPARED TO SHARE.- How much do we already know? 1. How do we get our seasons? 2. How do we get day and night? 3. What is the moons motion in relation to the earth and sun? 4. What are the phases of the moon? 5. What are eclipses? 6. How do we get tides?

M AY 1 9 , 2 0 1 6 LEARNING GOALS AND THINKING SKILLS: YOU WILL BE ABLE TO: CR-2 E X H I B I T I M A G I N AT I O N, C U R I O S I T Y, A N D W O N D E R T H R O U G H T H E S E N S E S . Ch. 1- Astronomy Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Ch. 1, section 1-Earth in Space Identify the effects of Earths rotation and revolution Explain what causes the night and day, and the seasons Learning Goals for Ch. 1, section 2-Phases, Eclipses, and Tides

To explain what causes the phases of the moon To explain causes solar and lunar eclipses To explain what causes the tides Learning Goals for Ch. 1, section 4-Earths Moon To describe the features of the moon that can be seen with a telescope To explain how the Apollo landings help scientists learn about the moon Skipping section 3 Rockets and Satellites. You may read on your own. MAY 21, 2014 Essential Skills: You will be able to:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Ch. 1, section 1-Earth in Space Identify the effects of Earths rotation and revolution Explain what causes the night and day, and the seasons CH. 1, SECTION 1 EARTH IN SPACE (14) I. Days and Years A. Rotation

B. Revolution C. Calendar II. Seasons on Earth A. B. C. D. E. F. How Sunlight Hits Earth Earths Tilted Axis Earth in June

Earth in December Both June and December Earth in March and September MAY 26, 2016 Materials: 1. Pen/Pencil 2. Science Notebook You will need your notebook everyd MAY 26 , 2016

L.C. Group 1. Pd 1. - Start AstronomyDiscussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 1. Presentations today! 4. Chapter Group Talk and Share 2. Complete the

lab and protest viewing with the class. You will be assigned a group. 5. Days/Nights/Seasons Explanation Drawing Demo Possibly video DRAW AND DISCUSS THE SEASONS

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

VIEW NOTES (DO WE NEED TO VIEW NOTES?) Rotation and Revolution Review: https:// www.youtube.com/watch?v=cDed5eXmng E Seasons: https:// www.youtube.com/watch?v=rcquRMaVSK CLASS DEMONSTRATION OF THE SEASONS!

Ms. S will give out card with seasons and events. Your class task is to put the cards in order and show the movement of the earth. CH. 1, SECTION 2 PHASES, ECLIPSES, AND TIDES (P. 24) I. Motions of The Moon II. Phases of the Moon A. What Causes Phases? B. The Cycle of the Phases III. Eclipses IV. Solar Eclipses

A. Total Solar Eclipses B. Partial Solar Eclipses V. Lunar Eclipses A. Total Lunar Eclipses B. Partial Lunar Eclipses VI. Tides C. D. E. F.

What causes Tides High Tides The Tide Cycle Spring and Neap Tides Phases of the Moon https:// www.youtube.com/watch?v=76-HAqNKq KA Phases of the Moon in the Northern Hemisphere Practice Drawing these

THE POSITION OF THE EARTH AROUND THE SUN LETS YOU KNOW THE PHASE MOON PHASE DIAGRAMING SOLAR AND LUNAR ECLIPSE HTTPS://WWW.YOUTUBE.COM/WATCH?V=KGBK2FZFFDW TIDES Sit in your assigned seat

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets.

Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets Days 1 and 2 (maybe 3) 1. Read Intro to your section. 2. Research your planet. (textbook, laptops) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S

5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61. Work on Ch. 2, section 1, Observing the Solar System, p. 50. Open notes quiz on the Sun and your classmates presentations. TBD MAY 27, 2016

You will need your notebook everyd Materials: 1. Assignment Book: HW: Seasons and Moon phase diagram quiz, Friday, June 3. 2. Pen/Pencil 3. Science Notebook MAY 27 ,

2016 1. SSU 2. Pd 1. - Start AstronomyDiscussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 3. Pd 1- Chapter Group Talk and Share 4. Continue Days/Nights/Seasons Explanation Drawing Demo Possibly video

5. Phases of the Moon L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a group. Mystery Photo Fridays

Challenge 16 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE.. THE ANSWERS: TODAY! 1. Continue Days/Nights/Seasons Explanation Drawing Demo Possibly video

2. Phases of the Moon Video practice DRAW AND DISCUSS THE SEASONS Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earths motion. Label the 4 months represented. June, March, September, December Label the equinoxes and their dates

Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21) VIEW NOTES (DO WE NEED TO VIEW NOTES?) Rotation and Revolution Review: https:// www.youtube.com/watch?v=cDed5eXmng E

Seasons: https:// www.youtube.com/watch?v=rcquRMaVSK CLASS DEMONSTRATION OF THE SEASONS! Ms. S will give out card with seasons and events. Your class task is to put the cards in order and show the movement of the earth. CH. 1, SECTION 2 PHASES, ECLIPSES, AND TIDES (P. 24)

I. Motions of The Moon II. Phases of the Moon A. What Causes Phases? B. The Cycle of the Phases III. Eclipses IV. Solar Eclipses A. Total Solar Eclipses B. Partial Solar Eclipses V. Lunar Eclipses A. Total Lunar Eclipses B. Partial Lunar Eclipses

VI. Tides C. D. E. F. What causes Tides High Tides The Tide Cycle Spring and Neap Tides Phases of the Moon https://

www.youtube.com/watch?v=NCweccNO aqo Stop at 3:52. Phases of the Moon in the Northern Hemisphere Practice Drawing these https://www.youtube.com/watch?v=AQRNzepe4wI THE POSITION OF THE EARTH AROUND THE SUN LETS YOU KNOW THE PHASE

MOON PHASE DIAGRAMING MOON PHASE Ms. S will give out card with the moon phases. Your class task is to put the cards in order and show the movement of the earth. SOLAR AND LUNAR ECLIPSE HTTPS://WWW.YOUTUBE.COM/WATCH?V=KGBK2FZFFDW TIDES https://www.youtube.com/watch?v=EYQ54bSrtGI

Diagraming Quiz Monday, Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets

Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets Welcome to the Solar System in 9 short Acts! Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook)

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

presentations. TBD MAY 31, 2016 You will need your notebook everyd Materials: 1. Assignment Book: HW: Seasons and Moon phase diagram quiz, Friday, June 3. 2. Pen/Pencil 3. Science Notebook

MAY 27 , 2016 1. SSU 2. Pd 1. - Start AstronomyDiscussion on the next few weeks for class and LC Group (new seats/ discuss with the class). 3. Pd 1- Chapter Group Talk and Share 4. Continue Days/Nights/Seasons Explanation Drawing

Demo Possibly video 5. Phases of the Moon L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the class. You will be assigned a

group. Mystery Photo Fridays Challenge 16 SEE IF YOU CAN DETERMINE WHAT THE FOLLOWING MAGNIFIED PHOTOS ARE.. THE ANSWERS: TODAY! 1. Continue Days/Nights/Seasons Explanation

Drawing Demo Possibly video 2. Phases of the Moon Video practice DRAW AND DISCUSS THE SEASONS Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earths motion. Label the 4 months represented.

June, March, September, December Label the equinoxes and their dates Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21) VIEW NOTES (DO WE NEED TO VIEW NOTES?) Rotation and Revolution Review:

https:// www.youtube.com/watch?v=cDed5eXmng E Seasons: https:// www.youtube.com/watch?v=rcquRMaVSK CLASS DEMONSTRATION OF THE SEASONS! Ms. S will give out card with seasons and events. Your class task is to put the cards in order and show the movement of the

earth. CH. 1, SECTION 2 PHASES, ECLIPSES, AND TIDES (P. 24) I. Motions of The Moon II. Phases of the Moon A. What Causes Phases? B. The Cycle of the Phases III. Eclipses IV. Solar Eclipses A. Total Solar Eclipses B. Partial Solar Eclipses V. Lunar Eclipses

A. Total Lunar Eclipses B. Partial Lunar Eclipses VI. Tides C. D. E. F. What causes Tides High Tides The Tide Cycle Spring and Neap Tides

Phases of the Moon https:// www.youtube.com/watch?v=NCweccNO aqo Stop at 3:52. Phases of the Moon in the Northern Hemisphere Practice Drawing these https://www.youtube.com/watch?v=AQRNzepe4wI

THE POSITION OF THE EARTH AROUND THE SUN LETS YOU KNOW THE PHASE MOON PHASE DIAGRAMING MOON PHASE Ms. S will give out card with the moon phases. Your class task is to put the cards in order and show the movement of the earth. SOLAR AND LUNAR ECLIPSE HTTPS://WWW.YOUTUBE.COM/WATCH?V=KGBK2FZFFDW

TIDES https://www.youtube.com/watch?v=EYQ54bSrtGI Diagraming Quiz Monday, Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Essential Skills: You will be able to:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

Welcome to the Solar System in 9 short Acts! Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) 6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station

Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61 maybe??) Open notes quiz on the Sun and your classmates presentations. TBD MAY 31, 2016 Materials: 1. Pen/Pencil 2. Science Notebook 3. Textbook, pg. 62 You will need your notebook everyd

MAY 31 , 2016 1. SSU 2. Review Days/Nights/Seasons Explanation Drawing Demo Possibly video 5. Phases of the Moon

Demo Practice Video 6. Start Solar System Project Groups/Planets/Instructions L.C. Group 1. Presentations today! 2. Complete the lab and protest viewing with the

class. You will be assigned a group. Science To Do T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION Without looking, what are the seasons drawn on the board. Include months,

equinoxes, and solstices, and their dates. Science To Do T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION What season and phase is drawn on the board? TODAY!

1. Pd. 1 Phases of the Moon Video practice 2. Start Solar System in 9 Short acts Welcome to the Solar System in 9 short Acts! Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.)

6. Decide your props. (Bring in from home) 7. Practice. When you are finished, you must: Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61 maybe??) Open notes quiz on the Sun and your classmates presentations. DRAW AND DISCUSS THE SEASONS Put the sun in the middle. Place 4 earths pictures around the sun. Draw the direction of earths motion. Label the 4 months represented.

June, March, September, December Label the equinoxes and their dates Autumnal Equinox (Sept 23) Vernal Equines (March 21) Label the solstices and their dates. Summer Solstice (June 21) Winter Solstice (Dec 21) CH. 1, SECTION 2 PHASES, ECLIPSES, AND TIDES (P. 24) I. Motions of The Moon II. Phases of the Moon

A. What Causes Phases? B. The Cycle of the Phases III. Eclipses IV. Solar Eclipses A. Total Solar Eclipses B. Partial Solar Eclipses V. Lunar Eclipses A. Total Lunar Eclipses B. Partial Lunar Eclipses VI. Tides C.

D. E. F. What causes Tides High Tides The Tide Cycle Spring and Neap Tides Phases of the Moon https:// www.youtube.com/watch?v=NCweccNO aqo

Stop at 3:52. Phases of the Moon in the Northern Hemisphere Practice Drawing these https://www.youtube.com/watch?v=AQRNzepe4wI THE POSITION OF THE EARTH AROUND THE SUN LETS YOU KNOW THE PHASE MOON PHASE DIAGRAMING

SOLAR AND LUNAR ECLIPSE HTTPS://WWW.YOUTUBE.COM/WATCH?V=KGBK2FZFFDW TIDES https://www.youtube.com/watch?v=EYQ54bSrtGI Diagraming Quiz Monday, JUNE 1, 2016 Materials: 1. Pen/Pencil

2. Science Notebook 3. Textbook to your planet page You will need your notebook everyd JUNE 1, 2016 1. SSU L.C. Group 1SSU 2. Solar System Project 2. LC Work Presentations will be

on Friday, June 3 after the diagram Review instructions quiz for pds 4,5,7,8. (Pds. 1Presentations start Thursday. Monday, after the quiz.) 3. Keep in mind the high LC expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone elses experiment Topic idea

Science To Do T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION What season and moon phase is drawn on the board? TODAY! 1. Solar System in 9 Short acts

Welcome to the Solar System in 9 short Acts! Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) * Only one group at the smart board at a time. Work on skit while you wait- Presentations start tomorrow. Put your order on the board. 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in

the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) *Reminder- Opened ended and multiple 7. Practice. choice questions must When you are finished, you must: be answered in your Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab,

pg. 61) skit. Your classmates need the information for 6. Decide your props. (Bring in from home) Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Essential Skills: You will be able to:

CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets

JUNE 2, 2016 Materials: 1. Pen/Pencil 2. Science Notebook 3. Textbook to your planet page You will need your notebook everyd JUNE 1, 2016 1. SSU L.C. Group

1SSU 2. Solar System Project 2. LC Work Presentations will be on Monday, June 6 after the quiz.) Review instructions Keep in mind the high LC Presentations start Friday.3. expectations. Full page learning choices with high quality. Full reading strategies Experiment research someone

elses experiment Topic idea Science To Do T. Trimpe 2008 http://sciencespot.net/ ANSWER THE QUESTION What season and moon phase is drawn on the board?

TODAY! 1. Solar System in 9 Short acts Welcome to the Solar System in 9 short Acts! Days 1 and 2 1. Read Intro to your section. 2. Research your planet. (textbook) * Only one group at the smart board at a time. Work on skit while you wait- Presentations start tomorrow. Put your

order on the board. 3. Figure out the 3 questions that you want to ask and the answers to the questions. Type them in the power point. 4. Make 3 multiple choice question related to your questions. Write your questions and answer/answer choices on a sheet of paper and give to Ms.S 5. Design a skit that is interesting and will answer the questions you created. (Write scripts.) *Reminder- Opened ended and multiple 7. Practice. choice questions must When you are finished, you must:

be answered in your Stay at your assigned station Read\take notes on Ch. 2, section 2, p. 56 The Sun (and complete Sunspot Lab, pg. 61) skit. Your classmates need the information for 6. Decide your props. (Bring in from home) Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~~~~ Essential Skills:

You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant

planets Explain how Pluto differs from the outer planets JUNE 2, 2016 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook to take planet notes! 3. Scripts/Props/etc needed for your skip Mercury, Venus, Earth, Mars.

Presentations today! JUNE 2, 2016 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook to take planet notes! 3. Scripts/Props/etc needed for your skip Mercury, Venus, Earth, Mars. Presentations today!

JUNE 3, 2016 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook 3. Scripts/Props/etc needed for your skit (after quiz and LC presentations) Hubble Telescope and Types of Galaxies: https://

www.youtube.com/watch?v=ac9Cr6bf-mg Mystery of the Milkyway: https:// www.youtube.com/watch?v=O7DGTRYZW_I JUNE 6, 2016 Materials: 1. Pen/Pencil You will need your notebook everyd JUNE 6, 2016

You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook to take planet notes! 3. Scripts/Props/etc needed for your skit TodaySeason and Moon phase Quiz returned Continue presentations today! JUNE 7, 2016 You will need your notebook everyd

Materials: 1. Pen/Pencil 2. Science Notebook to take planet notes 3. Scripts/Props/etc needed for your skit TodaySeason and Moon phase Quiz returned Continue presentations (LC or Planets) today! JUNE 7, 2016 You will need your notebook everyd

Materials: 1. Pen/Pencil 2. Science Notebook to take planet notes 3. Scripts/Props/etc needed for your skit TodayContinue presentations today! Sun Work Notebook work TODAY After Pluto: Sun Work1. read pgs 56-60 with group. Take notes.

*Know the interior of the sun- temperature, how it gets hot, any definitions *The suns atmosphere- layers, specifics *Features on the sun-what they are/do 2. Sun Video 3. Class study guide-what should your classmates know for the quiz. JUNE 8, 2016 You will need your notebook everyd Materials:

1. Pen/Pencil 2. Science Notebook to take planet notes 3. Scripts/Props/etc needed for your skit Continue presentations (LC or Planets) & planet videos today! JUNE 8, 2016 Materials: 1. Pen/Pencil 2. Science Notebook 3. Textbook pg. 56 TodaySun Work

Notebook work You will need your notebook everyd Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets

Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets Learning Goals for Section 2-The Sun

The suns atmosphere- layers, specifics Know the interior of the sun- temperature, how it gets hot, any definitions Features on the sun-what they are/do TODAY After Pluto: Sun Work1. read pgs 56-60 silently. Take notes. *Know the interior of the sun- temperature, how it gets hot, any

definitions *The suns atmosphere- layers, specifics *Features on the sun-what they are/do 2. Sun Video/ other videro 3. Class study guide-what should your classmates know for the quiz. Vote on Day to take quiz- Thursday or Friday. 4. Make sure your notebook is ready for planet quiz. CH. 3 STARS, GALAXIES, AND THE UNIVERSE! Section 2- Characteristics of Stars Star Size comparison: Textbook p. 105. Classifying Stars + http://

www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies Binary Star Systems

Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg JUNE 9, 2016-PD. 1 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook to take planet notes 3. Scripts/Props/etc needed for your skit Today1. Missing work= No Field Day 2.Continue presentations Planet skits & videos.

(LC- either join the class or work on your last LC presentation and experiment) JUNE 8, 2016-PDS 4, 5,& 8 You will need your notebook everyd Materials: 1. Pen/Pencil 2. Science Notebook 3. Textbook pg. 56 TodayNotebook work-Finish class study guide

Take Open notebook quiz Start Videos You will need your notebook everyd JUNE 9, 2016-PD 7 Materials: 1. Pen/Pencil 2. Science Notebook 3. Textbook pg. 56

TodayNotebook work-Finish Class study guide Start Ch. 3 with videos Sit in your assigned seat ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Essential Skills: You will be able to: CR-2 Exhibit imagination, curiosity, and wonder through the senses. Learning Goals for Section 3 Inner Planets

Describe the main characteristics of the inner planets. Learning Goals for Section 4 Outer Planets Describe the main characteristics of the gas giant planets Explain how Pluto differs from the outer planets Learning Goals for Section 2-The Sun

The suns atmosphere- layers, specifics Know the interior of the sun- temperature, how it gets hot, any definitions Features on the sun-what they are/do TODAY Sun Work*Know the interior of the sun- temperature, how it gets hot, any definitions *The suns atmosphere- layers, specifics *Features on the sun-what they are/do

2. Sun Video/ other videos 3. Make sure your notebook is ready for sun and planet quiz. 4. Sun and Planet quiz CH. 3 STARS, GALAXIES, AND THE UNIVERSE! Section 2- Characteristics of Stars Star Size comparison: Textbook p. 105. Classifying Stars + http:// www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ

https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg JUNE 10, 2016-PDS 4 & 7 You will need your notebook everyd

Materials: 1. Pen/Pencil 2. Science Notebook TodayTake Open notebook quiz Start Videos You will need your notebook everyd JUNE 9, 2016-PDS

5 & 8Materials: 1. Pen/Pencil 2. Science Notebook 3. SSR book / Other work to work on TodaySee Get quizzes. Get stars. See grades. Read SSR book while you wait for your scores. Start/Continue Ch. 3 with videos CH. 3 STARS, GALAXIES, AND THE UNIVERSE! Section 2- Characteristics of Stars Star Size comparison:

Textbook p. 105. Classifying Stars + http:// www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies

Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg TODAY- Pd. 4 Break. 1. Team Quizzo sit with your team 2. Finish Videos CH. 3 STARS, GALAXIES, AND THE UNIVERSE! Section 2- Characteristics of Stars Star Size comparison:

Textbook p. 105. Classifying Stars + http:// www.youtube.com/watch?v=Bcz4vGvoxQA Section 3- The Lives of Stars Supernovas: Textbook pg. section 3, Lives of Stars. p. 112. https://www.youtube.com/watch?v=qfRiqwQBegQ https://www.youtube.com/watch?v=YxNhOaVJbJM Black Holes: Textbook pg. p. 115 Video: Monster of the Milky Way https://www.youtube.com/watch?v=r8C_ysENFbw Star Systems and Galaxies

Binary Star Systems Hubble Telescope and Types of Galaxies: https://www.youtube.com/watch?v=ac9Cr6bf-mg

Recently Viewed Presentations

  • Folie 1 - ea

    Folie 1 - ea

    Online Grammatiken (zum Beispiel grammis … Institut für deutsche Sprache) E-Assistent (intelligente Systeme. Aber: keine Imitate wie etwa bei Heift 2004, „string matching") Spracherkennung (braucht noch Zeit, derzeit nur beschränkt einsetzbar …)
  • 1.4 Angles and Their Measures

    1.4 Angles and Their Measures

    Angle An angle consists of two different rays that have the same endpoint. The rays are the sides of the angle. The initial point is the vertex of the angle. The angle that has sides AB and AC is denoted...
  • Victim Assist Queensland

    Victim Assist Queensland

    Victim Assist Queensland ... always be needed Acts of violence prior to 1 December 2009 The right to apply for criminal injury compensation under COVA or the Code ended on 30 November 2009. ... such as Workcover, Medicare, Centrelink, private...
  • Opening Session Thursday, April 14, 2016 Grade 12

    Opening Session Thursday, April 14, 2016 Grade 12

    Opening SessionThursday, April 14, 2016Grade 12. Appositive Phrases. An appositive is a noun or noun phrase that renames another noun right beside it.The appositive can be a short or long combination of words. Such as in this sentence from Beowulf:...
  • North Carolina Essential Standards Occupational Course of Study—

    North Carolina Essential Standards Occupational Course of Study—

    OMA.G.2.4 Use formulas to solve problems involving volume of right prisms, pyramids, circular cylinders and right circular cones. OMA.G.2.5 Represent the relationship between the surface area of prisms, cylinders and pyramids to the sum of the area(s) of their base(s)...
  • Stars and Galaxies - Lunar and Planetary Institute

    Stars and Galaxies - Lunar and Planetary Institute

    The cosmic background radiation is visible in all directions at a temperature of 3 degrees absolute zero. Almost every galaxy has a red-shift, with more distant galaxies having the highest red-shift. ... The star Rigel is about 100,000 times brighter...
  • Start-Up

    Start-Up

    Start-Up. Copy down the following sentences in your chart for Wednesday. Underline all the nouns found in them. At the mall yesterday, the boys ate burgers and drank sodas in the food court.
  • What kind of people are we?

    What kind of people are we?

    The Ethical Leadership Commission. Amongst others. Leora Cruddas . FASNA. Professor Becky Francis . UCL IoE. The Rev Nigel Genders . C of E. Anne Lyons . NAHT. Dr Peter Kent