"Review for CCA 3: Genetics, Natural Selection, and Rocks"
Bellwork:
1) ____________ is when parents pass their traits onto their kids.
2) The 3 kinds of sedimentary rock are __________________________________.
3) Draw the Punnett square for parents Bb and bb.
- Review for CCA3
- Play the CCA Review game to go over vocabulary, key concepts, how to create and analyze Punnett squares, answering the ORQ, etc.
Homework: Study for CCA3 on Tuesday
Sunday, December 16, 2007
Friday, December 14, 2007
"Geology: Quiz"
Bellwork:
None
- Take geology quiz
- Trade and grade
- See some of Ms. Davis' pictures of rocks and fossils from a trip to Colorado
Bellwork:
None
- Take geology quiz
- Trade and grade
- See some of Ms. Davis' pictures of rocks and fossils from a trip to Colorado
Wednesday, December 12, 2007
Thursday, December 13, 2007
"Sedimentary Rocks and Erosion"
Bellwork:
1) The three types of sedimentary rock are ___________, ___________, and shale.
2) Acid makes ____________ fizz because it has calcite in it.
3) A Pp (purple) flower and a PP (purple) flower will have ____% purple seedlings.
- Rock layers: sedimentary rocks form in layers
Layers of rocks in the same sequence are HORIZONTAL
- DEFINE Erosion:
•When water, water, ice, chemicals, gravity, and other forces break down rocks and move the rocks and sediments
•Ex: Water runs through a river, wearing down the river into a canyon รจ tiny bits of rock wash away as sand
- Differential erosion: some rocks wear away more quickly than others, creating peaks and slopes and interesting landforms. See this interesting landforms picture gallery.
Homework: Study for Friday's quiz on rocks and natural selection
Bellwork:
1) The three types of sedimentary rock are ___________, ___________, and shale.
2) Acid makes ____________ fizz because it has calcite in it.
3) A Pp (purple) flower and a PP (purple) flower will have ____% purple seedlings.
- Rock layers: sedimentary rocks form in layers
Layers of rocks in the same sequence are HORIZONTAL
- DEFINE Erosion:
•When water, water, ice, chemicals, gravity, and other forces break down rocks and move the rocks and sediments
•Ex: Water runs through a river, wearing down the river into a canyon รจ tiny bits of rock wash away as sand
- Differential erosion: some rocks wear away more quickly than others, creating peaks and slopes and interesting landforms. See this interesting landforms picture gallery.
Homework: Study for Friday's quiz on rocks and natural selection
Tuesday, December 11, 2007
Wednesday, December 12, 2007
"Introduction to Rocks and Geology"
Bellwork:
1) When organisms with better adaptations survive and reproduce, it’s called _____________ _____________.
2) Evolution is caused by selective pressure, isolation, and ____________.
3) Limestone, sandstone, and shale are _________________ rocks.
- DEFINE "geology": the study of the solid matter that makes up the Earth
- 3 types of sedimentary rocks: limestone, sandstone, shale
- Observe sedimentary rocks: color, texture, hardness, etc.
- Demonstrate: What happens when you put acid on rocks???
- Discuss: sorting the rocks into categories
- Exit Slip:
A) The 3 types of sedimentary rocks are...
–1)
–2)
–3)
B) Acid makes ____________ fizz because it has __________ in it.
Note: Check out this "Rockhound" website for more information!
Bellwork:
1) When organisms with better adaptations survive and reproduce, it’s called _____________ _____________.
2) Evolution is caused by selective pressure, isolation, and ____________.
3) Limestone, sandstone, and shale are _________________ rocks.
- DEFINE "geology": the study of the solid matter that makes up the Earth
- 3 types of sedimentary rocks: limestone, sandstone, shale
- Observe sedimentary rocks: color, texture, hardness, etc.
- Demonstrate: What happens when you put acid on rocks???
- Discuss: sorting the rocks into categories
- Exit Slip:
A) The 3 types of sedimentary rocks are...
–1)
–2)
–3)
B) Acid makes ____________ fizz because it has __________ in it.
Note: Check out this "Rockhound" website for more information!
Tuesday, December 11, 2007
"Natural Selection ORQ: Day 2"
Bellwork:
1) Different expressions of a trait that help a population survive are ______________.
2) The number of striped larkeys increased because ___________________________.
3) A blue eyed dad (bb) and a brown-eyed mom (Bb) have a _______% chance of having blue-eyed kids.
- Go over student-created model ORQ (open response question) answers: one with a score a 4, one with a score of 3, one with a score of 2, and one with a score of 1
- Discuss what makes a good ORQ answer and how to improve our own
- Rewrite own ORQ; what do you need to do to improve your ORQ answer from yesterday?
- Discuss: what do we know about rocks?
3 types of rocks: igneous, sedimentary, metamorphic
Sedimentary rocks: include limestone, sandstone, shale
Bellwork:
1) Different expressions of a trait that help a population survive are ______________.
2) The number of striped larkeys increased because ___________________________.
3) A blue eyed dad (bb) and a brown-eyed mom (Bb) have a _______% chance of having blue-eyed kids.
- Go over student-created model ORQ (open response question) answers: one with a score a 4, one with a score of 3, one with a score of 2, and one with a score of 1
- Discuss what makes a good ORQ answer and how to improve our own
- Rewrite own ORQ; what do you need to do to improve your ORQ answer from yesterday?
- Discuss: what do we know about rocks?
3 types of rocks: igneous, sedimentary, metamorphic
Sedimentary rocks: include limestone, sandstone, shale
Monday, December 10, 2007
"Natural Selection: ORQ"
Bellwork:
1) _________________ is when organisms with better adaptations survive, reproduce, and pass on their traits.
2) ___________ is when parents pass their traits on to their offspring.
3) TTYy can have what combination of alleles?
A) TY, Ty B) TT, Yy C) tY, TY
- Put the steps of natural selection in order
- Recieve natural selection ORQ
- Go over model answer and complete own ORQ
Bellwork:
1) _________________ is when organisms with better adaptations survive, reproduce, and pass on their traits.
2) ___________ is when parents pass their traits on to their offspring.
3) TTYy can have what combination of alleles?
A) TY, Ty B) TT, Yy C) tY, TY
- Put the steps of natural selection in order
- Recieve natural selection ORQ
- Go over model answer and complete own ORQ
Friday, December 7, 2007
"Larkey Natural Selection: Computer Simulation"
Bellwork:
1) True or false?: recessive alleles have more influence on an organism’s traits.
2) A gene will increase in a population if it is ______________ for the organisms.
3) Puppies of a Ww (white) dog and a ww (black) dog will have ________________ -colored fur.
- Review Wed/Thurs activity
- Complete larkey "natural selection" simulation from FOSS Media Website (username: cheetah, password: 112)
- Complete workbook page 129: record computer simulation data and answer analysis questions
- Notes:
Adaptations in the forest and the prairie are different ==> different adaptations help the larkeys survive in these 2 different environments.
Over time, particular traits disappear because they are unhelpful (the larkeys with these traits get eaten and can't pass them on). Other traits increase because they are adaptations - these larkeys survive, reproduce, and pass on their traits so they don't go extinct.
Bellwork:
1) True or false?: recessive alleles have more influence on an organism’s traits.
2) A gene will increase in a population if it is ______________ for the organisms.
3) Puppies of a Ww (white) dog and a ww (black) dog will have ________________ -colored fur.
- Review Wed/Thurs activity
- Complete larkey "natural selection" simulation from FOSS Media Website (username: cheetah, password: 112)
- Complete workbook page 129: record computer simulation data and answer analysis questions
- Notes:
Adaptations in the forest and the prairie are different ==> different adaptations help the larkeys survive in these 2 different environments.
Over time, particular traits disappear because they are unhelpful (the larkeys with these traits get eaten and can't pass them on). Other traits increase because they are adaptations - these larkeys survive, reproduce, and pass on their traits so they don't go extinct.
Thursday, December 6, 2007
"Larkey Natural Selection: Day 2"
Bellwork:
1) Write the better example of natural selection:
-A) Rabbits in the arctic have white fur because white rabbits are more likely to survive and reproduce.
-B) Brown bears moved to the woods because they would survive better there.
2) Different expressions of a trait that increase the chance of a population surviving are ____________.
3) Draw the Punnett square (L=long fur)
The puppies of an Ll and an LL dog will have ______________ fur.
- Finish larkey natural selection activity: workbook page 117
-Summing it up:
a) The selective pressure for the larkeys: Their predators
b) On the prairie, larkeys with short legs and spots get eaten by coyotes
c) Larkeys with long legs and stripes survive, reproduce, and pass on the genes for long legs and stripes
d) Over 4 generations, the genes for short legs and spots disappear
e) And the genes for long legs and stripes increase, so the larkeys don't go extinct
Bellwork:
1) Write the better example of natural selection:
-A) Rabbits in the arctic have white fur because white rabbits are more likely to survive and reproduce.
-B) Brown bears moved to the woods because they would survive better there.
2) Different expressions of a trait that increase the chance of a population surviving are ____________.
3) Draw the Punnett square (L=long fur)
The puppies of an Ll and an LL dog will have ______________ fur.
- Finish larkey natural selection activity: workbook page 117
-Summing it up:
a) The selective pressure for the larkeys: Their predators
b) On the prairie, larkeys with short legs and spots get eaten by coyotes
c) Larkeys with long legs and stripes survive, reproduce, and pass on the genes for long legs and stripes
d) Over 4 generations, the genes for short legs and spots disappear
e) And the genes for long legs and stripes increase, so the larkeys don't go extinct
Tuesday, December 4, 2007
Wednesday, December 5, 2007
"Larkeys and Natural Selection: Moving to a New Environment"
Bellwork:
1) New species evolve because of ___________, selective pressure, and isolation.
Hint: the word starts with a V
2) Why would one gene increase if an environment changed?
3) Draw the Punnett square for parents TT and Tt.
- "Voyage to the Galapagos": Examples of Natural Selection in action
1) Darwin's finches: they live on different islands, so different adaptations helped them survive - the surviving birds looked different in different environments, and they eventually got different enough to be different species
2) Marine iguanas: small size is an adaptation on islands with less food - if they were big, they'd starve to death; small iguanas survived and passed on genes for small size
3) Masked boobies: they kill their younger siblings; the second chick is a back-up in case the 1st doesn't hatch, and a surviving 1st chick will kill the 2nd chick to make sure he gets enough food
- Look at this site for a cyber field trip to the Galapagos Islands
- Larkey simulation: complete pages 119, 121, and 123 in the yellow workbook
Larkeys move from mountains to forests and prairies after a fire
We will carry out a simulation to see what happens in this new environment ==> complete Punnett squares to show 3 larkey generations and their traits
- Question: What happens to the larkey populations over time? Which traits are adaptations that help them survive, and which traits end up getting them eaten?
- Exit Slip (page 121)
1) Describe the change in larkey looks from the first generation to the last.
2) Explain why certain traits now appear more than others.
Bellwork:
1) New species evolve because of ___________, selective pressure, and isolation.
Hint: the word starts with a V
2) Why would one gene increase if an environment changed?
3) Draw the Punnett square for parents TT and Tt.
- "Voyage to the Galapagos": Examples of Natural Selection in action
1) Darwin's finches: they live on different islands, so different adaptations helped them survive - the surviving birds looked different in different environments, and they eventually got different enough to be different species
2) Marine iguanas: small size is an adaptation on islands with less food - if they were big, they'd starve to death; small iguanas survived and passed on genes for small size
3) Masked boobies: they kill their younger siblings; the second chick is a back-up in case the 1st doesn't hatch, and a surviving 1st chick will kill the 2nd chick to make sure he gets enough food
- Look at this site for a cyber field trip to the Galapagos Islands
- Larkey simulation: complete pages 119, 121, and 123 in the yellow workbook
Larkeys move from mountains to forests and prairies after a fire
We will carry out a simulation to see what happens in this new environment ==> complete Punnett squares to show 3 larkey generations and their traits
- Question: What happens to the larkey populations over time? Which traits are adaptations that help them survive, and which traits end up getting them eaten?
- Exit Slip (page 121)
1) Describe the change in larkey looks from the first generation to the last.
2) Explain why certain traits now appear more than others.
Tuesday, December 4, 2007
"Galapagos Islands Natural Selection 2"
Bellwork:
1) An example of variation in finches is ______________________.
2) What do organisms get from their parents?
3) The percentage chance for normal hearing is _________________. (Parents are Dd and dd.)
- Finish watching "Voyage to the Galapagos" and complete questions on pages 125 and 127 in yellow workbook
Bellwork:
1) An example of variation in finches is ______________________.
2) What do organisms get from their parents?
3) The percentage chance for normal hearing is _________________. (Parents are Dd and dd.)
- Finish watching "Voyage to the Galapagos" and complete questions on pages 125 and 127 in yellow workbook
Monday, December 3, 2007
"Galapagos Islands Natural Selection 1"
Bellwork:
1) An organism with a good adaptation is more likely to ___________________.
2) Variation means ____________.
3) Complete this Punnett square: parents are Hh and HH
- Review selective pressure and natural selection
- Steps of natural selection:
1) Environment puts selective pressure on organisms
2) Individuals with better traits that are adaptations survive; others die
3) Individuals that survive reproduce and pass on their traits
4) Over time the whole population will end up with these traits (the best adaptations)
- Begin watching "Voyage to the Galapagos," complete worksheet questions on page 125 in yellow workbook
Bellwork:
1) An organism with a good adaptation is more likely to ___________________.
2) Variation means ____________.
3) Complete this Punnett square: parents are Hh and HH
- Review selective pressure and natural selection
- Steps of natural selection:
1) Environment puts selective pressure on organisms
2) Individuals with better traits that are adaptations survive; others die
3) Individuals that survive reproduce and pass on their traits
4) Over time the whole population will end up with these traits (the best adaptations)
- Begin watching "Voyage to the Galapagos," complete worksheet questions on page 125 in yellow workbook
Friday, November 30, 2007
"Moths and Selective Pressure"
Bellwork:
1) _________________ are wound-up DNA.
2) ________________ is when parents pass their traits onto their children.
3) Two ____________ make up one gene.
- Define natural selection: a process where the individuals who are best adapted to their environment tend to survive and pass on their genes to the next generation
- Set up 4-box on page 124 in workbook
Title: Selective Pressure 11/30/07
Box 1: Review, Box 2: Diagram, Box 3: Data/Description, Box 4: Exit Slip
- Gather data using peppered moth simulation to show how the predator acts as a selective pressure on moths with different camouflage and causes natural selection (moths with better camouflage survive to pass on their traits)
Bellwork:
1) _________________ are wound-up DNA.
2) ________________ is when parents pass their traits onto their children.
3) Two ____________ make up one gene.
- Define natural selection: a process where the individuals who are best adapted to their environment tend to survive and pass on their genes to the next generation
- Set up 4-box on page 124 in workbook
Title: Selective Pressure 11/30/07
Box 1: Review, Box 2: Diagram, Box 3: Data/Description, Box 4: Exit Slip
- Gather data using peppered moth simulation to show how the predator acts as a selective pressure on moths with different camouflage and causes natural selection (moths with better camouflage survive to pass on their traits)
Monday, December 3, 2007
Thursday, November 29, 2007
"Selective Pressure"
Bellwork:
1) An ______________ is a body part that helps an organism survive.
2) We get our _____________ from our parents.
3) The combination of alleles is an organism’s __________________.
- Watch Ms. Davis's mini-video, "Darwin's Enchanted Isles" and discuss the people and places seen in it
- Define: Natural selection is a process where the individuals who are best adapted to their environment tend to survive and pass on their genes to the next generation.
- Define: Selective pressure is something in the environment that puts pressure on organisms and makes some survive better than others depending on their variations (examples: predators, floods, lack of food, fire, etc.)
- Look at different simulations of natural selection: walkingsticks, larkeys
Bellwork:
1) An ______________ is a body part that helps an organism survive.
2) We get our _____________ from our parents.
3) The combination of alleles is an organism’s __________________.
- Watch Ms. Davis's mini-video, "Darwin's Enchanted Isles" and discuss the people and places seen in it
- Define: Natural selection is a process where the individuals who are best adapted to their environment tend to survive and pass on their genes to the next generation.
- Define: Selective pressure is something in the environment that puts pressure on organisms and makes some survive better than others depending on their variations (examples: predators, floods, lack of food, fire, etc.)
- Look at different simulations of natural selection: walkingsticks, larkeys
Monday-Wednesday, November 26-28, 2007
Ms. Davis is out sick.
Students:
-watch "Bill Nye the Science Guy" video on erosion
-complete the "Response Sheet: Natural Selection" in the yellow workbook
Students:
-watch "Bill Nye the Science Guy" video on erosion
-complete the "Response Sheet: Natural Selection" in the yellow workbook
Tuesday, November 20, 2007
"Genetics Review"
Bellwork:
1) Why do you look the way you do?
2) ___________ is the combination of alleles in an organism. (Ex: Dd, BB, aa)
3) Phenotype is…
- Review yesterday's worksheet
- Complete Genetics Vocabulary on page 101 in yellow Populations & Ecosystems workbook
Bellwork:
1) Why do you look the way you do?
2) ___________ is the combination of alleles in an organism. (Ex: Dd, BB, aa)
3) Phenotype is…
- Review yesterday's worksheet
- Complete Genetics Vocabulary on page 101 in yellow Populations & Ecosystems workbook
Monday, November 19, 2007
"Punnett Square Word Problems"
Ms. Davis is out sick today.
-Students complete the "Punnett Square Word Problems and Genetics Review" worksheet
Ms. Davis is out sick today.
-Students complete the "Punnett Square Word Problems and Genetics Review" worksheet
Friday, November 16, 2007
"Interpreting Punnett Squares"
Bellwork:
1) The combination of alleles an organism has is its ____________________.
2) The physical traits an organism has is its ____________________.
3) A capital letter represents a ______________ allele.
- Student take Genetics Vocabulary Quiz 2
- Discuss:
What do Punnett squares tell us? ==> What one child could end up looking like
- Watch computer simulation of larkey breeding to show Punnett squares
- Complete exit slip on interpreting a drawn Punnett sqaure
Bellwork:
1) The combination of alleles an organism has is its ____________________.
2) The physical traits an organism has is its ____________________.
3) A capital letter represents a ______________ allele.
- Student take Genetics Vocabulary Quiz 2
- Discuss:
What do Punnett squares tell us? ==> What one child could end up looking like
- Watch computer simulation of larkey breeding to show Punnett squares
- Complete exit slip on interpreting a drawn Punnett sqaure
Thursday, November 15, 2007
"Heredity"
Ms. Davis is out today.
Students complete the "Heredity" packet.
Ms. Davis is out today.
Students complete the "Heredity" packet.
Tuesday, November 13, 2007
Wednesday, November 14, 2007
"From Genotype to Phenotype"
Bellwork:
1) A person with Bb for their eye gene will have _____________ color eyes.
2) ____________ is when parents pass their traits to their kids.
3) Are dominant or recessive alleles stronger?
- Vocabulary:
Genotype: The combination of alleles an organism has
Phenotype: What physical traits an organism has
- Complete "From Genotype to Phenotype" larkey worksheet
- Review Punnett Squares
- Complete "Punnett Squares 2" worksheet
- Exit Slip: on back of worksheet
1) What are TWO things you’ve learned about genetics?
2) What is ONE question you have?
Bellwork:
1) A person with Bb for their eye gene will have _____________ color eyes.
2) ____________ is when parents pass their traits to their kids.
3) Are dominant or recessive alleles stronger?
- Vocabulary:
Genotype: The combination of alleles an organism has
Phenotype: What physical traits an organism has
- Complete "From Genotype to Phenotype" larkey worksheet
- Review Punnett Squares
- Complete "Punnett Squares 2" worksheet
- Exit Slip: on back of worksheet
1) What are TWO things you’ve learned about genetics?
2) What is ONE question you have?
Tuesday, November 13, 2007
"What is a Punnett Square?"
Bellwork:
1) We get ___ our DNA from our mom and ____ our DNA from our dad.
2) DNA curls up into ________________ to fit in our cells.
3) A feature we all share is ____________.
- Discuss genetic abnormalities
- Review genetics, chromosomes, and dominant/recessive alleles
- Complete "Dominant vs. Recessive Alleles 2" worksheet
- Introduce Punnett Squares
- Complete "What is a Punnett Square?" worksheet
Bellwork:
1) We get ___ our DNA from our mom and ____ our DNA from our dad.
2) DNA curls up into ________________ to fit in our cells.
3) A feature we all share is ____________.
- Discuss genetic abnormalities
- Review genetics, chromosomes, and dominant/recessive alleles
- Complete "Dominant vs. Recessive Alleles 2" worksheet
- Introduce Punnett Squares
- Complete "What is a Punnett Square?" worksheet
Monday, November 12, 2007
"Dominant and Recessive Genes 2"
Bellwork:
1) Are dominant alleles stronger or weaker?
2) Chromosomes are ______________________.
3) An example of a trait is ____________.
- Review dominant and recessive genes ==> dominant alleles are stronger, recessive alleles are weaker
- Complete "Dominant vs. Recessive Alleles" worksheet
- Open Berwick Academy bulldog buddies packages
- Write postcard/letter back to buddy
Bellwork:
1) Are dominant alleles stronger or weaker?
2) Chromosomes are ______________________.
3) An example of a trait is ____________.
- Review dominant and recessive genes ==> dominant alleles are stronger, recessive alleles are weaker
- Complete "Dominant vs. Recessive Alleles" worksheet
- Open Berwick Academy bulldog buddies packages
- Write postcard/letter back to buddy
Thursday, November 8, 2007
Friday, November 9
"Genetics Vocabulary Quiz"
Bellwork:
1) Parents passing on their genes to their kids is ____________.
2) DNA winds up into _______________.
3) Two ___________ make up one gene.
- Take genetics vocabulary quiz
- Discuss/review genetics, chromosomes, alleles, genes ==> DNA winds into 23 pairs of chromosomes, genes come in pairs on a pair of chromosomes, 1/2 of that gene (what is on 1 chromosome) is an allele
- Discuss how genes are labeled, also genotype, phenotype, and dominant and recessive alleles
Bellwork:
1) Parents passing on their genes to their kids is ____________.
2) DNA winds up into _______________.
3) Two ___________ make up one gene.
- Take genetics vocabulary quiz
- Discuss/review genetics, chromosomes, alleles, genes ==> DNA winds into 23 pairs of chromosomes, genes come in pairs on a pair of chromosomes, 1/2 of that gene (what is on 1 chromosome) is an allele
- Discuss how genes are labeled, also genotype, phenotype, and dominant and recessive alleles
Thursday, November 8, 2007
"What is Heredity?"
Bellwork:
1) ______________ make us look the way we do.
2) A feature we have is hair. A trait for that hair is ______________.
3) Genes are found in ___________.
- Review definitions of "genes," "feature," and "trait"
- Define "heredity": the passing of traits from parents to children
- Discuss and poll the variations (differences) between class members ==> look at hairline, earlobes, tongue curling, and pinky fingers
- Introduce larkeys and discuss their features and traits (Populations and Ecosystems Resources book pages 56-57) ==> poll their traits
- Define and discuss "chromosomes" and "alleles"
Chromosomes: What the DNA winds itself into, where our genes are found (23 pairs, 1 from mom and 1 from dad)
Alleles: 1 allele is 1/2 of the pair that makes up a gene, get one from mom and one from dad
- Define both in own words on "Genetics Vocabulary" sheet
Homework: STUDY for Friday's genetics vocabulary quiz (genes, feature, trait, heredity, allele, chromosome)
Bellwork:
1) ______________ make us look the way we do.
2) A feature we have is hair. A trait for that hair is ______________.
3) Genes are found in ___________.
- Review definitions of "genes," "feature," and "trait"
- Define "heredity": the passing of traits from parents to children
- Discuss and poll the variations (differences) between class members ==> look at hairline, earlobes, tongue curling, and pinky fingers
- Introduce larkeys and discuss their features and traits (Populations and Ecosystems Resources book pages 56-57) ==> poll their traits
- Define and discuss "chromosomes" and "alleles"
Chromosomes: What the DNA winds itself into, where our genes are found (23 pairs, 1 from mom and 1 from dad)
Alleles: 1 allele is 1/2 of the pair that makes up a gene, get one from mom and one from dad
- Define both in own words on "Genetics Vocabulary" sheet
Homework: STUDY for Friday's genetics vocabulary quiz (genes, feature, trait, heredity, allele, chromosome)
Wednesday, November 7, 2007
"Introduction to Genetics: Packing Your Genetic Suitcase"
Bellwork:
Why do we look the way we do?
- Define genes (the basic units in cells that make organisms look the way they do) and discuss how we get them from our parents
- Pass out "Genetics Vocabulary" worksheet and define "genes" in our own words
- Students pack genetic suitcases ("Packing Your Genetic Suitcase" worksheet) with the genes they have and got from their parents ==> must include eye color, hair color, straight/bent pinky, can/can't curl tongue, free/attached earlobes, straight/peaked hairline, and any other examples students can think of
- Students share what they packed in their genetic suitcase ==> we all packed the same basic features but those things we packed had different traits
- Define "feature" and "trait"
Feature: The physical structures of an organism
Trait: The specific way that feature is expressed
- Students give an example of a feature and trait they have on their "Genetic Vocabulary" sheet (ex: feature is hair, trait is brown color)
Bellwork:
Why do we look the way we do?
- Define genes (the basic units in cells that make organisms look the way they do) and discuss how we get them from our parents
- Pass out "Genetics Vocabulary" worksheet and define "genes" in our own words
- Students pack genetic suitcases ("Packing Your Genetic Suitcase" worksheet) with the genes they have and got from their parents ==> must include eye color, hair color, straight/bent pinky, can/can't curl tongue, free/attached earlobes, straight/peaked hairline, and any other examples students can think of
- Students share what they packed in their genetic suitcase ==> we all packed the same basic features but those things we packed had different traits
- Define "feature" and "trait"
Feature: The physical structures of an organism
Trait: The specific way that feature is expressed
- Students give an example of a feature and trait they have on their "Genetic Vocabulary" sheet (ex: feature is hair, trait is brown color)
Monday, November 5, 2007
"Design Your Own Organism"
Bellwork:
1) An adaptation helps an organism ______________.
2) Fur is an adaptation because…
3) An example of an adaptation is…
- Review definition of adaptation and discuss examples
- Complete "Design Your Own Organism: An Experience in Adaptation" activity ==> Students create their own organism that has different adaptations to help it survive in a chosen environment
Bellwork:
1) An adaptation helps an organism ______________.
2) Fur is an adaptation because…
3) An example of an adaptation is…
- Review definition of adaptation and discuss examples
- Complete "Design Your Own Organism: An Experience in Adaptation" activity ==> Students create their own organism that has different adaptations to help it survive in a chosen environment
Friday, November 2, 2007
"CCA #2 Test"
Bellwork: None
Students complete CCA (core content assessment) #2.
Bellwork: None
Students complete CCA (core content assessment) #2.
Thursday, November 1, 2007
"CCA2 Test Review Game"
Bellwork: None
Students compete individually in a test review game to help them study for Friday's CCA
Homework: STUDY for tomorrow's CCA
Bellwork: None
Students compete individually in a test review game to help them study for Friday's CCA
Homework: STUDY for tomorrow's CCA
Wednesday, October 31, 2007
"Practice ORQ"
Bellwork:
1) Give an example of an adaptation.
2) Hibernation helps a bear survive by _________________________.
3) Temperature can be a limiting factor because ________________________.
- Review limiting factors
- Practice Open Response Question for Friday's CCA
Bellwork:
1) Give an example of an adaptation.
2) Hibernation helps a bear survive by _________________________.
3) Temperature can be a limiting factor because ________________________.
- Review limiting factors
- Practice Open Response Question for Friday's CCA
Monday, October 29, 2007
Tuesday, October 30, 2007
"Walkingsticks and Camouflage"
Bellwork:
1) A brown walkingstick will camouflage with a __________ environment.
2) Limiting factors ___________ the number of organisms in an ecosystem.
3) With 0 brine shrimp in December and 63 in June, ________________ is a limiting factor.
-Review definition of "adaptation": Any structure (body part or color) or behavior that helps an organism survive or reproduce
-Introduce walkingsticks
-Use walkingstick simulations on Populations and Ecosystems CD-ROM or website (see comments for username and password)
-Complete worksheets: "Walkingstick Predation-Bush Environment" and "Five Generations of Walkingsticks"
-Reminder: CCA Test on Friday
Bellwork:
1) A brown walkingstick will camouflage with a __________ environment.
2) Limiting factors ___________ the number of organisms in an ecosystem.
3) With 0 brine shrimp in December and 63 in June, ________________ is a limiting factor.
-Review definition of "adaptation": Any structure (body part or color) or behavior that helps an organism survive or reproduce
-Introduce walkingsticks
-Use walkingstick simulations on Populations and Ecosystems CD-ROM or website (see comments for username and password)
-Complete worksheets: "Walkingstick Predation-Bush Environment" and "Five Generations of Walkingsticks"
-Reminder: CCA Test on Friday
Monday, October 29, 2007
"Hawaiian Adaptations III"
Bellwork:
1) Organisms have the adaptations they have because of _________________.
2) Are disease, injury, and predation biotic or abiotic?
3) Egg-eating snakes will __________ the size of a bird population.
- Finish last 10-15 minutes of the film "Strangers in Paradise"
-Review organisms' adaptations
-Begin one page report on one organism and its adaptations ==> see assignment sheet passed out in class
Bellwork:
1) Organisms have the adaptations they have because of _________________.
2) Are disease, injury, and predation biotic or abiotic?
3) Egg-eating snakes will __________ the size of a bird population.
- Finish last 10-15 minutes of the film "Strangers in Paradise"
-Review organisms' adaptations
-Begin one page report on one organism and its adaptations ==> see assignment sheet passed out in class
Thursday, October 25, 2007
Friday, October 26, 2007
"Hawaiian Adaptations II"
Bellwork:
1) Plants need light, water, and ___________________ to make food.
2) Are there more producers or consumers in an ecosystem?
3) Will a green walkingstick be adapted for all environments?
- Review the film as seen so far and film-watching procedures
- Finish watching the film
- Discuss the organisms and their adaptations
- Exit Slip: Complete the sentence below at the bottom of the worksheet
One thing that I will remember from the film is…
Bellwork:
1) Plants need light, water, and ___________________ to make food.
2) Are there more producers or consumers in an ecosystem?
3) Will a green walkingstick be adapted for all environments?
- Review the film as seen so far and film-watching procedures
- Finish watching the film
- Discuss the organisms and their adaptations
- Exit Slip: Complete the sentence below at the bottom of the worksheet
One thing that I will remember from the film is…
Wednesday, October 24, 2007
"Hawaiian Adaptations: Strangers in Paradise"
Bellwork:
1) A bear’s hibernation is a _____________ adaptation.
2) Green plants are important to animals because they produce food and _________.
3) An increase in limiting factors will ____________ the number of organisms.
-Review structural and behavioral adaptations from yesterday
- Introduce Hawaiian ecosystem: unique organisms that are endemic to Hawaii (that means they are found nowhere else)
- Problems of human interference in Hawaii and introduced organisms (goats, pigs, rats, etc.)
- Begin watching film: National Geographic's Strangers in Paradise
Bellwork:
1) A bear’s hibernation is a _____________ adaptation.
2) Green plants are important to animals because they produce food and _________.
3) An increase in limiting factors will ____________ the number of organisms.
-Review structural and behavioral adaptations from yesterday
- Introduce Hawaiian ecosystem: unique organisms that are endemic to Hawaii (that means they are found nowhere else)
- Problems of human interference in Hawaii and introduced organisms (goats, pigs, rats, etc.)
- Begin watching film: National Geographic's Strangers in Paradise
Monday, October 22, 2007
Tuesday, October 23, 2007
"Identifying Adaptations"
Bellwork:
1) Adaptations help organisms to ________________.
2) A behavior is the way an organism ____________.
3) Camouflage helps organisms because ____________________.
- Watch octopus video clip
Think-Pair-Share with neighbor: What do you observe the octopus doing? What benefit does the octopus get from doing this?
- How are the kelp fish and the octopus the same? How are they different?
- What adaptation does the octopus have that allows it to better survive in its environment?
- Activity 1: Walkingstick Predation in Bush Environment
In groups of 4, students complete a computer simulation to see what happens to 3 colors of walkingsticks when predator enters their environment. They fill in a chart and analyze results. Workbook page 95.
- Activity 2: Name That Adaptation!
In groups of 4, students cut out pictures of organisms, identify an adaptation that each has, and choose 3 structural and 3 behavioral adaptations. They glue the pictures of these organisms onto a t-chart and explain how each organism's adaptation helps it survive.
- Discuss activities
- Exit Slip: The big ideas I learned from this investigation were… (page 94)
Bellwork:
1) Adaptations help organisms to ________________.
2) A behavior is the way an organism ____________.
3) Camouflage helps organisms because ____________________.
- Watch octopus video clip
Think-Pair-Share with neighbor: What do you observe the octopus doing? What benefit does the octopus get from doing this?
- How are the kelp fish and the octopus the same? How are they different?
- What adaptation does the octopus have that allows it to better survive in its environment?
- Activity 1: Walkingstick Predation in Bush Environment
In groups of 4, students complete a computer simulation to see what happens to 3 colors of walkingsticks when predator enters their environment. They fill in a chart and analyze results. Workbook page 95.
- Activity 2: Name That Adaptation!
In groups of 4, students cut out pictures of organisms, identify an adaptation that each has, and choose 3 structural and 3 behavioral adaptations. They glue the pictures of these organisms onto a t-chart and explain how each organism's adaptation helps it survive.
- Discuss activities
- Exit Slip: The big ideas I learned from this investigation were… (page 94)
Monday, October 22, 2007
"What is Adaptation?"
Bellwork:
1) Do unlimited resources limit the growth of a population?
2) Competition will ________________ population size.
3) Algae => minnows =>catfish=>eagles
Eagles are _______-level consumers.
- Create 4-box on page 84 in workbook: 1st box for "Quick-write," 2nd box for "Examples," 3rd box for structural adaptations, 4th box for behavioral adaptations
- Answer quick-write: What does the word adaptation mean to you? Give examples to support your ideas.
- See kelp fish example of an adaptation ==> the kelp fish camouflages with the kelp environment; camouflage is an adaptation
- Draw or write about the kelp fish and its adaptation
- Add adaptation to the glossary, workbook pges 33-35
Adaptation: Any structure or behavior that helps an organism survive and reproduce
- Read "Adaptations," pages 42-45 in FOSS Populations and Ecosystems Resources book as a class AND fill in 3 examples of structural and 3 examples of behavioral adaptations
Bellwork:
1) Do unlimited resources limit the growth of a population?
2) Competition will ________________ population size.
3) Algae => minnows =>catfish=>eagles
Eagles are _______-level consumers.
- Create 4-box on page 84 in workbook: 1st box for "Quick-write," 2nd box for "Examples," 3rd box for structural adaptations, 4th box for behavioral adaptations
- Answer quick-write: What does the word adaptation mean to you? Give examples to support your ideas.
- See kelp fish example of an adaptation ==> the kelp fish camouflages with the kelp environment; camouflage is an adaptation
- Draw or write about the kelp fish and its adaptation
- Add adaptation to the glossary, workbook pges 33-35
Adaptation: Any structure or behavior that helps an organism survive and reproduce
- Read "Adaptations," pages 42-45 in FOSS Populations and Ecosystems Resources book as a class AND fill in 3 examples of structural and 3 examples of behavioral adaptations
Friday, October 19, 2007
"Summing Up Limiting Factors"
Bellwork:
1) During photosynthesis, plants make _____________ and _______________.
2) Removing mountain lions from an area will _______________the deer population.
3) If there are LESS limiting factors, the number of organisms will ________________.
- Announcement: CCA2 in about 2 weeks
- Review: food pyramids, photosynthesis, energy use, and limiting factors
- Read "Limiting Factors," pages 22-24 in FOSS Populations and Ecosystems Resources book and complete reading comprehension sheet
Bellwork:
1) During photosynthesis, plants make _____________ and _______________.
2) Removing mountain lions from an area will _______________the deer population.
3) If there are LESS limiting factors, the number of organisms will ________________.
- Announcement: CCA2 in about 2 weeks
- Review: food pyramids, photosynthesis, energy use, and limiting factors
- Read "Limiting Factors," pages 22-24 in FOSS Populations and Ecosystems Resources book and complete reading comprehension sheet
Wednesday, October 17, 2007
Thursday, October 18, 2007
Limiting Factors, Algae, and Brine Shrimp
Bellwork:
1) Disease, predation, and natural disasters __________________ population size.
2) Will there be more algae or more water fleas in an ecosystem?
3) Are disease, injury, and predation biotic or abiotic?
- Read about a YEAR-long experiment in Mono Lake, California to see what factors limit the number of algae and brine shrimp
Workbook pages 67, 69, and 71 explain the experiment & show the charts
- Analyze the experiment and identify limiting factors on page 73
- Exit Slip (page 72): Complete this sentence starter:
The BIG IDEA I learned from this investigation is…
Homework: Limiting Factors Worksheet
Bellwork:
1) Disease, predation, and natural disasters __________________ population size.
2) Will there be more algae or more water fleas in an ecosystem?
3) Are disease, injury, and predation biotic or abiotic?
- Read about a YEAR-long experiment in Mono Lake, California to see what factors limit the number of algae and brine shrimp
Workbook pages 67, 69, and 71 explain the experiment & show the charts
- Analyze the experiment and identify limiting factors on page 73
- Exit Slip (page 72): Complete this sentence starter:
The BIG IDEA I learned from this investigation is…
Homework: Limiting Factors Worksheet
Tuesday, October 16, 2007
Wednesday, October 17, 2007
"Identifying Limiting Factors"
Bellwork:
1) Something my body does to produce more biomass is _________________.
2) The amount of biomass ___________ from the producer to the consumer trophic levels.
3) A population of deer would leave an area because ____________________.
- Add limiting factor to glossary (workbook pages 33-35)
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive and reproduce
- Create 4-box chart on page ?? in workbook
1st box for examples of limiting factors, 2nd box for a drawing of an example of a limiting factor ( ex. of predation: draw a deer being eaten by a wolf), 3rd box for description of what a limiting factor does, 4th box for conclusions at end of class ("One thing I will remember about today's lesson is..."
- Complete milkweed bug computer simulation, "Milkweed-Bugs Limited" to see which limiting factors affect how big the bug population gets ==> record results on worksheet page 59 and answer questions 1 and 2
- As a class, begin reading "Limiting Factors" in FOSS Populations and Ecosystems Resources book, pages 22-24
- Complete conclusions in 4-box before class is over
Bellwork:
1) Something my body does to produce more biomass is _________________.
2) The amount of biomass ___________ from the producer to the consumer trophic levels.
3) A population of deer would leave an area because ____________________.
- Add limiting factor to glossary (workbook pages 33-35)
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive and reproduce
- Create 4-box chart on page ?? in workbook
1st box for examples of limiting factors, 2nd box for a drawing of an example of a limiting factor ( ex. of predation: draw a deer being eaten by a wolf), 3rd box for description of what a limiting factor does, 4th box for conclusions at end of class ("One thing I will remember about today's lesson is..."
- Complete milkweed bug computer simulation, "Milkweed-Bugs Limited" to see which limiting factors affect how big the bug population gets ==> record results on worksheet page 59 and answer questions 1 and 2
- As a class, begin reading "Limiting Factors" in FOSS Populations and Ecosystems Resources book, pages 22-24
- Complete conclusions in 4-box before class is over
Sunday, October 14, 2007
Tuesday, October 16, 2007
"Population Size and Limiting Factors"
Bellwork:
1) An increase (goes up) in primary consumers will cause _____________________.
2) What effect will egg-eating snakes have on a bird population?
3) Plants use carbon dioxide, ___________, and ____________ to make food during photosynthesis.
- Population: One group of one kind of living thing in one place at one time
- Draw a 4-box on page 56 in workbooks
- Predict: How big will the population be in a month? In a year? What information do you need to find out? (in box 1: prediction box)
- Whole class activity: Calculate potential milkweed bug population size in one year (worksheet: Milkweed-Bug Reproductive Potential, p. 57)
- Discuss results and introduce limiting factors
- Add limiting factor to glossary
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive or reproduce
- Brainstorm limiting factors and record some in conclusion 4-box
Bellwork:
1) An increase (goes up) in primary consumers will cause _____________________.
2) What effect will egg-eating snakes have on a bird population?
3) Plants use carbon dioxide, ___________, and ____________ to make food during photosynthesis.
- Population: One group of one kind of living thing in one place at one time
- Draw a 4-box on page 56 in workbooks
- Predict: How big will the population be in a month? In a year? What information do you need to find out? (in box 1: prediction box)
- Whole class activity: Calculate potential milkweed bug population size in one year (worksheet: Milkweed-Bug Reproductive Potential, p. 57)
- Discuss results and introduce limiting factors
- Add limiting factor to glossary
Limiting Factor: Anything biotic or abiotic that limits the number of individuals that survive or reproduce
- Brainstorm limiting factors and record some in conclusion 4-box
Monday, October 15, 2007
Substitute Teacher
Read Science Interactions 11-3: "Limiting Factors"
Answer the section questions at the end
Read Science Interactions 11-3: "Limiting Factors"
Answer the section questions at the end
Thursday, October 11, 2007
Friday, October 12, 2007
"Trophic Levels 2"
Bellwork:
1) The amount of biomass produced increases/decreases from the producer to the primary consumer trophic levels.
For answer: Choose one (increase or decrease)
2) 1 kg of owl needs to eat ____ kg of mice to survive.
Hint: Think of the 10% Rule.
3) Add “Biomass: The amount of living stuff” to the glossary (page 33 or 35)
- Review "10% Rule" ==> only 10% of consumed energy gets passed from one trophic level to the next because organisms use up 90% of consumed energy to survive.
- Activity: Use beads to create a physical representation of a Mono Lake food pyramid
- Discuss: food webs and energy flow and the decrease of biomass in an ascending food pyramid
-Closure: Answer this on the back of the bellwork sheet. Title it “closure” with “10/12/07”
Q1: How does your body get the energy to do what you want to do?
Q2: Is this any different than what your originally thought?
Bellwork:
1) The amount of biomass produced increases/decreases from the producer to the primary consumer trophic levels.
For answer: Choose one (increase or decrease)
2) 1 kg of owl needs to eat ____ kg of mice to survive.
Hint: Think of the 10% Rule.
3) Add “Biomass: The amount of living stuff” to the glossary (page 33 or 35)
- Review "10% Rule" ==> only 10% of consumed energy gets passed from one trophic level to the next because organisms use up 90% of consumed energy to survive.
- Activity: Use beads to create a physical representation of a Mono Lake food pyramid
- Discuss: food webs and energy flow and the decrease of biomass in an ascending food pyramid
-Closure: Answer this on the back of the bellwork sheet. Title it “closure” with “10/12/07”
Q1: How does your body get the energy to do what you want to do?
Q2: Is this any different than what your originally thought?
Thursday, October 11, 2007
"Trophic Levels 1"
Bellwork:
1) Food is made by ________________.
2) Where is food used in the food web?
3) Organisms consume food because __________________.
- Review: Food webs and the flow of energy through them
- Vocabulary: added to glossary on page 33 (or 35)
Trophic Levels: the levels in a food chain or web through which energy flows; usually represented by a pyramid
- Trophic levels are the different levels in the food web (producer, primary consumers, secondary consumers, and so on)
- Question of the Day: Is all the food energy consumed by a brine shrimp passed on to the gull when it eats the brine shrimp?
- Read "Trophic Levels" in Populations and Ecosystems Resources book (pages 17-21)
- The 10% Rule: only 10% of the food you eat and energy you get becomes part of your body (your biomass) and becomes capable of being passed on. 90% of the food/energy you consume is used to survive and do work. So there are more producers than any other trophic level, and each trophic level decreases in biomass (amount of living stuff).
- Draw a food pyramid that includes organisms from a food chain on page 56 in the yellow workbook
Bellwork:
1) Food is made by ________________.
2) Where is food used in the food web?
3) Organisms consume food because __________________.
- Review: Food webs and the flow of energy through them
- Vocabulary: added to glossary on page 33 (or 35)
Trophic Levels: the levels in a food chain or web through which energy flows; usually represented by a pyramid
- Trophic levels are the different levels in the food web (producer, primary consumers, secondary consumers, and so on)
- Question of the Day: Is all the food energy consumed by a brine shrimp passed on to the gull when it eats the brine shrimp?
- Read "Trophic Levels" in Populations and Ecosystems Resources book (pages 17-21)
- The 10% Rule: only 10% of the food you eat and energy you get becomes part of your body (your biomass) and becomes capable of being passed on. 90% of the food/energy you consume is used to survive and do work. So there are more producers than any other trophic level, and each trophic level decreases in biomass (amount of living stuff).
- Draw a food pyramid that includes organisms from a food chain on page 56 in the yellow workbook
Wednesday, October 10, 2007
Wednesday, October 10, 2007
"Organization and Review"
Bellwork:
1) We use energy to _____________.
2) Plants make ___________ and __________.
3) What is glucose?
- RAFT writing assignment
Role: A bear, mouse, or blade of grass
Audience: Your offspring (bear cub, mouse pup, or grass seed)
Format: Parental lecture
Topic: The importance of the food web for ALL organisms
- Organization
Science binders are going to become math binders.
Every student will receive a folder for science class to be placed inside the cover of their workbook. Bellwork, corrected homework, exit slips, and other loose work will be placed here, organized using a table of contents.
- Review work so far this year: vocabulary, ecosystems, habitats, food webs, photosynthesis, energy and energy use
Bellwork:
1) We use energy to _____________.
2) Plants make ___________ and __________.
3) What is glucose?
- RAFT writing assignment
Role: A bear, mouse, or blade of grass
Audience: Your offspring (bear cub, mouse pup, or grass seed)
Format: Parental lecture
Topic: The importance of the food web for ALL organisms
- Organization
Science binders are going to become math binders.
Every student will receive a folder for science class to be placed inside the cover of their workbook. Bellwork, corrected homework, exit slips, and other loose work will be placed here, organized using a table of contents.
- Review work so far this year: vocabulary, ecosystems, habitats, food webs, photosynthesis, energy and energy use
Tuesday, October 2, 2007
Thursday, October 4, 2007 (through 10-9-07)
FIELD DAY!!!
Friday: No School
Monday: Parent-Teacher Conferences
Tuesday: No School
Friday: No School
Monday: Parent-Teacher Conferences
Tuesday: No School
Wednesday, October 3, 2007
"Using Energy"
Bellwork:
1) The process plants use to make food is __________________________.
2) Plants need light, ___________, and _____________________ to make food.
3) Plants also make ________________, which helps us breathe.
- Review yesterday: photosynthesis
- Review food, energy, and Calories
- Complete "Using Energy" worksheet (NOT in workbook)
A) Make a list of the work you do that uses energy.
B) Four Categories of energy: Students sort types of work (listed on card strips) into the 4 categories and post them in an assigned location in the room.
Four categories: Movement, Maintenance, Growth & Reproduction, Waste Production
Whole-class Discussion of results: debate over examples of work that can fit in more than one category
C) Students complete the following sentence: The BIG IDEAS I gained from this investigation are...
Bellwork:
1) The process plants use to make food is __________________________.
2) Plants need light, ___________, and _____________________ to make food.
3) Plants also make ________________, which helps us breathe.
- Review yesterday: photosynthesis
- Review food, energy, and Calories
- Complete "Using Energy" worksheet (NOT in workbook)
A) Make a list of the work you do that uses energy.
B) Four Categories of energy: Students sort types of work (listed on card strips) into the 4 categories and post them in an assigned location in the room.
Four categories: Movement, Maintenance, Growth & Reproduction, Waste Production
Whole-class Discussion of results: debate over examples of work that can fit in more than one category
C) Students complete the following sentence: The BIG IDEAS I gained from this investigation are...
Monday, October 1, 2007
Tuesday, October 2, 2007
"Producers and Energy"
Bellwork:
1) We need __________ to get energy.
2) Food Calories measure _________.
3) Plants make ______________.
Discuss:
- How do you get the building materials your body needs to grow, change, and repair damage? How do you get the energy you need to do everything?
==> Building materials and energy come from digested food.
- Plants don't eat food, so how do they get building materials and energy?
==> Plants produce their own food.
- Question of the day: What do plants make the food out of? What materials do they need to produce food?
Paired work:
- Complete the worksheet ("Food-Producer Experiment") on page 55 in workbook to answer the question of the day. Followed by whole class discussion of results.
Lecture:
- Photosynthesis: The process plants use to make their own food using light, water, and carbon dioxide. Plants also give off oxygen that animals can breath in.
Carbon dioxide + water + light ==> Food (glucose) + oxygen
- Plant food is carbohydrates, aka glucose aka sugar aka starch
- Glucose contains building blocks for new tissues AND energy.
Exit Slip: on page 54 of your workbook with today's date (10-2-07)
3 things you learned
2 things you still wonder about
1 thing that surprised you
Homework: Read "Were Does Food Come From?" and answer attached questions.
Bellwork:
1) We need __________ to get energy.
2) Food Calories measure _________.
3) Plants make ______________.
Discuss:
- How do you get the building materials your body needs to grow, change, and repair damage? How do you get the energy you need to do everything?
==> Building materials and energy come from digested food.
- Plants don't eat food, so how do they get building materials and energy?
==> Plants produce their own food.
- Question of the day: What do plants make the food out of? What materials do they need to produce food?
Paired work:
- Complete the worksheet ("Food-Producer Experiment") on page 55 in workbook to answer the question of the day. Followed by whole class discussion of results.
Lecture:
- Photosynthesis: The process plants use to make their own food using light, water, and carbon dioxide. Plants also give off oxygen that animals can breath in.
Carbon dioxide + water + light ==> Food (glucose) + oxygen
- Plant food is carbohydrates, aka glucose aka sugar aka starch
- Glucose contains building blocks for new tissues AND energy.
Exit Slip: on page 54 of your workbook with today's date (10-2-07)
3 things you learned
2 things you still wonder about
1 thing that surprised you
Homework: Read "Were Does Food Come From?" and answer attached questions.
Monday, October 1, 2007
Energy in Food: Day 2
Bellwork:
1) We get energy from __________.
2) We ______________ the cheese ball to show it has energy.
3) Certain foods might have more energy than others because _______________.
Review:
- Heat is energy.
- Food has energy.
- We burned the cheese ball to prove that food has energy AND to measure how much energy there is in the cheese ball
- We will finish the "Measuring Food Energy" worksheet on workbook page 53
Calories
- One calorie is the amount of heat it takes to raise the temperature of 1 mL of water by 1°C
- 1) If we multiply the volume of water we used by the temperature change caused by the burning cheese ball, we get the number of calories in the cheese ball
20 mL x ____°C = __________ calories
- People measure food energy in calories - this is shown on food nutrition labels
- A middle school students needs 2000 calories a day to survive
2) If we divide the amount of calories a student needs (2000) by the number of calories in a cheese ball, we get the number of cheese balls we need to eat a day to survive
2000 calories ÷ ________ calories = ____________ cheese balls a day
- The number of cheese balls we calculated to eat a day is too low to survive on. This is because there are heat calories and food Calories. 1000 heat calories = 1 food Calorie
3) Multiplying the number of cheese balls we thought we needed (#2) by 1000, we get the number of cheese balls we actually need to eat a day to survive
__________ cheese balls x 1000 = ________________ cheese balls a day
Lecture:
- Carbohydrates (carbs, sugars) give us the most energy of any food
- Plants make carbohydrates when they make their own food
Bellwork:
1) We get energy from __________.
2) We ______________ the cheese ball to show it has energy.
3) Certain foods might have more energy than others because _______________.
Review:
- Heat is energy.
- Food has energy.
- We burned the cheese ball to prove that food has energy AND to measure how much energy there is in the cheese ball
- We will finish the "Measuring Food Energy" worksheet on workbook page 53
Calories
- One calorie is the amount of heat it takes to raise the temperature of 1 mL of water by 1°C
- 1) If we multiply the volume of water we used by the temperature change caused by the burning cheese ball, we get the number of calories in the cheese ball
20 mL x ____°C = __________ calories
- People measure food energy in calories - this is shown on food nutrition labels
- A middle school students needs 2000 calories a day to survive
2) If we divide the amount of calories a student needs (2000) by the number of calories in a cheese ball, we get the number of cheese balls we need to eat a day to survive
2000 calories ÷ ________ calories = ____________ cheese balls a day
- The number of cheese balls we calculated to eat a day is too low to survive on. This is because there are heat calories and food Calories. 1000 heat calories = 1 food Calorie
3) Multiplying the number of cheese balls we thought we needed (#2) by 1000, we get the number of cheese balls we actually need to eat a day to survive
__________ cheese balls x 1000 = ________________ cheese balls a day
Lecture:
- Carbohydrates (carbs, sugars) give us the most energy of any food
- Plants make carbohydrates when they make their own food
Friday, September 28, 2007
"Energy in Food"
Bellwork:
1) Two things an organism needs to survive are _____________________.
2) How does your body get the energy to do what you want it to do?
Discuss:
- We get energy from energy sources (coal, gas, wood) by burning them
- Our bodies "burn" food to get energy from it
- Heat is energy
- Food has energy
Demonstration:
- Burn cheese ball (puffcorn delite) to see if it has energy ==> if it burns and gives off heat, it has energy
- The cheese ball burns
- To measure how much energy is in the cheese ball, we burn a 2nd one under a container of water and measure how much hotter the water gets
- Results recorded on page 53 in the yellow workbook ("Measuring Food Energy")
Discuss:
- We will continue on Monday to figure out exactly how much energy there is in a cheese ball
- Key point: Food is the only way people get the energy they need to do the things they need to do
Bellwork:
1) Two things an organism needs to survive are _____________________.
2) How does your body get the energy to do what you want it to do?
Discuss:
- We get energy from energy sources (coal, gas, wood) by burning them
- Our bodies "burn" food to get energy from it
- Heat is energy
- Food has energy
Demonstration:
- Burn cheese ball (puffcorn delite) to see if it has energy ==> if it burns and gives off heat, it has energy
- The cheese ball burns
- To measure how much energy is in the cheese ball, we burn a 2nd one under a container of water and measure how much hotter the water gets
- Results recorded on page 53 in the yellow workbook ("Measuring Food Energy")
Discuss:
- We will continue on Monday to figure out exactly how much energy there is in a cheese ball
- Key point: Food is the only way people get the energy they need to do the things they need to do
Wednesday, September 26, 2007
Thursday, September 27, 2007
"Maintaining Habitats and Mini-Ecosystems"
Bellwork:
1) An ecosystem is ________________.
2) Are producers biotic or abiotic?
3) A third-level consumer eats _________________.
- Note: CCA scores will hopefully be back for Monday.
- Observations: Using the 3 different record sheets in their notebooks, students observe the milkweed bugs, the aquariums, and the terrariums
- Discuss:
What struck you the most about what you saw?
What did the milkweed bug habitats look like? The aquariums? The terrariums?
What can we do to make it better?
- Write a paragraph using the following guidelines
Role: An organism living in our classroom
Audience: Ms. Davis
Format: A letter or email
Topic: What we should set up to help you survive
Bellwork:
1) An ecosystem is ________________.
2) Are producers biotic or abiotic?
3) A third-level consumer eats _________________.
- Note: CCA scores will hopefully be back for Monday.
- Observations: Using the 3 different record sheets in their notebooks, students observe the milkweed bugs, the aquariums, and the terrariums
- Discuss:
What struck you the most about what you saw?
What did the milkweed bug habitats look like? The aquariums? The terrariums?
What can we do to make it better?
- Write a paragraph using the following guidelines
Role: An organism living in our classroom
Audience: Ms. Davis
Format: A letter or email
Topic: What we should set up to help you survive
Wednesday, September 26, 2007
"CCA Test #1"
Bellwork: None
- Students complete CCA (core content assessment) 1 in science, consisting of 20 multiple choice questions and 1 open response question
Bellwork: None
- Students complete CCA (core content assessment) 1 in science, consisting of 20 multiple choice questions and 1 open response question
Tuesday, September 25, 2007
"Practicing for the CCA: Quiz Game"
Bellwork:
1) The place an organism lives is its ______________.
2) Aquatic organisms live in the _______.
3) A drought is when there’s not enough _________________.
- Students work in groups of 4 to compete in a 20 question quiz that helps them study for the CCA. Whichever team(s) get the most questions right win a prize.
- The questions are projected on the board - students receive 30-60 seconds to choose an answer from the four options and record it on their team answer sheet.
- Once the quiz is completed, we'll "trade and grade" as we go over the answers to the questions
Bellwork:
1) The place an organism lives is its ______________.
2) Aquatic organisms live in the _______.
3) A drought is when there’s not enough _________________.
- Students work in groups of 4 to compete in a 20 question quiz that helps them study for the CCA. Whichever team(s) get the most questions right win a prize.
- The questions are projected on the board - students receive 30-60 seconds to choose an answer from the four options and record it on their team answer sheet.
- Once the quiz is completed, we'll "trade and grade" as we go over the answers to the questions
Monday, September 24, 2007
"Practicing for the CCA Test: Food Web ORQ"
Bellwork:
1) The difference between a population and a community is ________________.
2) Two abiotic factors are ___________.
3) Producers _________ their own food.
- Discuss: what happens when you remove an organism from a food web?
Losing your predator (the animal that eats you) will increase your numbers.
Losing your prey (your food) will decrease your numbers - you’ll starve.
There can be other changes as well.
- Students receive a copy of the ORQ they will be asked to complete on Wednesday. Ms. Davis models an ORQ that would receive a score of 4 (distinguished). They write the ORQ for Ms. Davis to check over and comment on - this will be returned to help them study for Wednesday.
- ORQ:
A) Using the list of organisms provided, identify ONE producer, ONE decomposer, and FOUR consumers, and diagram the food web they compose.
B) Choose ONE organism in your web and discuss the impact on the other organisms if it is removed from the ecosystem.
C) Choose ONE abiotic factor and discuss how changes in that factor could impact the ecosystem.
Note: 1st day of 2nd grading period
Bellwork:
1) The difference between a population and a community is ________________.
2) Two abiotic factors are ___________.
3) Producers _________ their own food.
- Discuss: what happens when you remove an organism from a food web?
Losing your predator (the animal that eats you) will increase your numbers.
Losing your prey (your food) will decrease your numbers - you’ll starve.
There can be other changes as well.
- Students receive a copy of the ORQ they will be asked to complete on Wednesday. Ms. Davis models an ORQ that would receive a score of 4 (distinguished). They write the ORQ for Ms. Davis to check over and comment on - this will be returned to help them study for Wednesday.
- ORQ:
A) Using the list of organisms provided, identify ONE producer, ONE decomposer, and FOUR consumers, and diagram the food web they compose.
B) Choose ONE organism in your web and discuss the impact on the other organisms if it is removed from the ecosystem.
C) Choose ONE abiotic factor and discuss how changes in that factor could impact the ecosystem.
Note: 1st day of 2nd grading period
Friday, September 21, 2007
"Making Food Webs"
Bellwork:
1) An organism that makes its own food is ________________________.
2) Does a primary consumer eat plants or animals?
3) What happens when one member of a food web is removed?
- Review food webs: energy flows from one organism to the next as they eat each other. Arrows show this in drawn food webs.
- Students all complete food webs today using sets of cards. Some work in groups of 2-4, and some work by themselves.
- Using arrows, students create 1-3 food webs that include 1 producer, 1 decomposer, and 4 consumers. The organisms they use are the same organisms they will have to choose from when they complete their CCA next week.
- Students record their food webs in their workbooks
Note: Last day of 1st grading period
Bellwork:
1) An organism that makes its own food is ________________________.
2) Does a primary consumer eat plants or animals?
3) What happens when one member of a food web is removed?
- Review food webs: energy flows from one organism to the next as they eat each other. Arrows show this in drawn food webs.
- Students all complete food webs today using sets of cards. Some work in groups of 2-4, and some work by themselves.
- Using arrows, students create 1-3 food webs that include 1 producer, 1 decomposer, and 4 consumers. The organisms they use are the same organisms they will have to choose from when they complete their CCA next week.
- Students record their food webs in their workbooks
Note: Last day of 1st grading period
Thursday, September 20, 2007
"Interfering with Food Webs"
Bellwork:
1) Draw a food chain.
2) A decomposer eats _______________.
3) Is algae a producer or a consumer?
- Review of yesterday's work
- Record new vocabulary in ecosystem glossary
Food chain: A sequence of organisms that eat one another in an ecosystem
Food web: All the food chains in an ecosystem connected together
Producer: Organism that makes its own food (ex: plants or algae)
Consumer: Organism that eats other organisms (ex: animals)
Decomposer: Organism that breaks down dead organisms (ex: bacteria, mushrooms, earthworms)
- Create an arctic food web
- Discuss the effects of changes in a food web:
What happens if your top predator goes extinct?
What happens if humans overfish a marine ecosystem?
What happens if the producer/plant in an ecosystem dies?
==>Plants are essential to an ecosystem's survival. Consumers are important too: if a predator disappears its prey population grows (sometimes out of control); if an organism's prey/food disappears it will starve to death.
Homework: Draw a food web with 1 producer, 1 decomposer, and 4 consumers
Bellwork:
1) Draw a food chain.
2) A decomposer eats _______________.
3) Is algae a producer or a consumer?
- Review of yesterday's work
- Record new vocabulary in ecosystem glossary
Food chain: A sequence of organisms that eat one another in an ecosystem
Food web: All the food chains in an ecosystem connected together
Producer: Organism that makes its own food (ex: plants or algae)
Consumer: Organism that eats other organisms (ex: animals)
Decomposer: Organism that breaks down dead organisms (ex: bacteria, mushrooms, earthworms)
- Create an arctic food web
- Discuss the effects of changes in a food web:
What happens if your top predator goes extinct?
What happens if humans overfish a marine ecosystem?
What happens if the producer/plant in an ecosystem dies?
==>Plants are essential to an ecosystem's survival. Consumers are important too: if a predator disappears its prey population grows (sometimes out of control); if an organism's prey/food disappears it will starve to death.
Homework: Draw a food web with 1 producer, 1 decomposer, and 4 consumers
Wednesday, September 19, 2007
"Organizing Food Webs"Bellwork:
1) Trees, butterflies, water, and flowers are _______________.
2) “Rabbits” are a _______________.
3) If rabbits eat grass, which way does the arrow point in the food chain?
2) “Rabbits” are a _______________.
3) If rabbits eat grass, which way does the arrow point in the food chain?
- Students learn how scientists organize food webs by different categories in order to make them easier to understand
- They re-organize yesterday's food web and color-code the different levels
- They re-organize yesterday's food web and color-code the different levels
Tuesday, September 18, 2007
"Mono Lake Food Webs"
Bellwork:
1) Are “wolves, rabbits, and vegetation (plants)” a population or a community?
2) Give an example of a population.
3) What is a food chain or food web?
Reading: "Who Eats What?: Food Chains and Food Webs" by Patricia Lauber
Mono Lake Food Web Activity
- Students work in groups of 4
- Each group receives a set of cards, each of which has organisms from the Mono Lake ecosystem
- Students use arrows to create a food web that shows who eats what in the Mono Lake ecosystem
- They record a copy of their food web in their workbooks (the top predator in their food web is the coyote...they also include bacteria to act as a decomposer to break down dead things)
Bellwork:
1) Are “wolves, rabbits, and vegetation (plants)” a population or a community?
2) Give an example of a population.
3) What is a food chain or food web?
Reading: "Who Eats What?: Food Chains and Food Webs" by Patricia Lauber
Mono Lake Food Web Activity
- Students work in groups of 4
- Each group receives a set of cards, each of which has organisms from the Mono Lake ecosystem
- Students use arrows to create a food web that shows who eats what in the Mono Lake ecosystem
- They record a copy of their food web in their workbooks (the top predator in their food web is the coyote...they also include bacteria to act as a decomposer to break down dead things)
Monday, September 17, 2007
Note: Ms. Davis was sick today. Ms. McMillen - the preferred sub - filled in for her.
"Food Webs"
Bellwork: None
Read chapter 11-2 in Science Interactions text
Answer the section questions
Watch Bill Nye episode on "Food Webs" - answer the accompanying questions
"Food Webs"
Bellwork: None
Read chapter 11-2 in Science Interactions text
Answer the section questions
Watch Bill Nye episode on "Food Webs" - answer the accompanying questions
Saturday, September 15, 2007
Friday, September 14, 2007
"Introduction to Mono Lake"
Bellwork:
None
Note: Ms. Davis was at a conference today on environmental education. Mr. Skaggs, one of the school preferred subs, filled in for her.
- Students watched Of Ice and Fire: A Portrait of Mono Basin, a 20 minute video on the Mono Lake ecosystem.
- We will be studying Mono Lake for the next few weeks
- Students completed thought questions that went with the video on page 47 in their yellow workbook.
- Cheetahs Reward Day: movie and popcorn
Bellwork:
None
Note: Ms. Davis was at a conference today on environmental education. Mr. Skaggs, one of the school preferred subs, filled in for her.
- Students watched Of Ice and Fire: A Portrait of Mono Basin, a 20 minute video on the Mono Lake ecosystem.
- We will be studying Mono Lake for the next few weeks
- Students completed thought questions that went with the video on page 47 in their yellow workbook.
- Cheetahs Reward Day: movie and popcorn
Wednesday, September 12, 2007
Thursday, September 13, 2007
"Observing Mini-Ecosystems"
Bellwork:
1) “Snails, fish, and elodea” is a ___________________.
2) Draw a picture of a population.
3) An ocean with water, rocks, birds, and fish is an ___________________.
- Tests returned and gone over
- Mini-Ecosystem Observations: use new log sheets for aquariums and terrariums
==> count numbers, record behavior, draw, measure temperature
Bellwork:
1) “Snails, fish, and elodea” is a ___________________.
2) Draw a picture of a population.
3) An ocean with water, rocks, birds, and fish is an ___________________.
- Tests returned and gone over
- Mini-Ecosystem Observations: use new log sheets for aquariums and terrariums
==> count numbers, record behavior, draw, measure temperature
Tuesday, September 11, 2007
Wednesday, September 12, 2007
"Investigations 1 and 2 Test"
Bellwork:
1) A group of the one kind of organisms is a ____________________.
2) A group of more than one kind of organisms is a ___________________.
3) A place with living and nonliving things is an ________________________.
- Take the Populations and Ecosystems Investigations 1 and 2 Test
Homework: Buddy Permission Slips due TOMORROW
Bellwork:
1) A group of the one kind of organisms is a ____________________.
2) A group of more than one kind of organisms is a ___________________.
3) A place with living and nonliving things is an ________________________.
- Take the Populations and Ecosystems Investigations 1 and 2 Test
Homework: Buddy Permission Slips due TOMORROW
Tuesday, September 11, 2007
"Observing Mini-Ecosystem Organisms"
Bellwork:
1) Is grass biotic or abiotic?
2) Give an example of a population in this room.
3) Give an example of a community in this room.
- Complete the "Observing Aquatic Organisms" (p. 43) and "Observing Terrestrial Organisms" (p. 45) worksheets in the yellow workbook. Use pages 64-68 in the Populations and Ecosystems Resources book to help you do this.
- Observe the actual organisms if finished on time
- Homework: Study for tomorrow's quiz
Bellwork:
1) Is grass biotic or abiotic?
2) Give an example of a population in this room.
3) Give an example of a community in this room.
- Complete the "Observing Aquatic Organisms" (p. 43) and "Observing Terrestrial Organisms" (p. 45) worksheets in the yellow workbook. Use pages 64-68 in the Populations and Ecosystems Resources book to help you do this.
- Observe the actual organisms if finished on time
- Homework: Study for tomorrow's quiz
Monday, September 10, 2007
"Building Mini-Ecosystems"
Bellwork:
1) “Chimpanzees” are an example of a _____________.
2) “Chimpanzees and baboons” are an example of a ________________.
3) An example of something abiotic is ______________.
- Learned 2 new vocabulary words and added them to Ecosystem Glossary
Terrestrial: Of the land
Aquatic: Of the water
- Divide the organisms on pages 64-68 in the Populations and Ecosystems Resources book into the 2 categories: aquatic or terrestrial (do this on page 41 in yellow workbook)
- Then on the bottom of page 41, brainstorm and record what these organisms would need to survive in their mini-ecosystems
- Each class built part of a mini-ecosystem, either an aquarium (for aquatic/water organisms) or a terrarium (for terrestrial/land organisms)
- BA Buddy System: the class will be participating in a pen pal/buddy program with Berwick Academy in South Berwick, Maine (where Ms. Davis went to high school). The students will be assigned a buddy and receive postcards and possibly small presents from their "BA" buddy.
- Homework: Bring in permission slip
Bellwork:
1) “Chimpanzees” are an example of a _____________.
2) “Chimpanzees and baboons” are an example of a ________________.
3) An example of something abiotic is ______________.
- Learned 2 new vocabulary words and added them to Ecosystem Glossary
Terrestrial: Of the land
Aquatic: Of the water
- Divide the organisms on pages 64-68 in the Populations and Ecosystems Resources book into the 2 categories: aquatic or terrestrial (do this on page 41 in yellow workbook)
- Then on the bottom of page 41, brainstorm and record what these organisms would need to survive in their mini-ecosystems
- Each class built part of a mini-ecosystem, either an aquarium (for aquatic/water organisms) or a terrarium (for terrestrial/land organisms)
- BA Buddy System: the class will be participating in a pen pal/buddy program with Berwick Academy in South Berwick, Maine (where Ms. Davis went to high school). The students will be assigned a buddy and receive postcards and possibly small presents from their "BA" buddy.
- Homework: Bring in permission slip
Friday, September 7, 2007
Friday, September 7, 2007
Bellwork:
1) When there’s 5 organisms of one kind, it’s a ______________.
2) A rock is ___________.
3) A group of fish and snails is called a ___________________.
- Vocabulary Review
- Complete the "Among the Chimpanzees" worksheet
- Discuss college experience: Ms. Davis went to Williams College in Massachusetts and the University of Aberdeen in Scotland (Europe)
1) When there’s 5 organisms of one kind, it’s a ______________.
2) A rock is ___________.
3) A group of fish and snails is called a ___________________.
- Vocabulary Review
- Complete the "Among the Chimpanzees" worksheet
- Discuss college experience: Ms. Davis went to Williams College in Massachusetts and the University of Aberdeen in Scotland (Europe)
Thursday, September 6, 2007
Bellwork:
1) Give an example of an ecosystem…
2) Give an example of a population…
3) Are “cats and dogs” an example of a population or a community?
- Review vocabulary
- Finish watching Among the Chimpanzees
- Work in pairs/groups to complete the "Among the Chimpanzees worksheet"
1) Give an example of an ecosystem…
2) Give an example of a population…
3) Are “cats and dogs” an example of a population or a community?
- Review vocabulary
- Finish watching Among the Chimpanzees
- Work in pairs/groups to complete the "Among the Chimpanzees worksheet"
Wednesday, September 5, 2007
Ms. Davis: Sick today
Work with Sub:
- No bellwork
- Begin watching the Jane Goodall film Among the Chimpanzees
- Begin work on the "Among the Chimpanzees Worksheet"
Work with Sub:
- No bellwork
- Begin watching the Jane Goodall film Among the Chimpanzees
- Begin work on the "Among the Chimpanzees Worksheet"
Tuesday, September 4, 2007
Ms. Davis: Sick Today
Work with Sub:
- No bellwork
- Vocabulary Review Sheet: Students identify, describe, and draw example of individuals, populations, communities, ecosystems, and abiotic factors.
Work with Sub:
- No bellwork
- Vocabulary Review Sheet: Students identify, describe, and draw example of individuals, populations, communities, ecosystems, and abiotic factors.
Thursday, August 30, 2007
Friday, August 31, 2007
Defining the Ecosystem: Completing ecosystem sorting game
Bellwork:
1) Is one dog a population, community, or an individual?
2) An example of an ecosystem is…
3) A community includes ___________________________ in one place at one time.
- Periods 4 and 5 (groups B and A) spend 15 minutes completing sorting card game
- Discuss: Using bigger cards, we will discuss the categorization of each object or organism card and come to a class consensus on whether each is an individual, population, community, ecosystem, or abiotic.
Bellwork:
1) Is one dog a population, community, or an individual?
2) An example of an ecosystem is…
3) A community includes ___________________________ in one place at one time.
- Periods 4 and 5 (groups B and A) spend 15 minutes completing sorting card game
- Discuss: Using bigger cards, we will discuss the categorization of each object or organism card and come to a class consensus on whether each is an individual, population, community, ecosystem, or abiotic.
Wednesday, August 29, 2007
Thursday, August 30, 2007
Sorting out Life
Bellwork:
1) Milkweed bugs eat by…
2) Milkweed bugs shed their exoskeleton so they can…
3) An orange clump in the cotton would be…
-Brainstorm the meanings of new vocabulary words: individual, population, community, ecosystem
-Define the new vocabulary words:
Individual: One organism
Population: All the individuals of one kind in one place at one time
Community: All the populations in one place
Ecosystem: The interacting organisms and nonliving things in one place; a place
-Partner Activity: Ecosystem Sorting Cards ==> Using a deck of cards with common objects, organisms, and scenes, students sorted out which cards represented the new ecosystem vocabulary words
Homework: Read "Life in a Community" and answer the attached questions
Bellwork:
1) Milkweed bugs eat by…
2) Milkweed bugs shed their exoskeleton so they can…
3) An orange clump in the cotton would be…
-Brainstorm the meanings of new vocabulary words: individual, population, community, ecosystem
-Define the new vocabulary words:
Individual: One organism
Population: All the individuals of one kind in one place at one time
Community: All the populations in one place
Ecosystem: The interacting organisms and nonliving things in one place; a place
-Partner Activity: Ecosystem Sorting Cards ==> Using a deck of cards with common objects, organisms, and scenes, students sorted out which cards represented the new ecosystem vocabulary words
Homework: Read "Life in a Community" and answer the attached questions
Wednesday, August 29, 2007
Population Study
Bellwork:
1) What organism are we studying?
2) Are organisms biotic or abiotic?
3) The home we built for the bugs is called a _____________.
-Discuss: What can we learn from studying the milkweed bugs in their habitat?
-Lab Activity: Observe the milkweed bugs in their habitat using our new chart in the student workbook (Populations & Ecosystems)
-Reading Activity: Read the article "Milkweed Bugs" in Populations & Ecosystems Resources Book (pgs. 3-5) and complete the reading comprehension/notes worksheet.
Bellwork:
1) What organism are we studying?
2) Are organisms biotic or abiotic?
3) The home we built for the bugs is called a _____________.
-Discuss: What can we learn from studying the milkweed bugs in their habitat?
-Lab Activity: Observe the milkweed bugs in their habitat using our new chart in the student workbook (Populations & Ecosystems)
-Reading Activity: Read the article "Milkweed Bugs" in Populations & Ecosystems Resources Book (pgs. 3-5) and complete the reading comprehension/notes worksheet.
Tuesday, August 28, 2007
Tuesday, August 28, 2007
Bellwork:
1) An organism is...
2) The ventilation holes in the habitat bag give the organisms...
3) The cotton in the habitat is for...
The ABCDs of Diagramming (Scientific Drawing)
-A: Accurate labels
-B: Big
-C: Colorful
-D: Detailed
Lab Activity: Milkweed Bug Observations
-Use hand lenses and milkweed bugs in petri dishes
-Observe the bugs, their appearance, and their actions to learn how they move, gather information, and eat.
-Learn how to distiguish between male and female milkweed bugs
- If absent, use Population and Ecosystem Resources Book (pages 3-5) to complete the worksheet (page 21) in the yellow workbook
Pictures:
Milkweed Bugs: Adult (left), Nymph (right); Picture from University of Illinois: Urbana-Champaign website
1) An organism is...
2) The ventilation holes in the habitat bag give the organisms...
3) The cotton in the habitat is for...
The ABCDs of Diagramming (Scientific Drawing)
-A: Accurate labels
-B: Big
-C: Colorful
-D: Detailed
Lab Activity: Milkweed Bug Observations
-Use hand lenses and milkweed bugs in petri dishes
-Observe the bugs, their appearance, and their actions to learn how they move, gather information, and eat.
-Learn how to distiguish between male and female milkweed bugs
- If absent, use Population and Ecosystem Resources Book (pages 3-5) to complete the worksheet (page 21) in the yellow workbook
Pictures:
Milkweed Bugs: Adult (left), Nymph (right); Picture from University of Illinois: Urbana-Champaign websiteMonday, August 27, 2007
Bellwork:
1) A habitat is...
2) 3 things an organism needs to survive are...
3) What are 2 things you've learned so far in science this year?
Discuss: What do organisms need in their habitats to survive?
Lab Activity: Each class built a portion of the milkweed bug habitat for the tables they sit at. At the end of 5th period, there were 7 completed milkweed bug habitats in the classroom.
1) A habitat is...
2) 3 things an organism needs to survive are...
3) What are 2 things you've learned so far in science this year?
Discuss: What do organisms need in their habitats to survive?
Lab Activity: Each class built a portion of the milkweed bug habitat for the tables they sit at. At the end of 5th period, there were 7 completed milkweed bug habitats in the classroom.
Friday, August 24, 2007
Friday, August 24, 2007
Bellwork:
1) One problem global warming causes is...
2) What will happen in the future if we use up Earth's resources?
3) One thing I do that is good for the environment is...
Water Use: You Compared to the world
- Discuss what we use water for every day and the amount of water each task consumes
- Complete the personal water use chart (Down the Drain worksheet) that tells how much water you use when you do particular activities each day.
- Complete the 2nd side of the worksheet, comparing your water use with the United States average and then the rest of the world.
1) One problem global warming causes is...
2) What will happen in the future if we use up Earth's resources?
3) One thing I do that is good for the environment is...
Water Use: You Compared to the world
- Discuss what we use water for every day and the amount of water each task consumes
- Complete the personal water use chart (Down the Drain worksheet) that tells how much water you use when you do particular activities each day.
- Complete the 2nd side of the worksheet, comparing your water use with the United States average and then the rest of the world.
Thursday, August 23, 2007
Bellwork:
1) Why is DNA so important?
2) One thing DNA lets us do is...
3) What are we doing when we're being "green"?
We discussed what we saw in the first half of the film "An Inconvenient Truth" and the effects that global warming has had on our planet.
We talked about the idea of the "environmental footprint," which measures the amount of land and water you actually need in order to support what you consume and throw away. We took - as a class - the Earth Day Environmental Footprint Quiz in order to see whether we use more resources than the Earth actually has.
Define habitat: the specific area where an organism or species lives.
Homework: write a paragraph describing your habitat.
1) Why is DNA so important?
2) One thing DNA lets us do is...
3) What are we doing when we're being "green"?
We discussed what we saw in the first half of the film "An Inconvenient Truth" and the effects that global warming has had on our planet.
We talked about the idea of the "environmental footprint," which measures the amount of land and water you actually need in order to support what you consume and throw away. We took - as a class - the Earth Day Environmental Footprint Quiz in order to see whether we use more resources than the Earth actually has.
Define habitat: the specific area where an organism or species lives.
Homework: write a paragraph describing your habitat.
Wednesday, August 22, 2007
Wednesday, August 22, 2007
Bellwork:
1) Where do animals get their food?
2) Why don’t plants move?
3) How do bacterial cells move?
- Completed "Divisions of Life: Animals, Plants, Cells" guided notes
- Discussed DNA and our current connections to it ==> CSI, similar shows, and crime-solving; Maury, Jerry Springer, and issues of parentage; genetic diseases; personal appearance; particular actions and instincts
- Defined "being green":
1) Thinking and acting in ways that protect and improve the environment
2) Pushing for sustainability: ensuring there are enough resources for us AND people in the future
- Discussed "green" choices we make ==> reusable lunch bags, glass cups, turning off lights, recycling, selling scrap metal
- Worked in groups to complete "Making Green Choices" worksheet ==> 12 questions where you chose the "greener" option
1) Where do animals get their food?
2) Why don’t plants move?
3) How do bacterial cells move?
- Completed "Divisions of Life: Animals, Plants, Cells" guided notes
- Discussed DNA and our current connections to it ==> CSI, similar shows, and crime-solving; Maury, Jerry Springer, and issues of parentage; genetic diseases; personal appearance; particular actions and instincts
- Defined "being green":
1) Thinking and acting in ways that protect and improve the environment
2) Pushing for sustainability: ensuring there are enough resources for us AND people in the future
- Discussed "green" choices we make ==> reusable lunch bags, glass cups, turning off lights, recycling, selling scrap metal
- Worked in groups to complete "Making Green Choices" worksheet ==> 12 questions where you chose the "greener" option
Tuesday, August 21, 2007
Tuesday, August 21, 2007
Life: Animals, Plants, and Cells
Bellwork:
•1) What is a cell?
•2) Are people animals?
•3) Name 3 kinds of plants.
"Divisions of Life: Animals, Plants, Cells" Guided Notes Worksheet
- Class began this guided notes worksheet, filling it in along as I went through a powerpoint.
- We broke to brainstorm and discuss what makes animals animals, plants plants, and the different kinds of cells.
- We listed the traits of animals.
- We listed the traits of plants.
- We discussed the different kinds of cells.
Worksheet to be completed on Wednesday.
Bellwork:
•1) What is a cell?
•2) Are people animals?
•3) Name 3 kinds of plants.
"Divisions of Life: Animals, Plants, Cells" Guided Notes Worksheet
- Class began this guided notes worksheet, filling it in along as I went through a powerpoint.
- We broke to brainstorm and discuss what makes animals animals, plants plants, and the different kinds of cells.
- We listed the traits of animals.
- We listed the traits of plants.
- We discussed the different kinds of cells.
Worksheet to be completed on Wednesday.
Monday, August 20, 2007
Monday, August 20, 2007
Bellwork:
Not completed
Binder building: 1 1-inch binder, 4 binder dividers, 1 1-subject notebook, looseleaf paper.
Binder sections: notes, classwork, tests/projects, homework
Class Rules in the notes section, lab rules in the classwork section
Not completed
Binder building: 1 1-inch binder, 4 binder dividers, 1 1-subject notebook, looseleaf paper.
Binder sections: notes, classwork, tests/projects, homework
Class Rules in the notes section, lab rules in the classwork section
Thursday, August 16, 2007
Friday, August 17, 2007
Bellwork:
1) An example of appropriate behavior is...
2) When we hear the timer ring during group work, we...
3) The word scientists use for living things is...
- Discuss the 6 characteristics of life
- Answer 2 questions:
1) Do nonliving things ever have any of these characteristics?
2) Do you have to have ALL six characteristics to be alive?
- Decide how these characteristics apply to seeds, rocks, dogs, people, trees, and flowers
- Complete Science Interest Inventory worksheet
1) An example of appropriate behavior is...
2) When we hear the timer ring during group work, we...
3) The word scientists use for living things is...
- Discuss the 6 characteristics of life
- Answer 2 questions:
1) Do nonliving things ever have any of these characteristics?
2) Do you have to have ALL six characteristics to be alive?
- Decide how these characteristics apply to seeds, rocks, dogs, people, trees, and flowers
- Complete Science Interest Inventory worksheet
Thursday, August 16, 2007
Bellwork:
1) When we pass in papers, we...
2) When I want to empty my pencil sharpener, I...
3) When I don't remember today's date, I find it...
4) When I have something I want to say, I...
- 6 characteristics of life: scientists have discussed what qualities make organisms living too
- If an object does not have all 6 characteristics, if it not alive
- Seeds v. Rocks: 6 characteristics of life activity
- Working in jobs, students recorded their observations of seeds and rocks in a t-chart. They then compared and contrasted them by noting similarities and differences.
- We predicted what the 6 characteristics all organisms have might be
6 characteristics of life (as defined by scientists):
1) Eats/drinks and makes waste
2) Grows and develops
3) Reproduces
4) Made up of cells
5) Responds to stimuli (ex: a cat running to its food bowl when it hears the can opener)
6) Adapts to environment (ex: fish and their gills, camouflage)
Homework: Bring in science supplies.
1) When we pass in papers, we...
2) When I want to empty my pencil sharpener, I...
3) When I don't remember today's date, I find it...
4) When I have something I want to say, I...
- 6 characteristics of life: scientists have discussed what qualities make organisms living too
- If an object does not have all 6 characteristics, if it not alive
- Seeds v. Rocks: 6 characteristics of life activity
- Working in jobs, students recorded their observations of seeds and rocks in a t-chart. They then compared and contrasted them by noting similarities and differences.
- We predicted what the 6 characteristics all organisms have might be
6 characteristics of life (as defined by scientists):
1) Eats/drinks and makes waste
2) Grows and develops
3) Reproduces
4) Made up of cells
5) Responds to stimuli (ex: a cat running to its food bowl when it hears the can opener)
6) Adapts to environment (ex: fish and their gills, camouflage)
Homework: Bring in science supplies.
Wednesday, August 15, 2007
Wednesday, August 15, 2007
Bellwork/sponge:
1) What voice level do we use in the hallway?
2) What is an "observation"?
3) An example of something scientific is...
4) Which "manager" is the timekeeper when we work in groups?
- Define "organism": a living thing
- Discuss examples from the homework observations
- Brainstorm in pairs a list of characteristics living things have that nonliving things don't ==> what do living things have/do that make them alive?
- Share ideas as a class
- Define "biotic" and "abiotic"
- Biotic: a living organism or the product of an organism (ex: fruit)
- Abiotic: nonliving
- Vote on science drawings for mini-movie
1) What voice level do we use in the hallway?
2) What is an "observation"?
3) An example of something scientific is...
4) Which "manager" is the timekeeper when we work in groups?
- Define "organism": a living thing
- Discuss examples from the homework observations
- Brainstorm in pairs a list of characteristics living things have that nonliving things don't ==> what do living things have/do that make them alive?
- Share ideas as a class
- Define "biotic" and "abiotic"
- Biotic: a living organism or the product of an organism (ex: fruit)
- Abiotic: nonliving
- Vote on science drawings for mini-movie
Tuesday, August 14, 2007
Tuesday, August 14: What is Science
Bellwork:
–1) What does the “C” stand for in CHAMPs?
–2) What voice level do we use during lab work?
–3) What do you do if Mr. Beam comes in during science class?
We discussed the group jobs (team manager, data manager, information manager, materials manager) students will have during lab work and what their responsibilities will be. There is a poster outlining this on the lab bulletin board, and students will receive a smaller copy to keep in their binders later in the week/at the beginning of next week.
Defined the words: data (information gathered from an experiment), procedure (directions/instructions)
We discussed the drawings made yesterday, shared examples, and talked about what qualifies as science or being scientific. Examples: fossils, animals, chemicals, dissection, volcanoes, flowers, the planets.
Defined: observe/observation (information gathered from studying something with the 5 senses)
Homework: Observe a living thing. Bring in your list of observations.
–1) What does the “C” stand for in CHAMPs?
–2) What voice level do we use during lab work?
–3) What do you do if Mr. Beam comes in during science class?
We discussed the group jobs (team manager, data manager, information manager, materials manager) students will have during lab work and what their responsibilities will be. There is a poster outlining this on the lab bulletin board, and students will receive a smaller copy to keep in their binders later in the week/at the beginning of next week.
Defined the words: data (information gathered from an experiment), procedure (directions/instructions)
We discussed the drawings made yesterday, shared examples, and talked about what qualifies as science or being scientific. Examples: fossils, animals, chemicals, dissection, volcanoes, flowers, the planets.
Defined: observe/observation (information gathered from studying something with the 5 senses)
Homework: Observe a living thing. Bring in your list of observations.
Monday, August 13, 2007
Monday, August 13: First Day of School
Bellwork: Filled in an index card with personal information (name, birthdate, address, phone number, guardians'/parents' names, allergies).
Introduced to class rules and lab rules.
Defined the word "lab": a place where science experiments are done AND the act of doing a science experiment.
Learned morning and afternoon procedures:
Mornings:
- Eat breakfast in the row of tables next to the stage and then go to the gym.
- Wait to be dismissed and then picked up from the gym or cafeteria.
Afternoons:
- Wait to be dismissed by teachers.
- Bus riders go out the door in the Cheetah hallway.
- Walkers and car riders go out the front door.
Staying after school:
- Stay in your assigned area.
Drew pictures that represented science. Some of these images will be used in a mini-movie showcasing what the students now know about science.
Homework: Have parents fill in and sign forms in folders. Lockers will not be assigned until the folders are brought back with all forms completed.
Introduced to class rules and lab rules.
Defined the word "lab": a place where science experiments are done AND the act of doing a science experiment.
Learned morning and afternoon procedures:
Mornings:
- Eat breakfast in the row of tables next to the stage and then go to the gym.
- Wait to be dismissed and then picked up from the gym or cafeteria.
Afternoons:
- Wait to be dismissed by teachers.
- Bus riders go out the door in the Cheetah hallway.
- Walkers and car riders go out the front door.
Staying after school:
- Stay in your assigned area.
Drew pictures that represented science. Some of these images will be used in a mini-movie showcasing what the students now know about science.
Homework: Have parents fill in and sign forms in folders. Lockers will not be assigned until the folders are brought back with all forms completed.
Saturday, August 11, 2007
Welcome!
Welcome to 6th grade science. In this class we will be using 3 different modules. Using these modules, we will learn about:
1) Populations and Ecosystems (life science)
2) Earth History (earth science)
3) Earth in Space (astronomy)
This blog will allow us to keep track of what we learn every day. If you are absent, you can look here to see what you missed and find a list of work that must be completed. If you are missing work, you can look here to see what needs to be completed. Hopefully this will be a great resource for you over the course of the year.
1) Populations and Ecosystems (life science)
2) Earth History (earth science)
3) Earth in Space (astronomy)
This blog will allow us to keep track of what we learn every day. If you are absent, you can look here to see what you missed and find a list of work that must be completed. If you are missing work, you can look here to see what needs to be completed. Hopefully this will be a great resource for you over the course of the year.
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