1 Find your assigned seat Look for your envelope or see Ms Seymour 2 See Ms Seymour for your locker combination 3 Find your locker Go try it 4 Take your seat when the bell rings ID: 725028
Download Presentation The PPT/PDF document "Room 208 Welcome to Homeroom." is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Room 208Welcome to Homeroom.
1. Find your assigned seat. (Look for your
envelope or see Ms. Seymour.)
2. See Ms. Seymour for your locker combination.
3. Find your locker
. Go try it.
4
. Take your seat when the bell rings.Slide2
Room 208 HomeroomExpectations
1. Be On Time
2. Be Respectful
3. Sit in Assigned Seat4. Stay in Assigned Seat5. No Talking During Announcements6. Wait to be dismissed.Slide3
September 2, 2014
Ms
. Seymour for your seat number. On the cart.
Sit in your assigned
seat.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today
:
Welcome to 6
th
Grade Science!
Attendance
Activities at a Glance (board)
Science Room Tour
Classroom Rules/Procedures
HW-
write in assignment book. Have book stamped.
Names on Popsicle Sticks
Review classroom rules/procedures
Wait to be dismissed.Slide4
Materials for Today-Sept 2, 2014
1. Pen/Pencil
2. Assignment Book:
HW-due by Thursday September 4
1. Signed Classroom Rules and Procedures
sheet
.
2. Science Notebook (bought, made, or used
with plenty of paper)Slide5
Daily Classroom Procedures
Your science class will follow the following format each day.
Welcome
AttendanceActivities At A Glance BoardMaterials, Activities, & Homework
Essential Skills
Specific Learning Goals and Objectives
Behavior Expectations
Success CriteriaSlide6
Advisory Sept 2, 2014
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today :
Welcome to 6th
Grade Advisory.
Sit anywhere for now. (you will be assigned a seat later)
We will go to Ms. Peck’s room.
Attendance –seat numbers.
RoomAdvisory Classroom Rules/Procedures
Questions?
Work on Something quietly/read
Wait to be dismissed.Slide7
Room 208 BreakSee Ms. Seymour for your assigned seat.
1. Be On Time
2. Be Respectful
3. Sit in Assigned Seat4. Stay in Assigned Seat and Desk5. Read, Talk Quietly, Have your Snack.6. If you need to leave the room (Bathroom/Drink/Locker), You must sign out and take the pass.
6. At the end of break, throw away your trash and get ready for pd. 4Slide8
September 3, 2014Materials:Pen/PencilClassroom Rules and Procedures packet- we are continuing/reviewing/adding information Slide9
September 3, 2014
Find your seat number. (Same as yesterday) Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Today
:
Essential
Skills: You will
be able to:
C-5 Demonstrate Understanding of Concepts (classroom rules and procedures concepts)
Learning Goals:
To follow specific teacher given instructions (as compared to creating your own instructions)
Learning Objectives: Students should be able to:
1. To review Rules and Procedures (muscle memory)
2. To earn your first Science
Star
Relevance: Question-
Why should you spend time demonstrating that you understand the classroom rules and procedures
?
Success
Criteria: Name
3
Expectations and/or rewards/consequences.
HW: Have Science notebook and have Classroom rules and procedures sheet signed by ThursdaySlide10
Write on Class Rules and Procedures sheetActivity in Room 208Is Not
an extension of outside recess, the gym, the art rooms, library, or hallway social time.
Is
time to see Ms. Seymour for help, get work that you need, work on Science work only. Is for Science ExtensionSlide11
Review of Classroom Rules and Procedures BingoMaterials: Rules and Procedures packet/Graph
paper/Pen/pencil
1. Make a
grid on your graph paper. 5 inches by 5 inches. (Each square is 1 inch by 1 inch)
2. Write a classroom rule/procedure/reward/ consequence in each square
3. Wait for further instructions.
Make your bingo chips ( 4 by 4 inch chips. Save your chips.-put in envelope. Put in pencil case.)
Expectations: Review Bingo-
At times talking. At times
QuietSlide12
Review of Classroom Rules and Procedures Bingo RulesGet 5 squares in a row and earn a star.
Say “Bingo” and wait for Ms. S to see your board. Read the words from the board
Once a person wins, keep your squares on your board until you win.
Once you win, clean your board and begin to play again.Slide13
September 4, 2014Materials:Pen/PencilClassroom Rules and Procedures packet
Science NotebookSlide14
Today: Welcome, Attendance, Activities Board!
Essential
Skill~ You
will be able to:1. C-5
Demonstrate Understanding of Concepts (classroom rules and procedures concepts)
Learning
Goals:
To
follow specific teacher given instructions (as compared to creating your own instructions)
Learning Objectives: Students should be able to:
1. To review Rules and Procedures (muscle memory)
2. To earn your first Science
Star
Relevance: Question-
Why should you spend time demonstrating that you understand the classroom rules and procedures
?
Success Criteria: Name 3 Expectations and/or rewards/consequences.
September 4, 2014Slide15
Write the Following on the first page of your Science Notebook.Science Notebook Expectations:Date each
entry.
Title
each entry.Keep
work
neat.
Keep work in order.
Do
not add pages.Listen for entry instructions (
i.s
.-complete sentences, bullet points, incomplete sentences, letters
…)
Bring
notebook to class everyday.Slide16
Today: Welcome, Attendance, Activities Board!
Essential
Skill~ You
will be able to:2. IR-1 Recognize individual motivations, emotions, interests, values and strengths.
Learning
Goals:
To
follow specific teacher given instructions (as compared to creating your own instructions
)
Learning Objectives: Students should be able to:
1.
Understand and articulate your strengths and interests as a student
Relevance: Question-
Why should you spend time
recognizing our strengths and making goals for ourselves?
Success Criteria:
Name at least 3 goals for the year.
September 4, 2014Slide17
September 5, 2014Materials:Pen/PencilScience NotebookSlide18
Today: Welcome, Attendance, Activities Board!
Essential
Skill~ You
will be able to:2. IR-1 Recognize individual motivations, emotions, interests, values and strengths.
Learning
Goals:
To
follow specific teacher given instructions (as compared to creating your own instructions
)
Learning Objectives: Students should be able to:
1.
Understand and articulate your strengths and interests as a student
Relevance: Question-
Why should you spend time
recognizing our strengths and making goals for ourselves?
Success Criteria:
Name at least 3 goals for the year.
September
5,
2014Slide19
My Questionnaire! – Choose 10 to answer
1. What
are the three most important things I should know about you?
2. What are things you are really good at? 3. What are you most proud of? 4. What
is the favorite thing you did this summer?
5. What
have you most loved learning (even if not in school)? Why?
6. What’s
your favorite thing to do when you’re not in school? 7. What is the best book or books you have ever read?
8. I
think 6th grade will be….
9. What
do you love about school?
10. Some things I really want to work on this year in 6th grade are…. 11. What are things you cannot wait to do this year? 12. I
learn best when the class is….Slide20
Partner TalkFor 2 minutes, share with your neighbor.For 2 minutes, your neighbor shares with you. = Total of 4 minutesYou may ask questions during each presentation.
Then we share with the class!Slide21
September 8, 2014Materials:Pen/PencilScience Notebook
Class inspectors today
Lab Refreshers todaySlide22
Today: Welcome, Attendance, Activities Board!
Essential
Skill~ You
will be able to:2. IR-1 Recognize individual motivations, emotions, interests, values and strengths.
Learning
Goals:
To
follow specific teacher given instructions (as compared to creating your own instructions
)
Learning Objectives: Students should be able to:
1.
Understand and articulate your strengths and interests as a student
Relevance: Question-
Why should you spend time
recognizing our strengths and making goals for ourselves?
Success Criteria:
Name at least 3 goals for the year.
September
8,
2014Slide23
Goal SettingList Goals in your notebook
List
your goals for the school year
.Personal
.
1.
2.
3
Social1.2.3.
Academic
1.
2.
3.
Physical
1.
2.
3.Slide24
Today: Welcome, Attendance, Activities Board!
Essential
Skill~ You
will be able to:
IR-7 Work, communicate and contribute effectively with others.
Learning
Goals:
To
follow specific teacher given instructions (as compared to creating your own instructions)
Learning Objectives: Students should be able to:
1.
Determine their role in the group
Relevance: Question-
Why should we learn to work, communicate and contribute effectively with others in this Science class?
Success Criteria:
Being able to work with your group and every one in your group work with you.
September
8,
2014Slide25
Scrap TowerYou will be working with your team! You will be given materials to
build a freestanding tower
(*optional challenge - to
hold a weighted item off the ground.)You will be given 10-12 minutes. The team with the highest freestanding tower wins the challenge. Careful planning, identifying roles and responsibilities as well as creative thinking are essential for this exercise
.
Feel free to use scrap paper to Slide26
Expectations1. Everyone participates. 2. You must stay with your group-drifting to another group disqualifies you to earn a star.
3. If your group finishes early, report back to your seat and work on something independent and silently.
4. Tower is freestanding. Not taped to floor or bucket.Slide27
Class Birthday Line upLine up in a straight line side-by-side.
Your task is to get
in order of
your birthdays. The challenge is that you cannot talk at all. This exercise is great for improving communication and leadership
skills.Slide28
Photo FinishYour small group will have to try and cross the line at exactly the same time. If one person is out of sync, then
you
must start over again. Concentration, listening and communication are essential for this fun challenge
. Slide29
Lab SafetyIn your Science Notebook, write the
date and title “Lab Safety”
Think
- for 2 minutes and write as many lab safety rules as you can.Pair-share your rules with your partner. Add rules if you can think of more.
Share
-You will share your answers with the class. Class will add to their list
Short video:
http://www.youtube.com/watch?v=tsAHt0FiwNMSlide30
Write in Science NotebookGroup Activities Reflection Sept. 8, 2014
What did you enjoy in working in a group? (I enjoyed…..
What did you not enjoy when working with a group? (I did not enjoy…)
What recommendations would you give to your fellow group members? (I recommend that my fellow group members…..)What recommendations do you think your group members would give you? (My group members would most likely recommend me to….)
Do you think we will be doing many group activities in Science Class this year? (yes or no)Slide31
September 9, 2014Materials:Pen/PencilScience NotebookSlide32
Today!Pd 4- Finish Bday Line upPd
7 and 8- Scrap Tower Finish
Lab Safety and Equipment start
Partner and Group work in notebook/ Short Video ClipsSound on projector not working, so you’ll be moving closer to the board to hear. – (twice.)Maybe new packetSlide33
September 9, 2014
Today
:
Essential Skills:C-7: State Implications and Consequences
Learning Goals:
Lab Safety
Lab Equipment
Learning Objectives: Students should be able to:
Know specific lab safety instructions.
Know the names and uses of equipment.
Relevance: Question-
Why should we know and act on lab safety?
Slide34
Lab Safety
In your Science Notebook, write the
date and title “Lab Safety”
Think- for 2 minutes and write as many lab safety rules as you can.Pair-share your rules with your partner. Add rules if you can think of more.
Share
-You will share your answers with the class. Class will add to their
list
Short video:
http://www.youtube.com/watch?v=tsAHt0FiwNMWhat rules did we miss? Add them after watching the video.Slide35
Lab EquipmentFirst-short video: Pay attention to the equipment that you see:
http://www.youtube.com/watch?v=-EV5pxGlUWM
In your Science Notebook, write the
date and title “Lab Equipment
”
Pair
-With your table, see if you can identify the items in your tray.
Draw a picture of each and label it.
Share- Share answers with the classSlide36
New Packet!With your group or a partner of your choosing at your table, work on pages 3,5, & 6.Be prepared to share. We are going over these in class.Slide37
September 10, 2014Materials:Pen/PencilScience Notebook-Open to Lab Safety/Equipment section (Sept 9, 2014).Slide38
Your Task…In New Packet- Complete pgs. 3,5,6May work with someone from your group only- at your desk or your given group’s room location.
We will go over this in class.
If you finish early- read a book.Slide39
September 10, 2014
Today
:
Essential Skills:C-7: State Implications and Consequences
Learning Goals:
Lab Safety
Lab Equipment
Learning Objectives: Students should be able to:
Know specific lab safety instructions.
Know the names and uses of equipment.
Relevance: Question-
Why should we know and act on lab safety?
Slide40
September 10, 2014
Today
:
Essential Skills:C-3 Gather Information and Organize Data
Learning Goals:
Scientific Method
Learning Objectives: Students should be able to
:
Identify the questions you need to answer an the problems that you need to solve
Relevance: Question-
Why should we have an order to do our lab experiments?
Slide41
September 11, 2014HW: Start studying for next Thursday’s Quiz.
Materials:
Pen/Pencil
Equipment/Safety/Observation packetPds. 1 and 4- open to pg. 7. and PT’s.
Pds
5,7,8- open to
pg
6Science Notebook-for later in class
Needed today:
Stampers
Class InspectorsSlide42
Your Task…PT Lab.We are working through this with group and the class.
We are skipping #’s 13 and 14.Slide43
Your Task…In New Packet- Complete pgs. 3,5,6May work with someone from your group only- at your desk or your given group’s room location.
We will go over this in class.
If you finish early- read a book.Slide44
September 11, 2014
Today
:
Essential Skills:C-7: State Implications and Consequences
Learning Goals:
Lab Safety
Lab Equipment
Learning Objectives: Students should be able to:
Know specific lab safety instructions.
Know the names and uses of equipment.
Relevance: Question-
Why should we know and act on lab safety?
Slide45
September 11, 2014
Today
:
Essential Skills:C-3 Gather Information and Organize Data
Learning Goals:
Scientific Method
Learning Objectives: Students should be able to
:
Identify the questions you need to answer an the problems that you need to solve
Relevance: Question-
Why should we have an order to do our lab experiments?
Slide46
September 12, 2014Materials:Pen/Pencil
Equipment/Safety/Observation packet
Science NotebookSlide47
Your Task…PT Lab.We are working through this with group and the class.
We are skipping #’s 13 and 14.Slide48
September 12, 2014
Today
:
Essential Skills:C-7: State Implications and Consequences
Learning Goals:
Lab Safety
Lab Equipment
Learning Objectives: Students should be able to:
Know specific lab safety instructions.
Know the names and uses of equipment.
Relevance: Question-
Why should we know and act on lab safety?
Slide49
September 12, 2014
Today
:
Essential Skills:C-3 Gather Information and Organize Data
Learning Goals:
Scientific Method
Learning Objectives: Students should be able to
:
Identify the questions you need to answer an the problems that you need to solve
Relevance: Question-
Why should we have an order to do our lab experiments?
Slide50
Your Task…PT Lab.We are working through this with group and the class.
We are skipping #’s 13 and 14.Slide51
September 12, 2014
Today
:
Essential Skills:C-7: State Implications and Consequences
Learning Goals:
Lab Safety
Lab Equipment
Learning Objectives: Students should be able to:
Know specific lab safety instructions.
Know the names and uses of equipment.
Relevance: Question-
Why should we know and act on lab safety?
Slide52Slide53
September 15, 2014Materials:Pen/Pencil
Equipment/Safety/Observation packet- pg. 9
Science NotebookSlide54
September 15, 2014
Today
:
Essential Skills:C-3 Gather Information and Organize Data
Learning Goals:
Scientific
Method
Observations and Inferences
Learning Objectives: Students should be able to
:
Identify the questions you need to answer an the problems that you need to
solve
Recognize the difference between observations and inferences
Relevance
Statement: Science is about making observations, connections, making guesses…. We need to understand how to make observations and inferences.
Slide55
Today!Finish Scientific Method Scenario (& worksheet if your class received one.)
Observation and Inferences notes and practice
Lab. (finish today or tomorrow…)
Go overGet star.Slide56
Lab Vocab
Prediction:
To tell something before it happens.
Inference: Forming a conclusion based on observations. Observation:
Any information that we gather by using our senses.
Experiment:
An activity designed to test a hypothesis.
Control:
The part of an experiment that serves as a standard. Variable: Any factor in an experiment that could affect the results and is therefore tested separately.Slide57
In your notebook- Scientific Methodhttp://
www.youtube.com/watch?v=T8427L0Wry0
What are the steps of the Scientific Method?
What does each step mean?(3 minutes to work with your partner.)Slide58
Scientific Method:Pretty Red Heads
L
ike
Animal Crackers
Purpose-
What does the Scientist want to know more about?
Research
- Gather Information
Hypothesis:-an educated guess of the answer: usually an “if-then” sentence.Experiment: step by step experiment designed to test the hypothesis and collect dataAnalysis
-describe what you noticed about the data
Conclusion
: was the hypothesis correct or incorrectSlide59
Scientific Method Practice.Work through pg. 9 in packet, and front and back of Dr. E McSquare sheet. May
work with someone from your group only- at your desk or your given group’s room location
.
We will go over this in class.If you finish early- read a book.Slide60
ObservationsObservation: recognizing and noting some FACT to gather information.
You make observations using your five senses
.
Can be:Qualitative: factual descriptions that do not use numbers.Ex. John has blue eyesQuantitative: - factual descriptions that do use numbers.
Ex. John has 2 eyes.Slide61
InferencesInferences: a possible explanation or guess about an observation.
Ex: you leave the movie theater and see the ground is wet so you infer that it rained.Slide62
Observation and Inference Practice-We will go over the instructions, and then you may work with a partner at your table to finish the sheets.Go over as a class.
Start short Observation and Inference lab.Slide63Slide64
September 16, 2014Materials:Pen/Pencil
Equipment/Safety/Observation packet- pg. 10
Science Notebook-Observations
and Inference NotesSlide65
September 16, 2014
Today
:
Essential Skills:C-3 Gather Information and Organize Data
Learning Goals:
Observations and Inferences
Graphing!
Learning Objectives: Students should be able to
:
Recognize the difference between observations and inferences
Relevance
Statement: Science is about making observations, connections, making guesses…. We need to understand how to make observations and inferences.
Slide66
September 16, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Line graphs and Bar Graphs
Learning Objectives: Students should be able to:
To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate titles.
Relevance: Graphs are used often in Science. Why?Slide67
Today!Finish Observation and Inferences practice
Finish Observation and Inference Lab.
Go over
Get star.Start Graphing NotesGraphing PracticeSlide68Slide69
September 17, 2014Materials:Pen/Pencil
Equipment/Safety/Observation packet-
Science Notebook-
Mini White Board and your expo markersSlide70
September 17, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Scientific Method, Lab Safety, Lab equipment, Obs and Inferences
Learning Objectives: Students should be able to:
Scientific Method, Lab Safety, Lab equipment,
Obs
and Inferences
Relevance:
Reviewing for tomorrow’s quizSlide71
Today!Review!
Review with Ms. Seymour
Safety
EquipmentScientific MethodObservation and InferencesReview with partners/tablematesBe prepared to share Slide72Slide73
September 19, 2014Materials:Pen/Pencil
Equipment/Safety/Observation packet-to be turned in. put
in bucket.
Science Notebook-to be checkedSlide74
September 19, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Scientific Method, Lab Safety, Lab equipment, Obs and Inferences
Learning Objectives: Students should be able to:
Scientific Method, Lab Safety, Lab equipment,
Obs
and Inferences
Relevance:
Quiz todaySlide75
Today!Quiz
Independent and Silent
Turn in
NB CheckWork on something silently when finished.Slide76Slide77
September 19, 2014Materials:Pen/Pencil
Science Notebook- new page for Graphing NotesSlide78
September 19, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Line graphs and Bar Graphs
Learning Objectives: Students should be able to:
To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate titles.
Relevance: Graphs are used often in Science. Why?Slide79
Graphing Notes
COMPONENTS
OF GRAPHSTitle: The main idea of the graph; Explains what the
graph
shows
.
Good example: The effect of
x axis on y axis.Bad example: The Line Graph
Horizontal Axis (x-axis)
:
Runs from left to right; The
manipulated variable
(independent variable) .Vertical Axis (y-axis):
Runs from top to bottom; The
responding variable
(dependent variable) .
Legend/Key
:
Indicates the meaning of the symbols, colors, or patterns used.Slide80
Graphing NotesLine Graph: Shows patterns and trends in the data (usually over time) and have several sets of data plotted on them to easily show a comparison.Slide81
Graphing NotesBar Graph: Uses bars to compare items, especially averages and totals.Slide82
Independent and Dependent VariablesIndependent Variable:
The variable that is changed by the
experimenter in order to
measure the impact of the change on one or more Dependent Variables. -X axis
Dependent variable:
dependent variable is the observed result of the independent variable being
changed
-Y axisSlide83
Draw table in your notes.Label the Independent Variable side. Label the Dependent Variable?Slide84
Your TaskComplete Graphing Practice # 1 and 2 with table mate(s)Show Ms. S. If it is done well (complete, neat lines), continue with graph 3
or 4.
Complete graphs from sheet. Staple graphs to sheet.
Turn in. Slide85Slide86
September 22, 2014Materials:Assignment
book-HW: Notes for Ch. 1, section 1
Pen/Pencil
Science Notebook- Graphing NotesGraphing Practice SheetSlide87
September 22, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Line graphs and Bar Graphs
Learning Objectives: Students should be able to:
To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate titles.
Relevance: Graphs are used often in Science. Why?Slide88
Today!Visit Ms. S’s webpage. See where to get your vocab and notes. (tomorrow-online textbook.)Review Graphing Notes-questions using sticks.
Continue with Graphing Practice. Get #’s 3 and 4. Copy outline for graph.Slide89Slide90
September 23, 2014Materials:Maybe assignment book? If you don’t finish the Graphing # 1,2, & 3.
Pen/Pencil
Science Notebook-New page for SQ3R
Text book, pg. 16.Slide91
September 23, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Line graphs and Bar Graphs
Learning Objectives: Students should be able to:
To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate titles.
Relevance: Graphs are used often in Science. Why?Slide92
Today!Online textbook registration (bring your assignment book to write your username and password.)
Time to work on something else (Graphing).
Start Ch. 1, section 1 in Earth’s Waters
SQ3RReading.Slide93Slide94
September 24, 2014Materials:Pen/Pencil
Science Notebook-New page for SQ3R
Text book, pg. 16.Slide95
September 24, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*Give examples of how people and other living
things
use water. * Identify how earth’s water is distributed among
salt
and fresh water sources.
Learning Goals:
To make personal water use changes that will save our water.
Relevance: Why would an entire 6
th
grade unit be
dedicated
to studying
water
?Slide96
SQ3R Notes
Survey-
the section
Question- Write each main title (greenish title) and question in left column. Write a minimum of one question.
Read
-together as a group.
Recite
- (answer your
question in the right column.)ReviewSlide97
SQ3R Ch. 1, Section 1 Sept 24, 2014
How is Water Important?
*How Do People Use Water?
write question
Water and Living Things
write question
Water on Earth
write question
Answer Question (after we read)Slide98
Water Conservation videosWhy waste today when you can save for tomorrow.
http://www.youtube.com/watch?v=hC9uVM162BI
Water Conservation Commercial:
http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1
Don’t Waste Water:
http://www.youtube.com/watch?v=yruv27B0d4k
Save Water:
http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related
~~~~~~~~~
Home water saving tips:
http://www.youtube.com/watch?v=rRsiz5ykjuc
Energy Conservation for kids:
http://www.youtube.com/watch?v=Xz8sVG6GVWwSlide99Slide100
September 26, 2014Materials:Assignment Book: HW: Study for Thursday’s Graphing Quiz
Pen/Pencil
Science Notebook-SQ3R
Ch. 1, section 1Text book, pg. 16. (we are reviewing)Slide101
September 26, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*Give examples of how people and other living
things
use water. * Identify how earth’s water is distributed among
salt
and fresh water sources.
Learning Goals:
To make personal water use changes that will save our water.
Relevance: Why would an entire 6
th
grade unit be
dedicated
to studying
water
?Slide102
SQ3R Ch. 1, Section 1How is Water Important?
*How Do People Use Water?
write question
Water and Living Things
write question
Water on Earth
write question
Answer Question (after we read)Slide103
Water Conservation videosWhy waste today when you can save for tomorrow.
http://www.youtube.com/watch?v=hC9uVM162BI
Water Conservation Commercial:
http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1
Don’t Waste Water:
http://www.youtube.com/watch?v=yruv27B0d4k
Save Water:
http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related
~~~~~~~~~
Home water saving tips:
http://www.youtube.com/watch?v=rRsiz5ykjuc
Energy Conservation for kids:
http://www.youtube.com/watch?v=Xz8sVG6GVWwSlide104
Water Use Report: How Much Water Do I Use?Purpose
:
The purpose of this lab is to:
Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited.Background Info:
How much water do you use everyday in your home? Would you be surprised to learn that
according to the USGS
the average American uses between 80-100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water
.Slide105
Water Use Report: How Much Water Do I Use?Research:
Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc…)
Hypothesis:
(after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes.Experiment:
Part 1- Fill out the Water Use chart for one week.
Part 2- Fill out the Water Use chart after making changes in your water use practices.
Analysis: TBA
Conclusion: TBASlide106Slide107
September 29, 2014Materials:
Assignment Book:
HW Ch. 1, section 2 Notes and Vocab. Progress Reports signed and due tomorrow.
Progress Reports to be signed todayPen/PencilScience Notebook-SQ3R Ch. 1, section 1Text book, pg. 16. (we are reviewing)
Ch. 1 packet- you will be working on HW while progress reports are being filled out.Slide108
September 29, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*Give examples of how people and other living
things
use water. * Identify how earth’s water is distributed among
salt
and fresh water sources.
Learning Goals:
To make personal water use changes that will save our water.
Relevance: Why would an entire 6
th
grade unit be
dedicated
to studying
water
?Slide109
SQ3R Ch. 1, Section 1How is Water Important?
*How Do People Use Water?
write question
Water and Living Things
write question
Water on Earth
write question
Answer Question (after we read)Slide110
Water Conservation videosWhy waste today when you can save for tomorrow.
http://www.youtube.com/watch?v=hC9uVM162BI
Water Conservation Commercial:
http://www.youtube.com/watch?v=1BHQ170BVcM&NR=1
Don’t Waste Water:
http://www.youtube.com/watch?v=yruv27B0d4k
Save Water:
http://www.youtube.com/watch?v=69Kd7F9BU08&feature=related
~~~~~~~~~
Home water saving tips:
http://www.youtube.com/watch?v=rRsiz5ykjuc
Energy Conservation for kids:
http://www.youtube.com/watch?v=Xz8sVG6GVWwSlide111
Water Use Lab: How Much Water Do I Use?Purpose
:
The purpose of this lab is to:
Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited.Slide112
Background Info: How much water do you use everyday in your home? Would you be surprised to learn that according to the USGS
the average American uses between 80-100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water.Slide113
Water Use Report: How Much Water Do I Use?Research:
Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc…)
Write them under Research!Slide114
Water Use Report: How Much Water Do I Use?Hypothesis: (after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes.
Experiment:
Part 1- Fill out the Water Use chart for one week.
Part 2- Fill out the Water Use chart after making changes in your water use practices.Analysis: TBAConclusion: TBASlide115Slide116
September 30, 2014Materials:
Progress Report
Pen/Pencil
Science Notebook-pd. 5- Research section of Water Use Lab.All pds.- skip 2 full pages after Water Use Lab. We are taking R and R Notes
Text book, pg. 16. (you will need it)
Ch. 1 packet- p. 6- R and RSlide117
R & R NotesR and R stands for “Review
and
Reinforce”
It comes after:SQ3R, Activities, Videos, LabsR and R is my turn (your name) to: Demonstrate my understanding of the contentUse all of the available resources given to me to articulate the correct answers
To see if there sections that we need to re-read and go over together as a class
.Slide118
September 30, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*Give examples of how people and other living
things
use water. * Identify how earth’s water is distributed among
salt
and fresh water sources.
Learning Goals:
To make personal water use changes that will save our water.
Relevance: Why would an entire 6
th
grade unit be
dedicated
to studying
water
?Slide119
September 30, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*describe the physical and chemical properties of
water
. *explain how water dissolves other polar
substances
*identify three states in which water exists on
Earth
.
Learning Goals:
To make personal water use changes that will save our water.
Relevance:
What can you tell me about water?Slide120
SQ3R Section 2 Properties of Water- Sept. 30, 2014
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer QuestionSlide121Slide122
October 1, 2014Materials:
Progress Report if you have note turned it in.
Pen/Pencil
Science Notebook-Graphing NotesBlue Graphing Practice SheetSlide123
October 1, 2014Essential Skills:
C-5: Demonstrate Understanding of Concepts
Learning Goals:
Line graphs and Bar Graphs
Learning Objectives: Students should be able to:
To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate titles.
Relevance: Graphs are used often in Science. Why?Slide124Slide125Slide126
October 2, 2014Materials:
Pen/Pencil
Everything else is put away.Slide127
Today October 2, 2014Graphing QuizIndependent and Silent
When finished:
Complete S and Q of SQ3R Ch. 1, section 2.
Work on Slide128Slide129
Today October 3, 2014Graphing QuizIndependent and Silent
When finished:
Complete S and Q of SQ3R Ch. 1, section 2.
Work on Slide130
October 3, 2014
Materials:
Pen/Pencil
Later in Class: Water Use ChartScience NotebookSlide131
Today October 3, 2014ERB forms- fill outWater Use Chart for Thursday and Friday
Current Events- thoughts?
http://www.msn.com/en-us/news/us/thirst-turns-to-desperation-in-rural-california/ar-BB73j6nStart Ch. 1, Section 2 Properties of Water reading, pg. Slide132
ERB forms- what to fill outAlso- see sample.
F
ill
in (& bubble) identifying informationstudent’s last name, first name, middle initial,
student
ID
number
- Our student ID numbers have 7 digits; however, there are 9 blanks on the testing sheet. Please leave the last two boxes empty testing date- October 2014 date of birth, Grade 06
gender,
Level 5
teacher
name (homeroom teacher), (Seymour, Parker, Matilla, Radico, Peck) school name, Tredyffrin/Easttown
Middle School
District
.
TESD
Do not fill
in the section pertaining to RACE AND ETHNICITY
.
.
Slide133
Current Events http://
www.msn.com/en-us/news/us/thirst-turns-to-desperation-in-rural-california/ar-BB73j6n
What is going on in California?
How are the people responding?- pay attention to the stories being toldWhat are your thoughts?Slide134
October 6, 2014Materials:
Pen/Pencil
Water Use Chart
Science Notebook-Water Use LabLater in Class: Text book, pg. 23Science Notebook- Ch. 1, section 2 SQ3R
* Science Extension Meets on Wednesday during Activity. Come with Water Ideas!Slide135
Today October 6, 2014Get quizzes. Requizzing starts Thursday- see Ms. S during activity or Advisory. (New Quiz).
Water Use Chart. Fill out Weekend.
Water Use lab- Hypothesis and Experiment.
Start Ch. 1, section 2 Properties of Water SQ3RSlide136
October 6, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*describe the physical and chemical properties of
water
. *explain how water dissolves other polar
substances
*identify three states in which water exists on
Earth
.
Learning Goals:
To make personal water use changes that will save our water.
Relevance:
What can you tell me about water?Slide137
SQ3R Section 2 Properties of Water- October 6, 2014
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer QuestionSlide138
Water Use Report: How Much Water Do I Use?Purpose
:
The purpose of this lab is to:
Identify the many uses of water in our daily lives. Determine the amount of water that is used in various activities. Explain that our water supply is limited.Background Info:
How much water do you use everyday in your home? Would you be surprised to learn that
according to the USGS
the average American uses between 80-100 gallons (approx. 300 - 375 liters) of water per day? Do you think people in other parts of the world use more or less water than Americans? Well, this collaborative project will help you find out the answers to these questions. By collecting data on water usage from people around the world you will be able to see how your water use compares to others and determine what you might do to use less water
.Slide139
Water Use Report: How Much Water Do I Use?Research:
Use the following water conservation sheet and find 10 facts about water use (ways to save water, organizations that are trying to save water, etc…)
Hypothesis:
(after collecting water use data). Choose one or two of the water conservation ideas that you can use at your house and make a hypothesis about the amount of water you could save by making changes.Experiment:
Part 1- Fill out the Water Use chart for one week.
Part 2- Fill out the Water Use chart after making changes in your water use practices.
Analysis: TBA
Conclusion: TBASlide140
Water NotesWater Molecule:2 Hydrogen Atoms1 Oxygen Atom
Polar Molecule : “-” and “+” Slide141
Surface TensionTightness across the surface: Slide142
Capillary Action: Attraction of water molecules to other materials.Slide143
Water the Universal SolventSalt Solution: Slide144Slide145
October 8, 2014Materials:
Pen/Pencil
Water Use Chart
Text book, pg. 23 – we are reviewingScience Notebook- Ch. 1, section 2 SQ3REarth’s Water’s Packet- Properties of Water Lab
* Science Extension Meets on Wednesday during Activity. Come with Water Ideas!Slide146
Pds 5-Today October 8, 2014Water Use Chart. Fill out Monday and Tuesday
Review Start Ch. 1, section 2 Properties of Water
Continue Ch. 1, section 2 SQ3R to the end of water, the Universal Solvent.
Short Properties of Water lab.Slide147
October 8, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*describe the physical and chemical properties of
water
. *explain how water dissolves other polar
substances
*identify three states in which water exists on
Earth
.
Learning Goals:
To make personal water use changes that will save our water.
Relevance:
What can you tell me about water?Slide148
SQ3R Section 2 Properties of Water- October 6, 2014
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer QuestionSlide149
Water NotesWater Molecule:2 Hydrogen Atoms1 Oxygen Atom
Polar Molecule : “-” and “+” Slide150
Surface TensionTightness across the surface: Slide151
Capillary Action: Attraction of water molecules to other materials.Slide152
Water the Universal SolventSalt Solution: Slide153Slide154
October 8, 2014Materials:
Pen/Pencil
Water Use Chart
Earths Water’s Packet- properties of water labText book, pg. 16 – we are reviewingScience Notebook- Ch. 1, section 2 SQ3RLater-mini whiteboard and expo markers
* Science Extension Meets on Wednesday during Activity. Come with Water Ideas!Slide155
Pds. 7 &8-Today October 8, 2014Water Use Chart. Fill out Tuesday.
Go over Properties of Water lab-fill our sheet. Earn a star.
Whiteboard review
Finish rest of Chapter 1, section 2-reading, SQ3R.Slide156
October 6, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*describe the physical and chemical properties of
water
. *explain how water dissolves other polar
substances
*identify three states in which water exists on
Earth
.
Learning Goals:
To make personal water use changes that will save our water.
Relevance:
What can you tell me about water?Slide157
SQ3R Section 2 Properties of Water- October 6, 2014
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer QuestionSlide158
Water NotesWater Molecule:2 Hydrogen Atoms1 Oxygen Atom
Polar Molecule : “-” and “+” Slide159
Surface TensionTightness across the surface: Slide160
Capillary Action: Attraction of water molecules to other materials.Slide161
Water the Universal SolventSalt Solution: Slide162
Properties of Water & Heat Capacity (Specific Heat)http://www.youtube.com/watch?v=aVmU3CLxvgUhttp
://
www.youtube.com/watch?v=vmJXud8vHtg
http://www.youtube.com/watch?v=aVmU3CLxvgUSlide163
The Water Cyclehttp://www.youtube.com/watch?v=mYw2pk0LQzsSlide164
October 9, 2014Materials:
Pen/Pencil
Water Use Chart
Text book, pg. 23 – we are reviewingScience Notebook- Ch. 1, section 2 SQ3REarth’s Water’s Packet- Properties of Water Lab
* Science Extension Meets on Wednesday during Activity. Come with Water Ideas!Slide165
Today October 9, 2014Water Use Chart. Fill out the blank days including Wednesday.Review Start Ch. 1, section 2 Properties of Water
Continue Ch. 1, section 2 SQ3R to the end of water, the Universal Solvent.
Short Properties of Water lab.Slide166
October 9, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*describe the physical and chemical properties of
water
. *explain how water dissolves other polar
substances
*identify three states in which water exists on
Earth
.
Learning Goals:
To make personal water use changes that will save our water.
Relevance:
What can you tell me about water?Slide167Slide168
October 10, 2014Materials:
Assignment book: HW: Start studying for next Fri’s Ch. 1 test. 2. Ch. 1, section 3 vocab and notes
Pen/Pencil
Water Use ChartText book, pg. 23 – we are reviewingScience Notebook- Ch. 1, section 2 SQ3R
Earth’s Waters PacketSlide169
Today October 10, 2014Water Use Chart. Fill out the blank days including Thursday. (Most days should be filled out to Thursday.)
Review Start Ch. 1, section 2 Properties of Water
Finish section 2.
R and R section 2 – independent/silent/go overShort Video. Any questions?Start HWSlide170
October 9, 2014
Learning Goals and Thinking Skills:
You will be able to:
T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*describe the physical and chemical properties of
water
. *explain how water dissolves other polar
substances
*identify three states in which water exists on
Earth
.
Learning Goals:
To make personal water use changes that will save our water.
Relevance:
What can you tell me about water?Slide171
SQ3R Section 2 Properties of Water- October 6, 2014
*1. Water’s Unique Structure
-Question
*2. Surface Tension
-Question
*3. Capillary Action
-Question
*4. Water, the Universal Solvent
-Question
*5. Changing State
-Question
*6. Why Ice Floats
-Question
*7. Specific Heat
-Question
Answer QuestionSlide172Slide173
October 13, 2014Materials:
Pen/Pencil
Water Use Chart
Text book, pg. 23 –needed for R and RScience Notebook- Ch. 1, section 2/3 SQ3REarth’s Waters Packet R and R section 2, pg.7 Slide174
Today October 13, 2014
Water Use Chart. Fill out the blank days. Entire Experimental group should be filled out
Review Ch. 1, section 2 Properties of Water
R and R section 2 – independent/silent/go overRemaining questions?Start SQ3R for section 3- The Water CycleStart Reading.Slide175
October 13, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: Students should be able to:
*
to describe how earth’s water moves through the
water cycle. *list ways that living things depend on the water cycle.
Learning Goals:
To understand the water cycle
Relevance: What can you tell me about the
water cycle?Slide176
SQ3R Section 3 Water Cycle Oct. 13, 2014
Section Headings
Water Evaporates
Clouds Form
Water Falls As Precipitation
A Global Process
Answer QuestionSlide177
October 13, 2014 Water Cycle
Draw a diagram of the water cycle.
(you may use pg. 33).
Include the following words in your drawing:1. The sun
2. Precipitation
7. Ocean
3. Evaporation
8. Lake4. Transpiration 9. River
5. Condensation
10. Runoff
6. Ground waterSlide178
The Water Cycle http://www.youtube.com/watch?v=mYw2pk0LQzs
Take notesSlide179Slide180
October 14, 2014Pds
5 Materials:
Pen/Pencil
Text book, pg. 23 –needed for R and RScience Notebook- Ch. 1, section 3 SQ3REarth’s Waters Packet R and R section 2, pg.7 Slide181
October 14, 2014Materials:
Pen/Pencil
Text book, pg. 32 –
Science Notebook- new page for Ch. 1, section 3 SQ3RSlide182
Going over R and R’sRemember, we will go over the questions that you still do not understand by:Rereading the section
Taking more notes
Discussing it again.
Please make sure you understand the material.Slide183
Today October 14, 2014SQ3R for section 3- The Water Cycle
Reading.
Diagraming.
Short Video ClipLonger video clip- take notes on what we did not cover in class.Slide184
October 14, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: Students should be able to:
*
to describe how earth’s water moves through the
water cycle. *list ways that living things depend on the water cycle.
Learning Goals:
To understand the water cycle
Relevance: What can you tell me about the
water cycle?Slide185
SQ3R Section 3 Water Cycle Oct. 14, 2014
Section Headings
Water Evaporates
Clouds Form
Water Falls As Precipitation
A Global Process
Answer QuestionSlide186
October 14, 2014 Water Cycle
Draw a diagram of the water cycle.
(you may use pg. 33).
Include the following words in your drawing:1. The sun
2. Precipitation
7. Ocean
3. Evaporation
8. Lake4. Transpiration 9. River
5. Condensation
10. Runoff
6. Ground waterSlide187
The Water Cycle http://www.youtube.com/watch?v=0_c0ZzZfC8cAnimation
http://
www.youtube.com/watch?v=UVwnWsfCccI
Take notes – one or two things that we did not cover.Slide188
October 15, 2014Materials:
Pen/Pencil
Text book, pg. 32 –
Science Notebook- Ch. 1, section 3 SQ3R/water cycle diagram/video notes.Earth’s Waters Packet- R and R, section 3. pg. 8Slide189
Going over R and R’sRemember, we will go over the questions that you still do not understand by:Rereading the section
Taking more notes
Discussing it again.
Please make sure you understand the material.Slide190
Today October 15, 2014R and R section 3
Independent, Silent, Go over
“Restate to the class”Slide191
October 15, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: Students should be able to:
*
to describe how earth’s water moves through the
water cycle. *list ways that living things depend on the water cycle.
Learning Goals:
To understand the water cycle
Relevance: What can you tell me about the
water cycle?Slide192
SQ3R Section 3 Water Cycle Oct. 15, 2014
Section Headings
Water Evaporates
Clouds Form
Water Falls As Precipitation
A Global Process
Answer QuestionSlide193
The Water Cycle http://www.youtube.com/watch?v=0_c0ZzZfC8cAnimation
http://
www.youtube.com/watch?v=UVwnWsfCccI
Take notes – one or two things that we did not cover.Slide194
Going over R and R’sRemember, we will go over the questions that you still do not understand by:Rereading the section
Taking more notes
Discussing it again.
Please make sure you understand the material.Slide195
“Restate” to the Class
A
good way to know if you understand the material is
to re-state it to someone else! In groups of 2, you will be given a topic to restate the class. Restate the most important thing from your topic.
How do people use water
? (seats 1 & 2) (seats 23 and 24)
Water and Living
Things (seats 3 and 4) (seats 25 and 26)Water on Earth (seats 5 and 6) (seats 27 and 28) Water’s unique
structure (seats 7 and 8)
Surface Tension
(seats 9 and 10)Capillary Action (seats 11 and 12)Water, the Universal Solvent (seats 13 and 14)
Changing
State
(seats 15 and 16)
Why Ice
Floats
(seats 17 and 18)
Specific Heat (seats 19 and 20)Water Evaporates/Clouds Form/Water Falls (seats 21 and 22)Slide196
The most important thing….From your particular topic.Slide197
October 16, 2014Materials:
Pen/Pencil
“Reteach the class sheet”
Mini white board/your Expo markerLater-Science Notebook, Earths Water’s packet, textbook pg. 38. all for review.Slide198
Today October 16, 2014“Reteach” has been changed to
“Restate to the class”
Book Review-pg. 38-39. # 1-10.
Mini white board reviewSlide199
October 16, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*
Give examples of how people and other living things use water.
*
Identify how earth’s water is distributed among salt and fresh water sources.
*
describe the physical and chemical properties of
water
.
*explain how water dissolves other polar substances
*
identify three states in which water exists on Earth.
*
to describe how earth’s water moves through the
water cycle.
*
list ways that living things depend on the water cycle.
Learning Goals: Ch. 1 test tomorrow Relevance: Ch. 1 test tomorrowSlide200
October 17, 2014Materials:
Pen/Pencil
Earth’s Waters Packet and Reteach the Class Sheet- put in bucket
Science Notebook- Ms. S will show you how to paper clip all old work so that the first thing Ms. S sees is Graphing Notes.Slide201
Today October 17, 2014Ch. 1 Test
Independent
Silent
When finished-work on Something elseSlide202
October 17, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and creatively.
Learning Objectives: You should be able to:
*
Give examples of how people and other living things use water.
*
Identify how earth’s water is distributed among salt and fresh water sources.
*
describe the physical and chemical properties of
water
.
*explain how water dissolves other polar substances
*
identify three states in which water exists on Earth.
*
to describe how earth’s water moves through the
water cycle.
*
list ways that living things depend on the water cycle.
Learning Goals: Ch. 1 test today Relevance: Ch. 1 test todaySlide203Slide204
October 20, 2014Materials:
Assignment Book:
HW:
1. Field Trip Permission slips due Friday, Oct. 24Ch. 2, section 1 vocab and notesPen/PencilScience Notebook – Water Use Lab (Experiment)
Water Use Charts.Slide205
Today October 20, 2014Go over Field trip forms
Graph Water Use for Control and Experiment- Go over how to Graph.
Answer questions
If you finish early, start HWAnalysis explanation Slide206
October 20, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and
creatively.
C-5
: Demonstrate Understanding of
Concepts
Learning Objectives: Students should be able to:To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate
titles
Give
examples of how people and other living things use
water.
Identify
how earth’s water is distributed among salt and fresh water sources
.
Learning Goals:
Using the appropriate graph, Graphing your Water Use correctly
Relevance: Graphing and Using Water WiselySlide207
Analysis 1. What source were you trying to use less water? Did you save water? How much water did you save? If you were not successful, what are reasons that you can think of for using more water. How much more water did you use?
2. Were you able to use less water in your Experimental Group as compared to your Control group? How much water did you save?
If you were not successful, what reasons can you think of for using more water. How much more water did you use?
Were there any sources that you used 0 gallons of water? List them. What were the reasons that you did not use some of these sources. 3. Was trying to conserve water challenging or easy? Why was it challenging or easy?
4. If you had another week to create a second experiment, what areas would you try to conserve water?
5. If you could do this experiment differently, what would you do?
6. What long lasting message will you take away from this lab about conserving water?Slide208Slide209
October 21, 2014Materials:
Assignment Book:
HW:
Water Use Analysis sheet Due ThursdayPen/PencilScience Notebook – Water Use Lab GraphWater Use Charts.Fresh Water
Packet-need to make sure packet is complete.Slide210
Today October 21, 2014Any Field trip forms?
Graph Water Use for Control and Experiment-
Review correct Graphing
Write a lab in your notebookAnalysis explanation –Discuss questions.Due by Thursday.Slide211
October 21, 2014
Learning
Goals and Thinking Skills:
You will be able to:T-3. Organize, apply, produce, and communicate knowledge accurately and
creatively.
C-5
: Demonstrate Understanding of
Concepts – Graphing Correctly, Neatly, Following instructions
Learning Objectives: Students should be able to:To know the difference between a line graph and bar graph.
To know how to create a correct graph with appropriate
titles
Give
examples of how people and other living things use
water.
Identify
how earth’s water is distributed among salt and fresh water sources
.
Learning Goals:
Using the appropriate graph, Graphing your Water Use correctly
Relevance: Graphing and Using Water WiselySlide212
Analysis 1. What source were you trying to use less water? Did you save water? How much water did you save? If you were not successful, what are reasons that you can think of for using more water. How much more water did you use?
2. Were you able to use less water in your Experimental Group as compared to your Control group? How much water did you save?
If you were not successful, what reasons can you think of for using more water. How much more water did you use?
Were there any sources that you used 0 gallons of water? List them. What were the reasons that you did not use some of these sources. 3. Was trying to conserve water challenging or easy? Why was it challenging or easy?
4. If you had another week to create a second experiment, what areas would you try to conserve water?
5. If you could do this experiment differently, what would you do?
6. What long lasting message will you take away from this lab about conserving water?Slide213Slide214
October 22, 2014Materials:
Pen/Pencil
Science Notebook –new page for SQ3R
Textbook open to pg. 42.Slide215
Today October 22, 2014Any Field trip forms?
New Seats
Start Ch. 2, section 1-SQ3R, Reading, NB prep for lab.Slide216
October 22, 2014
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about
rivers
or streams?Slide217
SQ3R Section 1 Streams and Rivers, Oct. 22, 2014
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
*4. Rivers Shape the Land
-Question
Answer QuestionSlide218Slide219
Lab Title: How Fast does a Stream Flow?
Purpose: How does the slope of a stream and the volume of water it contains affect its speed?
Research: Name the 3 factors that affect stream speed?
Hypothesis: (2 statements)1. If the slope
is (choose one: high or low)_____, then (explain stream speed) ______.
2. If there is
(choose one: more or less water), then (explain stream speed) _________ .
Experiment: (pg. 46) with a few changes
Data tableAnalyze and Conclude: Answer with complete sentences.Slide220
Draw 4 Data Tables that look like this.
Trial #
Time (estimate seconds. Do not include milliseconds)
1
2
3
Average time =Slide221
1 Graduated Cylinders Experiment-low slope
Trial #
Time (estimate seconds. Do not include milliseconds)
1
2
3
Average time =Slide222
2 Graduated Cylinders Experiment-low slope
Trial #
Time (estimate seconds. Do not include milliseconds)
1
2
3
Average time =Slide223
High Slope Experiment
Trial #
Time (estimate seconds. Do not include milliseconds)
1
2
3
Average time =Slide224
Low Slope Experiment
Trial #
Time (estimate seconds. Do not include milliseconds)
1
2
3
Average time =Slide225
Analyze and Conclude (pg. 47)1. Average the three trials for each experiment. Record the average times on your data table.
2. Calculate the average stream speed for each experiment using the following formula
: =
Distance (111cm)/average time3
. Graph the speeds on one graph
4.
How did the speed of the stream change when you increased the volume of water?
5
. How did the speed of the stream change when you increased the slope? 6.
Think About It
What errors might have affected your data? How could they be reduced?
Conclusion:
1. My first hypothesis was ____________: __________________
2. My second hypothesis was ________________:_________________Slide226
October 23, 2014Materials:
Pen/Pencil
Water Use Lab
Analysis-put in bin.Science Notebook –Stream Flow LabTextbook open to pg. 42/46Slide227
Today October 23, 2014Any Field trip forms?
Continue Ch. 2, section 1- Stream Flow Lab
Intro
CompleteGo over.Earn starSlide228
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Learning Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about
rivers
or streams?Slide229
Analyze and Conclude (pg. 47)1. Average the three trials for each experiment. Record the average times on your data table.
2. Calculate the average stream speed for each experiment using the following formula
: =
Distance (111cm)/average time
3. Graph the speeds on one graph-
bar graph.-
X axis – slope/volume condition. Y axis – speed.
4.
How did the speed of the stream change when you increased the volume of water? 5. How did the speed of the stream change when you increased the slope?
6
.
Think About It
What errors might have affected your data? How could they be reduced?
Conclusion: 1. My first
hypothesis was ____________:
__________________
2. My second hypothesis was ________________:_________________Slide230Slide231
October 24, 2014Materials:
Pen/Pencil
Science Notebook –Stream Flow Lab
Textbook open to pg. 42/46Slide232
Today October 24, 2014Any Field trip forms?
Conclusion Notes
Water Use Conclusion- Go over
Continue Ch. 2, section 1- Stream Flow LabAnalysisGo over.Earn starSlide233
Conclusion Notes- October 24, 2014
Write your conclusion based on your hypothesis:
“My hypothesis was (choose one):
correct or incorrect.”Then restate your hypothesis without using if/then statement. Instead write “
Using/Doing/Changing, etc. ________ will/will not ______________”
Writing “I think” is incorrect…Slide234
Learning
Goals and Thinking Skills:
You will be able to:C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about rivers or streams?Slide235
Analyze and Conclude (pg. 47)1. Average the three trials for each experiment. Record the average times on your data table.
2. Calculate the average stream speed for each experiment using the following formula
: =
Distance (111cm)/average time
3. Graph the speeds on one graph-
bar graph.-
X axis – slope/volume condition. Y axis – speed.
4.
How did the speed of the stream change when you increased the volume of water? 5. How did the speed of the stream change when you increased the slope?
6
.
Think About It
What errors might have affected your data? How could they be reduced?
Conclusion: 1. My first
hypothesis was ____________:
__________________
2. My second hypothesis was ________________:_________________Slide236Slide237
October 27, 2014Materials:
Pen/Pencil
Science Notebook –Stream Flow Lab
Textbook open to pg. 42/46Slide238
Today October 27, 2014Any Field trip forms?
Stream Flow Lab
Analysis
Go over.Earn starContinue Ch. 2, section 1-Slide239
Formation of Riverhttp://www.youtube.com/watch?v=TKTpEMXLO8w&feature=relatedSlide240
Watershed Videos
http
://
www.youtube.com/watch?v=f63pwrMXkV4
http://
www.youtube.com/watch?v=dUlAANVBYHMSlide241
The 6 Pennsylvania WatershedsSlide242
Quick Watershed DemoMaterialsPlastic sheetNewspaperSpray bottles with water
Small pieces of paperSlide243
SQ3R Section 1 Streams and Rivers
*5. Profile of a River
-Question
*6. Rivers and Floods
-Question
*7. Cal Floods be controlled?
-Question
Answer QuestionSlide244Slide245
October 27, 2014Materials:
Pen/Pencil
Science Notebook –Stream Flow Lab –to be checked. (and then back to SQ3R)
Textbook open to pg. 44Slide246
Today October 27, 2014Any Field trip forms?
Stream Flow Lab
Analysis-
Have checked.Go over.Continue Ch. 2, section 1-Slide247
Learning
Goals and Thinking Skills:
You will be able to:C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about rivers or streams?Slide248
SQ3R Section 1 Streams and Rivers, Oct. 22, 2014
*1. How do Rivers begin
-Question
*2. Factors that Affect Runoff
-Question
*3. River Systems
-Question
*4. Rivers Shape the Land
-Question
Answer QuestionSlide249
SQ3R Section 1 Streams and Rivers
*5. Profile of a River
-Question
*6. Rivers and Floods
-Question
*7. Can Floods be controlled?
-Question
Answer QuestionSlide250
Watershed Videos
http
://
www.youtube.com/watch?v=f63pwrMXkV4
http://
www.youtube.com/watch?v=dUlAANVBYHMSlide251
The 6 Pennsylvania WatershedsSlide252Slide253
October 28, 2014Materials:
Assignment book:
HW: Ch. 2, section 2 vocab and notes.
Science Notebook –page for SQ3R Pt. 2Textbook open to pg. 48Slide254
Today October 28, 2014
Continue Ch. 2, section 1- Profile of a River and Flooding.
Labeling in packet. Pg. 15
Flooding VideoR and R section 1Slide255
Learning
Goals and Thinking Skills:
You will be able to:C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about rivers or streams?Slide256
SQ3R Section 1 Streams and Rivers
*5. Profile of a River
-Question
*6. Rivers and Floods
-Question
*7. Can Floods be controlled?
-Question
Answer QuestionSlide257
Label the Profile of the river.Open your text book to page 48.
Label the following terms on your picture-
Headwaters
TributaryDownriverMeander
The Flood Plain
Oxbow lake
The Mouth
Delta
Waterfall* (we never discussed this, but can you figure out where it is?)Slide258
Oxbow lake: http://www.youtube.com/watch?v=4qKS_Nk7UmYSlide259
Flooding: http://www.youtube.com/watch?v=wC600Dww6_MWhat to do during
a flood?
http://
www.youtube.com/watch?v=1k7ap96CPJkSlide260Slide261
October 29, 2014Materials:
Science Notebook –page for SQ3R Pt. 2
Textbook open to pg. 53 to prepare for tomorrow.
Then we are turning to pg. 48 in textbook. for review.Slide262
Today October 29, 2014
Go over Guest Teacher Plans
Continue Ch. 2, section 1- Profile of a River and Flooding.
Flooding Video – if we did not see it yesterday.R and R section 1Independent. Silent. Go over.Microscope videoSlide263
SQ3R Section 2 Ponds and Lakes -
*1. Intro-
*2. Ponds
*3. Lakes
*4. Lake Formation
*5. Lake Habitats
*6. Changes in a Lake
* You’ll be reading the sections out loud, then given time to answer question.Slide264
Learning
Goals and Thinking Skills:
You will be able to:C-7. State Implications and Consequences
C-5 Demonstrate Understanding of Concepts- Microscope
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be
controlled
Learn the basics of a microscope for Friday’s Pond Water Lab.
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about
rivers
or streams?Slide265
SQ3R Section 1 Streams and Rivers
*5. Profile of a River
-Question
*6. Rivers and Floods
-Question
*7. Can Floods be controlled?
-Question
Answer QuestionSlide266
Oxbow lake: http://www.youtube.com/watch?v=4qKS_Nk7UmYSlide267
Flooding: http://www.youtube.com/watch?v=wC600Dww6_MWhat to do during
a flood?
http://
www.youtube.com/watch?v=1k7ap96CPJkSlide268
R and R’s – come after reading, discussions, SQ3R’s videos, labs, activities…We will go over the questions that you still do not understand by:
Rereading the section
Taking more notes
Discussing it again.Please make sure you understand the material.Slide269
Understanding a microscopehttp://www.youtube.com/watch?v=1k659rtLrhkSlide270Slide271
October 31, 2014Materials:
Science Notebook –SQ3R Ch. 2, section 2 Ponds and Lakes.
Textbook open to pg. 53.
Packet pg. 11.Slide272
Today October 31, 2014
How did yesterday go?
Review section reading. (Eutrophication video)
Pond Water short lab. Pg. 11 in packet.Go over.Video on Ponds and Lakes.Slide273
Learning
Goals and Thinking Skills:
You will be able to:C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Explain how ponds and lakes form
Describe pond and lake habitats and the process of lake turnover.
Learning Goals:
To understand the beauty of ponds and lakes
Relevance:
What can you tell me about
ponds
and lakes?Slide274
Ponds and Lakes Eutrophication:
http://
www.youtube.com/watch?v=UGqZsSuG7ao
Ponds and Lakes: http://www.youtube.com/watch?v=EkqG6FnE0yI
Video Notes: Take notes on at least 2 things that we did not cover in class.Slide275Slide276
Nov. 3, 2014Materials:
Science Packet pg. 11
Science Notebook –new section for video notes.
Later in class- Packet open to pg. 7.Slide277
Today Nov. 3, 2014
Go over lab findings.
Video on Ponds and Lakes- take notes on what we did not cover in class.
R and R section 2- Independent, Silent, Go over.Slide278
Learning
Goals and Thinking Skills:
You will be able to:C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Explain how ponds and lakes form
Describe pond and lake habitats and the process of lake turnover.
Learning Goals:
To understand the beauty of ponds and lakes
Relevance:
What can you tell me about
ponds
and lakes?Slide279
Ponds and Lakes Eutrophication:
http://
www.youtube.com/watch?v=UGqZsSuG7ao
Ponds and Lakes: http://www.youtube.com/watch?v=EkqG6FnE0yI
Video Notes: Take notes on at least 2 things that we did not cover in class.Slide280Slide281
Nov. 4, 2014Materials:
Science Packet pg. 7 and for vocab.
Science Notebook –new section for SQ3R
Later in class- textbook open to pg. 59Slide282
Today Nov. 3, 2014
R and R section 2- Independent, Silent, Go over.
Start Wetlands
Reading part 1Demo/VideoReading part 2VideoSlide283
Nov. 4, 2014
Learning
Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Identify features of wetlands that make them suitable habitats for living things
Explain what a wetland is and how wetlands control flooding.
Learning Goals:
To understand the importance of wetlands
Relevance:
Do you know what a wetland
is?Slide284
SQ3R. Ch. 2, section 3 Wetlands pg. 59
*1. What is a Wetland?
-Question
*2. Wetland Habitats
-Question
*3. The Importance of Wetlands
-Question
*4. The Everglades: A
Unique Environment
Answer QuestionSlide285
Wetlandshttp://www.youtube.com/watch?v=t18xV0Yb8Z4Slide286
Everglades: http://www.youtube.com/watch?v=BDHWpkcpvPo
Threats to
the Everglades:
http://www.youtube.com/watch?v=PjaM7wBWWocSlide287Slide288
Nov. 6, 2014Materials:
Assignment Book: Start Studying for
next Thursday’s
, Ch. 2, sections 1,2,3 quiz.Science Notebook –Ch. 2, section 3 SQ3RTextbook, pg. 59Slide289
Today Nov. 6, 2014
Continue Wetlands
Reading part 1
Demo/Video – take notes on new info. Go overReading part 2VideoSlide290
Nov. 4, 2014
Learning
Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Identify features of wetlands that make them suitable habitats for living things
Explain what a wetland is and how wetlands control flooding.
Learning Goals:
To understand the importance of wetlands
Relevance:
Do you know what a wetland
is?Slide291
SQ3R. Ch. 2, section 3 Wetlands pg. 59
*1. What is a Wetland?
-Question
*2. Wetland Habitats
-Question
*3. The Importance of Wetlands
-Question
*4. The Everglades: A
Unique Environment
Answer QuestionSlide292
Wetlandshttp://www.youtube.com/watch?v=t18xV0Yb8Z4Slide293
Everglades: http://www.youtube.com/watch?v=BDHWpkcpvPo
Threats to
the Everglades:
http://www.youtube.com/watch?v=PjaM7wBWWocSlide294Slide295
Nov. 7, 2014Materials:
Science Notebook –Video Notes/
fCh
. 2, section 3 SQ3RTextbook, pg. 63Slide296
Today Nov. 7, 2014
Continue Wetlands Part 1/Video – take notes on new info. Go over
Reading part 2
Video (2): Everglades and a ThreatR and R section 3.Start reviewing sections 1 and 2 with classmates.Slide297
Nov. 7, 2014
Learning
Goals and Thinking Skills:
You will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Identify features of wetlands that make them suitable habitats for living things
Explain what a wetland is and how wetlands control flooding.
Learning Goals:
To understand the importance of wetlands
Relevance:
Do you know what a wetland
is?Slide298
SQ3R. Ch. 2, section 3 Wetlands pg. 59
*1. What is a Wetland?
-Question
*2. Wetland Habitats
-Question
*3. The Importance of Wetlands
-Question
*4. The Everglades: A
Unique Environment
Answer QuestionSlide299
Wetlandshttp://www.youtube.com/watch?v=t18xV0Yb8Z4Slide300
Everglades: http://www.youtube.com/watch?v=BDHWpkcpvPo
Threats to
the Everglades
:Slide301Slide302
Nov. 10, 2014Materials:
Science Packet, pg. 8 R and R section 3.
Notebook –Ch. 2, section 1 SQ3R for review.
(you will also need R and R section 1 and notes and vocab for review)Textbook, pg. 59/42Slide303
Today Nov. 10, 2014Finish Wetlands-R and R section 3.
Start reviewing section 1 Streams and Rivers. (15 minutes)
Use R and R section 1
Notes and vocabSQ3RStart section 4, Glaciers and Icebergs.- define words, survey book for notes,
SQ3R.Slide304
Learning
Goals and Thinking Skills
: for Section 1 ReviewYou will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe a river system and how water flows into it.
Explain how a river changes surrounding land
Describe conditions that can cause floods and how floods can be controlled
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about
rivers
or streams?Slide305
SQ3R Section 1 Streams and Rivers, Oct. 22, 2014
*1. How do Rivers begin
*2. Factors that Affect Runoff
*3. River Systems
*4. Rivers Shape the Land
*5. Profile of a River
*6. Rivers and Floods
*7. Can Floods be controlled?
Answer QuestionSlide306
Nov. 10, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are dangerous
to ships.
Learning Goals:
Relevance:
Why should we care about icebergs and glaciers?Slide307
Ch. 2, section 4 Glaciers and Iceberg
*1. Glaciers
-Question
*2. Icebergs
-Question
Answer QuestionSlide308
Video Clips
Glacial Movement:
http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline:
http://www.youtube.com/watch?v=zvUfF9YPG7M
Titanic (Items):
http://www.youtube.com/watch?v=NEhEHZOHKrM&feature=related
Global Warming and
Antartica
:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&feature=relatedSlide309Slide310
Nov. 11, 2014Materials:
Science Packet section 2: Ponds and Lakes Notes/Vocab/R and R..
Notebook –Ch. 2, section 2 SQ3R for review.
Textbook, pg. 53Later- Sci Notebook SQ3R section 4/ Textbook pg. 65Slide311
Today Nov. 11, 2014Review section 2 Ponds and Lakes. (15 minutes)
Use R and R section 1
Notes and vocab
SQ3RContinue section 4, Glaciers and Icebergs.- SQ3R.ReadingVideos
R and RSlide312
Learning
Goals and Thinking Skills
: for Section 1 ReviewYou will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about
rivers or streams?Slide313
SQ3R Section 2 Ponds and Lakes -
*1. Intro-
*2. Ponds
*3. Lakes
*4. Lake Formation
*5. Lake Habitats
*6. Changes in a LakeSlide314
Nov. 10, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are dangerous
to ships.
Learning Goals:
Relevance:
Why should we care about icebergs and glaciers?Slide315
Ch. 2, section 4 Glaciers and Iceberg
*1. Glaciers
-Question
*2. Icebergs
-Question
Answer QuestionSlide316
Video Clips
Glacial Movement:
http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline:
http://www.youtube.com/watch?v=zvUfF9YPG7M
Titanic (Items):
http://www.youtube.com/watch?v=NEhEHZOHKrM&feature=related
Global Warming and
Antartica
:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&feature=relatedSlide317Slide318
Nov. 12, 2014Materials:
Sci. Packet R and R section 4, pg.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Packet section 3: Wetlands Notes/Vocab/R and R..Notebook –Ch. 2, section 3 for review.Textbook, pg. 59
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~Slide319
Today Nov. 12, 2014Finish R and R section 4.
Go over
Get star
15 min. Wetland ReviewUse: section 3 R and R, SQ3R, notes and vocab.Class Whiteboard ReviewPartner ReviewSlide320
Learning
Goals and Thinking Skills
: for Section 1 ReviewYou will be able to:
C-7. State Implications and Consequences
Learning Objectives: Students should be able to:
Describe how Ponds and Lakes Form
Explain the process of Eutrophication and Lake Turnover
Learning Goals:
To understand the relationship between the land and water flow.
Relevance:
What can you tell me about
rivers or streams?Slide321
SQ3R Section 2 Ponds and Lakes -
*1. Intro-
*2. Ponds
*3. Lakes
*4. Lake Formation
*5. Lake Habitats
*6. Changes in a LakeSlide322
Nov. 10, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 4- Glaciers and Icebergs
Describe how glaciers form
Explain how icebergs form and why icebergs are dangerous
to ships.
Learning Goals:
Relevance:
Why should we care about icebergs and glaciers?Slide323
Ch. 2, section 4 Glaciers and Iceberg
*1. Glaciers
-Question
*2. Icebergs
-Question
Answer QuestionSlide324
Video Clips
Glacial Movement:
http://www.youtube.com/watch?v=njTjfJcAsBg
Titanic Timeline:
http://www.youtube.com/watch?v=zvUfF9YPG7M
Titanic (Items):
http://www.youtube.com/watch?v=NEhEHZOHKrM&feature=related
Global Warming and
Antartica
:
http://www.youtube.com/watch?v=yHTWDBF_6ZY&feature=relatedSlide325Slide326
Ch. 2, section 5 Water Underground
*1. Underground Layers
-Question
*2. Aquifers
-Question
*3. Bringing Groundwater to the Surface
*4. Springs and
Geyers
Answer QuestionSlide327
Nov. 2014
Welcome
, Attendance, and Today:
Thinking Skills:
C-7. State Implications and
Consequences
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer
.
Learning Goals:
Relevance: What kind of soil do you have?Slide328
Aquifers/ Artesian Wells/ Dry WellsHow Aquifers work: http://www.youtube.com/watch?v=guqinVOHTqc
Ogallala Aquifer
:
http://www.youtube.com/watch?v=XXFsS94HF08Artesian Well: http://www.youtube.com/watch?v=KMtEQqbi4CISlide329
Groundwater Lab
Purpose: How fast does water move though sand, clay, and pebbles?
Research: answer these questions:
1. The movement of water through material depends on what two things?
Define “pores”
Define “permeable.”
Define “impermeable.”
Hypothesis: If the water is (choose one- permeable or impermeable), then the water will move (choose one-fast or slower).Slide330
Analysis- Answer these questions: 1. Through which material did water move the fastest? The slowest?
2. What can you conclude about the personality of the three materials?
3. Based on you observations of each sample, suggest an explanation for the differences in their permeability?
4. Based on the results of this lab, would you expect to get more water from a well dug in sand, pebbles, or clay? Explain.Conclusion: Write your hypothesis using the
correct format. (go back to your conclusion notes if you have forgotten the correct format.)Slide331
Nov. 13/14, 2014Materials:
Science
Notebook.
Put a book mark at your Water Use Graph.Paper clip all old work after Water Use Graph. Slide332
Today Nov. 13/14, 2014Today
American Education Week invitations
Ch. 2, section 1,2,3 Quiz
Start HW- Ch. 2, section 5 notes and vocab.Slide333
Nov. 13, 2014Materials:
Assignment Book: HW: Ch. 2, section 5 vocab and notes
Science Notebook -
New section for SQ3R, section 5.Textbook. Pg. 68.Slide334
Today Nov. 13, 2014Today (assembly at 1:25-2:25)
Start Ch. 2, section 5 Underground Layers
SQ3R, reading,Slide335
Ch. 2, section 5 Water Underground
*1. Underground Layers
-Question
*2. Aquifers
-Question
*3. Bringing Groundwater to the Surface
*4. Springs and Geysers
Answer QuestionSlide336
Nov. 14, 2014Materials:
Science Notebook -
New section for SQ3R, section 5.
Textbook. Pg. 68.Slide337
Today Nov. 14, 2014American Education Week Invitations
Start Ch. 2, section 5 Underground Layers
SQ3R, reading, lab prep, continue reading.Slide338
Today Nov. 17, 2014Science Notebook- Ground Water lab. (and layers of ground picture).Slide339
Nov. 17, 2014Materials:
Science Notebook -
New section for SQ3R, section 5.
Textbook. Pg. 68.Slide340
Ch. 2, section 5 Water Underground
*1. Underground Layers
-Question
*2. Aquifers
-Question
*3. Bringing Groundwater to the Surface
*4. Springs and Geysers
Answer QuestionSlide341
Nov. 14 2014
Welcome
, Attendance, and Today:
Thinking Skills:
C-7. State Implications and
Consequences
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer
.
Learning Goals:
Relevance: What kind of soil do you have?Slide342
Aquifers/ Artesian Wells/ Dry WellsHow Aquifers work: http://www.youtube.com/watch?v=guqinVOHTqc
Ogallala Aquifer
:
http://www.youtube.com/watch?v=XXFsS94HF08Artesian Well: http://www.youtube.com/watch?v=KMtEQqbi4CISlide343
Groundwater Lab
Purpose: How fast does water move through sand, soil, and pebbles?
Research: answer these questions:
1. The movement of water through material depends on what two things?
2. Define “pores”
3. Define “permeable.”
4. Define “impermeable.”
Hypothesis: If the soil is (choose one- permeable or impermeable), then the water will move (choose one-fast or slower).Slide344
Time of water moving through different materials
Material
Trial 1 (s)
Trial
2 (s)
Trial 3 (s)
average(s)
Soil
Sand
PebblesSlide345
Analysis- Answer these questions: 1. Through which material did water move the fastest? The slowest?
2. What can you conclude about the personality of the three materials?
3. Based on you observations of each sample, suggest an explanation for the differences in their permeability?
4. Based on the results of this lab, would you expect to get more water from a well dug in sand, pebbles, or clay? Explain.Conclusion:
Write your hypothesis using the
correct format. (go back to your conclusion notes if you have forgotten the correct format.)Slide346
“P”SQ3R “HTE” Notes
P-personal. I am allowed to go at my own/quicker pace.
SQ3R- see previous notes
HT- Higher Thinking. I must show evidence of higher thinking. (HT-section.) – notes on HT next slide
Asking additional questions that relate to advanced/
ing
Science, Technology, the world, Social studies, English, Reading, culture,
E- Essay. I will compose my section essay to demonstrates my higher level thinking by asking questions and articulating them in a formal essay.
Possible peer reviews and sharing of essays.Slide347
HT-Higher ThinkingChoose 3 or more sections to “HT”
Topics to help you with HT are:
Describe
how something you learned is important?- what will you gain, how will you use what you have learned.What do you want to learn more about? Why?Make a connection between the topic and one of the following:Another idea from this class
Your life
The
world
I wonder what would happen if_______?
My solution for the situation that I read about is to_________.Slide348
Today Nov. 17, 2014Materials:
Science Notebook- Ground Water lab. (and layers of ground picture).Slide349
Nov. 17, 2014Today:
Ground Water Lab.Slide350
Ch. 2, section 5 Water Underground
*1. Underground Layers
-Question
*2. Aquifers
-Question
*3. Bringing Groundwater to the Surface
*4. Springs and Geysers
Answer QuestionSlide351
Nov. 17, 2014
Welcome
, Attendance, and Today:
Thinking Skills:
C-7. State Implications and
Consequences
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer
.
Learning Goals:
Relevance: What kind of soil do you have?Slide352
Aquifers/ Artesian Wells/ Dry WellsHow Aquifers work: http://www.youtube.com/watch?v=guqinVOHTqc
Ogallala Aquifer
:
http://www.youtube.com/watch?v=XXFsS94HF08Artesian Well: http://www.youtube.com/watch?v=KMtEQqbi4CISlide353
Groundwater Lab
Purpose: How fast does water move through sand, soil, and pebbles?
Research: answer these questions:
1. The movement of water through material depends on what two things?
2. Define “pores”
3. Define “permeable.”
4. Define “impermeable.”
Hypothesis: If the soil is (choose one- permeable or impermeable), then the water will move (choose one-fast or slower).Slide354
Time of water moving through different materials
Material
Trial 1 (s)
Trial 2 (s)
Trial 3 (s)
average(s)
Soil
Sand
PebblesSlide355Slide356
Nov. 18, 2014Materials:
Science Packet- due tomorrow.
Science Notebook- Ground Water lab. (and layers of ground picture).
Later- textbook pg. 68Later – Science packet pg. 10Slide357
Today Nov. 18, 2014
Today
Go over what should be done in packet.
With lab groupsFinish Analysis and ConclusionFinish reading section- choose readers within your group.R and R section 5, pg. 10 in packet with group.
~ if there is time today, we will go over Analysis and R and R. If not, we will go over them tomorrow.Slide358
Ch. 2, section 5 Water Underground
*1. Underground Layers
-Question
*2. Aquifers
-Question
*3. Bringing Groundwater to the Surface
*4. Springs and Geysers
Answer QuestionSlide359
Nov. 14 2014
Welcome
, Attendance, and Today:
Thinking Skills:
C-7. State Implications and
Consequences
Learning Objectives: Section 5- Water Underground
Describe springs, geysers, and how water moves through underground layers of soil and rock.
Explain what an aquifer is and how people obtain water from an aquifer
.
Learning Goals:
Relevance: What kind of soil do you have?Slide360
Analysis- Answer these questions using complete sentences: 1. Through which material did water move the fastest? The slowest?
2. What can you conclude about the pores of the three materials?
3. Based on your observations of each sample, suggest an explanation for the differences in their permeability?
4. Based on the results of this lab, would you expect to get more water from a well dug in sand, pebbles, or soil? Explain.5. What possible errors were made in this lab? What would you do to prevent the errors?
Conclusion:
Write your hypothesis using the
correct format. (go back to your conclusion notes if you have forgotten the correct format.)Slide361Slide362
Nov. 19, 2014Materials:
HW: Ch. 3, section 1 notes and vocab
(packet coming later in class)
Science Packet- Science Notebook- Ground Water lab. Science packet pg.
10
Textbook
pg. 68Slide363
Today Nov. 19, 2014
Today
Go over Analysis and Conclusion
Go over R and R section 5.Go over SQ3R.Turn in packet.New PSQ3R”HT-EPA” explanation.Get new packet.Based on time – start HW or start (P)SQ3R(HTEPA) Ch. 3, section 1. Slide364
“P”SQ3R “HT-E-PA” NotesP-PersonalSQ3R – see previous notes
HT-Higher Thinking
E-Essay
PA- Project or ActivitySlide365
“P”SQ3R “HT-E-PA”
P-personal.
Study sections at your own/quicker pace.
SQ3R- see previous notesHT- Higher Thinking. Show evidence of higher thinking. (HT-section.)
Asking additional questions that relate to advanced/
ing
Science, Technology, Math, Social studies, English, Reading, the World, Culture, Music, Art, Digital Media, etc.Slide366
“P”SQ3R“HT-E-PA”HT-Higher
Thinking
Choose 3 or more sections to “HT.”
Describe how something I learned is important?- what will I gain, how will I use what I have learned.What do I want to learn more about? Why?Make a connection between the topic and one of the following:
Another idea from this class
Your life
The
world
I wonder what would happen if_______? My solution for the situation that I read about is to_________.(You can also discover if there is topic you wish to pursue in Science Extension !
)Slide367
“P”SQ3R “HT-E-PA”E -Essay -
Compose an essay that responds to or asks questions about the section, and articulate them in a formal essay. (5 paragraph- intro, 3 section body, conclusion.)
(
time depending and interest)
PA-
Project/Activity -
design a project or activity (major or minor -time permitting and interest. See idea sheet.)
These will be peer reviewed and shared.
You will also meet with Ms. S to discuss learning, progress, and go over questions.Slide368
Project/Activity IdeasDesign and conduct your own experiment using the steps of the Scientific Method
Problem solving experiments
Technology experiments
Application experimentsEtc.SongsPictures/Sketches/Poems/Screen Plays to help other students learn the material.
Detailed models, diagrams, or bulletin boards on a topic of your study
Etc.Slide369
When should I do PSQ3RHT-E-PA?You may do this during class while the rest of the class is reading & working on SQ3R.
You may start PSQ3RHT-E-PA at home (online textbook) and then finish in class.
You may start and complete PSQ3RHT-E-PA at home and work on Enrichment in class. – use back computer for Enrichment work.
Enrichment:Further research for essay or project/activityCreating your own topic that you would like to pursue.
Partner enrichment work.
Other ideas.
You may also choose PSQ3RHT-E-PA for some sections but not others.
You may also opt out of independent and silent R and R (to meet with Ms. S). You may also do Enrich sheet instead.Slide370
PSQ3RHT-E-PA Group WorkYou will also have opportunities to work with other members who choose PSQ3RHT-E-PA for section work.Slide371
Who is interested?
The beauty of PSQ3R-HT-EPA is that you are never finished! (i.e.- you will never say “I’m finished. What do I do now?”)
You will always keep learning, asking new questions, researching new ideas, writing more essays, and creating new projects!
Slide372Slide373Slide374
Nov. 21, 2014Materials:
Science Notebook-Hard vs. Soft Water Lab
Textbook
pg. 84Slide375
Today Nov. 21, 2014Today
Welcome Parents/Guardians
Review Water Hardness-reading
Lab Prep Review.Experiment/GraphAnalysis and ConclusionSlide376
Nov. 21, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 1- Water to Drink
Describe
the difference between hard and soft water.
Know the minerals that make water “hard” or “soft”
How does Hard water impact you?
Learning Goals:
What makes water “different” in different locations? How do these differences impact daily water use?Slide377
Hard Water Vs. Soft WaterPurpose:
The purpose of the lab is to
determine
the difference of soap sud height between hard and soft water.Research:
Define Hardness. Refer to reading pg. 84.
Hypothesis:
If the water is
(choose one: hard or soft)
, then the soap sud height will be : (choose one higher or lower) Slide378
Experiment
Water
Soap
Sud
Height (cm) Trial
1
Soap
Sud
Height (cm) Trial 2
Soap
Sud
Height (cm) Trial
3
Average
Distilled
Distilled with Epsom Salt
TE Water
Graph Data when you have completed collecting data. Determine the type of graph you will need.
Remember your titles and headings.Slide379
Analysis-answer question with complete/full sentences
1. What does your data show? Give evidence and explain
“We
found that the sud height
for TE water
was.…. The
sud
height of the distilled water was….., and the
sud height of the distilled water and Epsom salt was….2. How does your data relate to the purpose of your lab? “The purpose of the lab was…., therefore, this lab reveals that….
3
.
In
homes which have hard water, minerals
including calcium and magnesium can precipitate out of the water and stick to hard surfaces inside appliances. How might hard water impact the lifespan of an appliance?
4. How will you apply your
new knowledge of water hardness in
your lives? (this evening- can you actually apply your knowledge? )
5.
Based on your results, what are some of
the benefits
of soft water'?
6.
What possible errors were made in this lab? What would you do to prevent the errors?Conclusion: Write your conclusion using the correct format. (go back to your conclusion notes if you have forgotten the correct format.)Slide380
Nov. 20, 2014Materials:
Science Notebook-New page for PSQ3RHTEPA notes!
New page for tomorrow’s lab.
Textbook
pg.
80Slide381
Today Nov. 20, 2014Today
Go over PSQ3RHT-E-PA
Lab Prep tomorrow’s lab
.Start Ch. 3, section 1. Water to Drink
SQ3R or PSQ3RHT-E-PASlide382
Nov. 20, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 1- Water to Drink
Describe sources of drinking water and how it is treated and distributed
Explain what happens to waste water?.
Learning Goals:
Think
about the water that
comes
to your house, or this school-
where
is it coming from or what are the qualities?Slide383
Ch. 3, section 1 Water to Drink
1. Sources of Drinking Water
-Question
2. Treating Drinking Water
-Question
3. A typical Treatment Plant
4. Water Distribution
Water Treatment
Video
http://www.youtube.com/watch?v=9z14l51ISwg
Answer QuestionSlide384
Ch. 3, section 1 Water to Drink
*3. A Typical Treatment Plant
-Question
*4. Water Distribution
-Question
*5. Treating Waste Water
*6. Septic Systems
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Answer QuestionSlide385
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm
http://www.youtube.com/watch?v=_PWnnlVj77YSlide386
Nov. 21, 2014Materials:
Science Notebook-Hard Water vs. Soft water LabSlide387
Today Nov. 21, 2014Today
Finish Lab- graphing and Analysis Questions.
Go over
Earn starStart Ch. 3, section 1 Water to DrinkSlide388
Nov. 21, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 1- Water to Drink
Describe sources of drinking water and how it is treated and distributed
Explain what happens to waste water?.
Learning Goals:
Think
about the water that
comes
to your house, or this school-
where
is it coming from or what are the qualities?Slide389Slide390
Nov. 24, 2014Materials:
Blank computer paper – will be passed out
Colored pencilsSlide391
Today Nov. 21, 2014
Today
We are writing Thank you letters to the parents/Guardians who helped your group during the Hard Water vs. Soft Water lab.
If your parent/guardians came, please write your name and their name on the board.(Mr./ Mrs……)See quizzes-must be returned to Ms. S.
Get Ch. 2 packets back.
Secret Life on 118
Green Street:
http://www.youtube.com/watch?v=_
WLW9dVeL7oSlide392Slide393
Dec. 2, 2014Materials:
Science Notebook-new section for SQ3R or PSQ3R-HT-E-PA.
Textbook pg. 80Slide394
Dec. 2, 2014Today
Start Ch. 3, section 1 Water to Drink
Decide your group- SQ3R with Ms. S or independent PSQ3R-HT-E-PA (may abbreviate to PSQ3R).
Move seats?
Handout available.
PSQ3RHT-E-PA reminder –
Headings are in GREEN. Remember to title it
PSQ3R-HT-E-PA or PSQ3R.
Get started.there are 4 short videos.End of class – 5 minutes. - Sharing what you learned/still have questions aboutSlide395
Dec. 2, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 1- Water to Drink
Describe sources of drinking water and how it is treated and distributed
Explain what happens to waste water?.
Learning Goals:
Think
about the water that
comes
to your house, or this school-
where
is it coming from or what are the qualities?Slide396
Ch. 3, section 1 Water to Drink
1. Sources of Drinking Water
2. Treating Drinking Water
3. A typical Treatment Plant
4. Water Distribution
*Water Treatment
Video
http://www.youtube.com/watch?v=9z14l51ISwg
5. Treating Waste Water
6. Septic Systems
*Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Answer QuestionSlide397
Ch. 3, section 1 Water to Drink
Answer QuestionSlide398
Additional Videos
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm: http
://www.youtube.com/watch?v=_PWnnlVj77YSlide399
Dec. 2, 2014Materials:
Science Notebook-Hard Water vs. Soft water LabSlide400
Today Dec. 2, 2014Today
Finish Lab- graphing and Analysis Questions.
Go over
Earn starStart Ch. 3, section 1 Water to DrinkSlide401Slide402
Dec. 3, 2014Materials:
Assignment Book: HW: Ch. 3, section 2 notes and vocab.
Science Notebook-(P)SQ3R for Ch. 3, sect. 1.
Text book pg. 80- we are reviewing first.Colored Pencils (Red, Blue, Pink, Light Blue)Slide403
Today, Dec. 3, 2014SQ3R Group
Continue
with Ch. 3, section 1
Backtrack to Acids and BasesBrain Pops
Copy Acid and Base Chart
Finish section reading (short video clips)
R and R section 1
Start HW
PSQ3R Group
Continue with Ch. 3, section 1
Finish reading the section, write essay, additional research of project start.
Please pause from your work to watch videos and draw picture in NB.
Show Ms. S your progress while SQ3R group is working on R and R.
Start HWSlide404
Brain Pop- Acids and Bases/ pHhttps://www.brainpop.com/science/matterandchemistry/phscale
/Slide405
Copy Acid and Base Chart – pay attention to the colors and pH numbers.Slide406Slide407
Dec. 3, 2014Materials:
Science Notebook-new section for SQ3R or PSQ3R-HT-E-PA.
Textbook pg. 80Slide408
Dec. 3, 2014Today
Start Ch. 3, section 1 Water to Drink
Decide your group- SQ3R with Ms. S or independent PSQ3R-HT-E-PA (may abbreviate to PSQ3R).
Move seats?
Handout available.
PSQ3RHT-E-PA reminder –
Headings are in GREEN. Remember to title it
PSQ3R-HT-E-PA or PSQ3R.
Get started.there are 4 short videos.End of class – 5 minutes. - Sharing what you learned/still have questions aboutSlide409
Dec. 2, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 1- Water to Drink
Describe sources of drinking water and how it is treated and distributed
Explain what happens to waste water?.
Learning Goals:
Think
about the water that
comes
to your house, or this school-
where
is it coming from or what are the qualities?Slide410
Ch. 3, section 1 Water to Drink
1. Sources of Drinking Water
-Question
2. Treating Drinking Water
-Question
3. A typical Treatment Plant
4. Water Distribution
Water Treatment
Video
http://www.youtube.com/watch?v=9z14l51ISwg
Answer QuestionSlide411
Ch. 3, section 1 Water to Drink
*5. Treating Waste Water
*6. Septic Systems
Sewage Treatment:
http://www.youtube.com/watch?v=gxgpK1EUZns&feature=related
Answer QuestionSlide412
Additional Videos
Pharmaceuticals in Water:
http://www.youtube.com/watch?v=c8M6MRqirKk&feature=related
Fish Pharm: http
://www.youtube.com/watch?v=_PWnnlVj77YSlide413
Brain Pop- Acids and Bases/ pHhttps://www.brainpop.com/science/matterandchemistry/phscale
/Slide414
Copy Acid and Base Chart – pay attention to the colors and pH numbers.Slide415Slide416
Dec. 4, 2014Materials:
Science Notebook-
(P)SQ3R for Ch. 3, sect. 1.
Later - new pg. for Ch. 3, section 2.Text book pg. 80- we are reviewing first. Later pg. 93)Science Packet- R and R, pg. 73Slide417
Today, Dec. 4, 2014
SQ3R Group
Finish
with Ch. 3, section 1 (pd. 7 & 8- finish pH chart)R and R section
1
Independent
Silent. Go over
Hear from PSQ3R Group.
Start Ch. 3, section 3 – pg. 93. SQ3R Fresh Water for the Future
2 short videos. End section 2.
Start tomorrow’s HW- Ch. 3, section 3 notes and vocab.
PSQ3R Group – meet in back.
Finish Ch. 3, section 1 (pd. 7 and 8-finish pH chart)
Finish reading the section, write essay, additional research of project start.
Show Ms. S your progress while SQ3R group is working on R and R.
Share work – essay presentations - with SQ3R group.
Start Ch. 3, section 2 – PSQ3R-HT-E-PASlide418
Dec. 4, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section 1- Water to Drink
Describe sources of drinking water and how it is treated and distributed
Explain what happens to waste water?.
Learning Goals:
Think
about the water that
comes
to your house, or this school-
where
is it coming from or what are the qualities?Slide419Slide420
Dec. 5, 2014Materials:
Assignment book:
HW: 1. Ch. 3, section 3 notes and vocab. 2. Start studying for next Friday’s quiz.
Science Notebook- new page for Table TopicsWe will return to Desalination and Icebergs at end of class. Text book pg. 97Slide421
Today, Dec. 5, 2014SQ3R Group
Start Ch. 3, section 3- Fresh Water Pollution.
Start Table Topics for Ch. 3, section 3
Introduction
Get started
Turn in
(Monday- Get notes and discuss)
Return to Desalination and Iceberg video
R and R section 1-after discussion
PSQ3R Group – meet in back.
Finish Ch. 3, section 2 – PSQ3R-HT-E-PA
Start Ch. 3, section 3- PSQ3R-HT-E-
PASlide422
Dec. 5, 2014
Thinking Skills:
C-7. State Implications and Consequences
Learning Objectives: Section
2- Balancing Water Needs
Describe conditions that can result in a water shortage and list sources of fresh water for the future
.
Learning Goals:
What have we discussed are possible fresh water sources for the future.Slide423
Dec. 5, 2014
Essential Skills:
IR-7: Work, Communicate, and contribute effectively with
others
Learning Objectives and Goal: Ch.3, sect. 3
Describe what water pollution is and list some of its sources.
Explain how runoff affects ponds and streams.
Describe how polluted water can be prevented and cleaned up
.
Relevance: Saving our Freshwater.Slide424
Section 3- Freshwater Pollution Table Topics
Your table needs to come up with:
3
to 4 statements from your section. Write on poster sheet.
neat/legible.
Group
1: What is Pollution? (p. 97)
Group
2: Point and Nonpoint Sources (p.98) and Cleaning Up Polluted Water (p. 103) Group 3: Human Wastes (p. 99)Group 4: Industrial Wastes (p. 100)Group
5: Agricultural Chemicals and Runoff From Roads (p.
102)
Group
6: Preventing Pollution (p. 103)
Slide425
Ch. 3, section 3 Table Topics Rules5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading.
Take notes on your topic while you
are reading.
When you are allowed to talk, agree on the 3 or 4 points you want on your poster.When your poster is finished, give to Ms. S.Work on HW of something else when you are done.When all have finished, Ms. S will put the sheets up and you will walk around and get the notes.Slide426
Cleaning up Oil Spillshttp://www.youtube.com/watch?v=AAiTywPmgD4Slide427Slide428
Dec. 8, 2014
Materials:
Assignment book:
HW: 1. Ch. 3, section 4 notes and vocab. 2. (only if you do not finish in class- Finish P,R,H of KE & PE Lab prep)
Science Notebook-
new page for Table Topics
We are discussing and taking notes todaySlide429
Today, Dec. 8, 2014SQ3R Group
Continue Ch. 3, section 3- Fresh Water Pollution.
Table Topics for Ch. 3, section 3
Discuss
Take Notes
R and R section 1-after discussion
PSQ3R Group – meet in back.
Finish Ch. 3, section 2 – PSQ3R-HT-E-PA
Start Ch. 3, section 3- PSQ3R-HT-E-
PASlide430
Dec. 8, 2014
Essential Skills:
IR-7: Work, Communicate, and contribute effectively with
others
Learning Objectives and Goal: Ch.3, sect. 3
Describe what water pollution is and list some of its sources.
Explain how runoff affects ponds and streams.
Describe how polluted water can be prevented and cleaned up
.
Relevance: Saving our Freshwater.Slide431
Ch. 3, section 3 Table Topics Rules5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading.
Take notes on your topic while you
are reading.
When you are allowed to talk, agree on the 3 or 4 points you want on your poster.When your poster is finished, give to Ms. S.Work on HW of something else when you are done.When all have finished, Ms. S will put the sheets up and you will walk around and get the notes.Slide432
Cleaning up Oil Spillshttp://www.youtube.com/watch?v=AAiTywPmgD4Slide433Slide434Slide435
Dec. 9, 2014Materials:
Science Notebook-
new page for (P)SQ3R Ch. 3, section 4- Water as an Energy Source
Textbook – pg. 105Slide436
Today, Dec. 9, 2014SQ3R Group
Start Ch. 3, section 4- Water as an Energy Source. Pg. 105
Finish Lab Prep/Data Tables.
Into to lab.
Collect Data
Review
PSQ3R Group – meet in back.
Start Ch. 3, section4-Water as an Energy Source. Pg. 105
(HT ideas/help- see website PSQ3R-HT-E-PA.)
A good idea to HT are different types of Energy
Calculating Kinetic EnergySlide437
Today, Dec. 9, 2014
Essential
Skills:
C-2 Identify the questions you need to answer and the problem you need to solve.
C-5 Demonstrate Understanding of Concepts
Learning Objectives and Goal: Ch. 3, section
4 Water as an Energy Source
Explain how moving water can produce electricity
Describe the benefits and limitations of hydroelectric power
Describe the impact of dams
Relevance
:
How does water prove that it has power? -examples
What are some ways that people can guide it’s power?
-
examples
Slide438
Ch. 3, section 4, Water as an Energy Source
Power From Moving Water
The Impact of Dams
Answer QuestionSlide439
Hydroelectric Power: https://www.youtube.com/watch?v=rnPEtwQtmGQSlide440Slide441
Dec. 10, 2014Materials:
Science Notebook-
KE and PE Lab.Slide442
Today, Dec. 10, 2014
SQ3R Group
KE and PE Lab- Continue to Collect Data
Graph-use titlesAnalysis and Conclusion (correct format)
Have checked. Get star. Go over.
Continue section 4- Impact of Dams.- SQ3R- Would you rather read as a class or in your groups.
PSQ3R Group – meet in back.
KE and PE Lab- Continue to Collect Data
Graph-use titles
Analysis and Conclusion (correct format)
Have checked. Get star. Go over.
Continue section 4- Impact of Dams.-
PSQ3R-
(HT ideas/help- see website PSQ3R-HT-E-PA.)
A good idea to HT are different types of Energy
Calculating Kinetic EnergySlide443
Today, Dec. 10, 2014
Essential
Skills:
C-2 Identify the questions you need to answer and the problem you need to solve.
C-5 Demonstrate Understanding of Concepts
Learning Objectives and Goal: Ch. 3, section
4 Water as an Energy Source
Explain how moving water can produce electricity
Describe the benefits and limitations of hydroelectric power
Describe the impact of dams
Relevance
:
How does water prove that it has power? -examples
What are some ways that people can guide it’s power?
-
examples
Slide444
Potential and Kinetic Energy LabPurpose:
The purpose of this lab is to
determine the difference in kinetic energy of different sized (weighted) marbles rolling
down on a flat surfacedetermine the difference in kinetic created by different heighted ramps.relate how the amount of water and the height that it moves down impacts Hydroelectric power.
Research:
Define these terms:
Potential Energy-
Kinetic Energy-
Hypothesis: (1) If the marble is (smaller or larger), then the marble will have a (higher or lower) kinetic energy (2) If the ramp is (higher or lower), then the marble will have a (higher or lower) kinetic energy
Experiment
:
Copy Data Tables.Slide445
Copy data tableTable 1: Effect of marble size on distance moved
Marble
Trial 1 Distance (cm)
Trial 2 Distance (cm)
Trial 3 Distance (cm)
Average Distance
Big
Medium
Small
Graph your data. Which type of graph will you use? What are your X, Y and main titles?Slide446
Copy data tableTable 2: Effect of ramp height on small marble distance
Ramp
Trial 1 Distance (cm)
Trial 2 Distance (cm)
Trial 3 Distance (cm)
Average Distance
No Slope
Medium Slope
High
Slope
Graph your data. Which type of graph will you use? What are your X,Y, and Main titlesSlide447
Analysis and Conclusion- answer in full/complete sentences
1. What does your data show? Give evidence
(numbers) and explain.
2. How does your data relate to the purpose of your lab? 3. When the marbles are still on top of the incline plane, would they have energy? If so, what is it called?
4. When the marble is moving down the incline plane, would it have energy? If so, what is it called?
5. Which
marble has the most PE
? KE? How do you know?
6. What would happen if the smaller marble was let go at twice the height of the larger one? (we will try this as a group).7. How do you think this relates to the amount of water and the height of water that it is dropped- how does it impact it’s energy?
What possible errors were made in this lab? What would you do to prevent the errors?
Conclusion:
Write your conclusion using the
correct format. (go back to your conclusion notes if you have forgotten the correct format.)Slide448
Dec. 11, 2014Materials:
Science Notebook-
KE and PE Lab.Slide449
Today, Dec. 11, 2014
SQ3R Group
Finish Analysis and Conclusion (correct format)
Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format. Go over.
Continue section 4- Impact of Dams.- SQ3R- Would you rather read as a class or in your groups.
Review
PSQ3R Group – meet in back.
Finish Analysis
and Conclusion (correct format)
Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format.
Go over
Continue section 4- Impact of Dams.-
PSQ3R-
(HT ideas/help- see website PSQ3R-HT-E-PA.)
A good idea to HT are different types of Energy
Calculating Kinetic
Energy
ReviewSlide450
Today, Dec. 11, 2014
Essential
Skills:
C-2 Identify the questions you need to answer and the problem you need to solve.
C-5 Demonstrate Understanding of Concepts
Learning Objectives and Goal: Ch. 3, section
4 Water as an Energy Source
Explain how moving water can produce electricity
Describe the benefits and limitations of hydroelectric power
Describe the impact of dams
Relevance
:
How does water prove that it has power? -examples
What are some ways that people can guide it’s power?
-
examples
Slide451
Potential and Kinetic Energy LabPurpose:
The purpose of this lab is to
determine the difference in kinetic energy of different sized (weighted) marbles rolling
down on a flat surfacedetermine the difference in kinetic created by different heighted ramps.relate how the amount of water and the height that it moves down impacts Hydroelectric power.
Research:
Define these terms:
Potential Energy-
Kinetic Energy-
Hypothesis: (1) If the marble is (smaller or larger), then the marble will have a (higher or lower) kinetic energy (2) If the ramp is (higher or lower), then the marble will have a (higher or lower) kinetic energy
Experiment
:
Copy Data Tables.Slide452
Copy data tableTable 1: Effect of marble size on distance moved
Marble
Trial 1 Distance (cm)
Trial 2 Distance (cm)
Trial 3 Distance (cm)
Average Distance
Big
Medium
Small
Graph your data. Which type of graph will you use? What are your X, Y and main titles?Slide453
Copy data tableTable 2: Effect of ramp height on small marble distance
Ramp
Trial 1 Distance (cm)
Trial 2 Distance (cm)
Trial 3 Distance (cm)
Average Distance
No Slope
Medium Slope
High
Slope
Graph your data. Which type of graph will you use? What are your X,Y, and Main titlesSlide454
Analysis and Conclusion- answer in full/complete sentences
1. What does your data show? Give evidence
(numbers) and explain.
2. How does your data relate to the purpose of your lab? 3. When the marbles are still on top of the incline plane, would they have energy? If so, what is it called?
4. When the marble is moving down the incline plane, would it have energy? If so, what is it called?
5. Which
marble has the most PE
? KE? How do you know?
6. What would happen if the smaller marble was let go at twice the height of the larger one? (we will try this as a group).7. How do you think this relates to the amount of water and the height of water that it is dropped- how does it impact it’s energy? What possible errors were made in this lab? What would you do to prevent the errors?
Conclusion:
Write your conclusion using the
correct format. (go back to your conclusion notes if you have forgotten the correct format.)Slide455Slide456
Analysis and Conclusion Notes- Examples on how to answer in full/complete sentences
1.
If the question asks me - What
does your data show? Give evidence (numbers) and explain.I write: “The data shows that the x item traveled x distance, while the y item traveled y distance, while the z item traveled z distance.”
2.
If the question asks me - How
does your data relate to the purpose of your lab?
-
I write: “The purpose of the lab was to…… restate the purpose of the lab…, therefore, the x shows how it relates to the purpose of the lab by…., the y shows how it relates to the purpose of the lab by…, and the z shows how it relates to the purpose of the lab by. …” 3. Other examples on how to answer in full sentences-
If the question asks me - “What
would happen if……. “
I write -
“If
…..would happen, then……”If the question asks me - “When would you find…”I write “I would find…..”4. Never start your answer to a question with the word “Yes, No, Because…”Slide457
Analysis and Conclusion Notes- Examples on how to answer in full/complete sentencesQuestion: What
possible errors were made in this lab? What would you do to prevent the errors?
You write:
“The possible errors that were made in this lab were……. To prevent the errors, we could……”Conclusion: You write-“My hypothesis was (choose one):
correct or incorrect.”
Then restate your hypothesis without using if/then statement. Instead write “
Using/Doing/Changing, etc. ________ will/will not ______________”
Writing “I think” is incorrect…Slide458Slide459Slide460
Dec. 12, 2014
Materials:
Science Notebook-
Put a paper clip or Book Mark where the first assignment that is being graded- SQ3R Ch. 2, section 4.Ch. 3 Packet- we completed the notes and vocab for all sections and the R and R for section 1 only.Slide461
Dec, 12, 2014Both groups- Ch. 3, section 1,2,3,4 Quiz!
Independent
SilentTurn in packet-can also turn in next week.
Work on something silently when you are done.Slide462
Today, Dec. 11, 2014
SQ3R Group
Finish Analysis and Conclusion (correct format)
Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format. Go over.
Continue section 4- Impact of Dams.- SQ3R- Would you rather read as a class or in your groups.
Review
PSQ3R Group – meet in back.
Finish Analysis
and Conclusion (correct format)
Have checked. Get star. –must have titles on tables, x, y, main titles, correct conclusion format.
Go over
Continue section 4- Impact of Dams.-
PSQ3R-
(HT ideas/help- see website PSQ3R-HT-E-PA.)
A good idea to HT are different types of Energy
Calculating Kinetic
Energy
ReviewSlide463
Today, Dec. 11, 2014
Essential
Skills:
C-2 Identify the questions you need to answer and the problem you need to solve.
C-5 Demonstrate Understanding of Concepts
Learning Objectives and Goal: Ch. 3, section
4 Water as an Energy Source
Explain how moving water can produce electricity
Describe the benefits and limitations of hydroelectric power
Describe the impact of dams
Relevance
:
How does water prove that it has power? -examples
What are some ways that people can guide it’s power?
-
examples
Slide464
Dec. 15, 2014Materials:
Science Notebook-new page Guest Speaker Notes!
Slide465
Dec. 15, 2014Materials:
Science Notebook-new page for Secret Life Video Notes
New Cells and Heredity Textbook, pg. 6
New Ch. 1 Packet-will be passed out in classSlide466
Dec. 15, 2014Intro to Ch. 1, section 1 Cells and Heredity.
Work on Vocab and Notes.
Start SQ3R.
Secret Life on 118 Green Street video notes.Make a list of all the items that a microscope.Slide467
Today, Dec. 15, 2014SQ3R Group
Notes and Vocab, Ch. 1, section 1
Secret Life on 118
Green Street: https://
www.youtube.com/watch?v=KY6ITXvVaKg
PSQ3R Group – meet in back.
Notes and Vocab, Ch. 1, section 1
Secret
Life on 118 Green
Street:
https://
www.youtube.com/watch?v=KY6ITXvVaKgSlide468Slide469
Dec. 16, 2014Today-Class Vote:
Christmas Carol Stuff
orContinue Secret Life.Slide470
Today, Dec. 15, 2014
Essential
Skills:
C-2 Identify the questions you need to answer and the problem you need to solve.
Learning Objectives and Goal: Ch.
1,
section
1 Discovering Cells
Explain how the invention of the microscope contributed to the scientists’ understanding of living thingsState the three points of cell theory
Describe how a microscope works, including how a lenses magnifies an object.
Relevance
:
How does water prove that it has power? -examples
What are some ways that people can guide it’s power?
-
examples
Slide471
Dec. 16, 2014
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
A Christmas Carol-Before the Show
Discuss theater etiquette-good audience
Using your group as your cast, recreate your favorite scene for Ms. Seymour.
Compare your interpretations.
Discuss vocab words
Learning Goals:
Appreciating A Christmas Carol
Slide472
ActorCharacterSettingProps
Director
Dialogue
LyricsSlide473
GreedSocial ClassHoliday Spirit
Redemption
Charity
Victorian EnglandIndustrial RevolutionSlide474
Dec. 18, 2014Materials:
Science Notebook-new page for Ch. 1, section 1 (P)SQ3R
Cells and Heredity Textbook, pg. 6
Packet, pg. 6 – R and R section 1.Slide475
Today, Dec. 18, 2014
Essential
Skills:
CR-2 Exhibit imagination, curiosity, and wonder through the senses
.
Learning Objectives and Goal: Ch.
1,
section
1 Discovering Cells
Explain how the invention of the microscope contributed to the scientists’ understanding of living things
State the three points of cell theory
Describe how a microscope works, including how a lenses magnifies an object.
Relevance
:
What have you already learned about cells? – make a list.
Cells!!!!
http
://www.youtube.com/watch?v=gFuEo2ccTPASlide476
Today, Dec. 18, 2014SQ3R Group
Ch. 1, section , p. 6.
R and R section 1.
Secret Life on 118 Green Street:
https://
www.youtube.com/watch?v=KY6ITXvVaKg
PSQ3R Group – meet in back.
Ch. 1, section 1, p. 6
*pay attention to when we take Scientist Notes
Topics to HT-
Different types of microscopes
Details on how the electron microscopeSlide477
SQ3R Ch. 1, Section 1 Discovering Cells
An Overview of Cells
First Observation of Cells
Development of Cell Theory
Light and Electron Microscopes
Answer QuestionSlide478
Intro to Cell Organelles: https://www.youtube.com/watch?v=MfopLilIOeASlide479
Dec. 19, 2014
Materials:
Assignment Book:
HW: Ch. 1, section 2 notes and vocabPd. 5 Thank you letters.Pds-4,5,7- Textbook pg. 6Pds. 4,5,7-Packet, pg. 6 – R and R section 1.
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Science Notebook-new page for Ch. 1, section 2 Cell Diagram or (P)SQ3R
Cells and Heredity Textbook, pg. 16. Slide480
Cell Analogy3 sentences for each organelle.Sentence 1: Your analogy- the organelle is like……..
Sentence 2 explains what your analogy topic does.
Sentence 3 explains your organelle.Slide481
Today, Dec. 19, 2014SQ3R Group
Pds
4,5,7-R and R section 1.
Reading and Cell Diagram – no SQ3R
Textbook, pg. 17.- Ch. 1, section 2
PSQ3R Group – meet in back.
Ch. 1, section 2, p. 17
Topics to HT-
Organelles not mentioned
Other reactions that take place in the cell.Slide482
Dec. 19, 2014
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 2-Looking Inside Cells
Identify the roll of the cell membrane and nucleus in the cell
Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
Learning Goals:
Appreciating our cells.
Relevance:
What do you know about cells?Slide483
Dec. 22, 2014Materials:
Assignment Book:
HW: Cell Analogy projects due Tues, Jan
6, 2015Science Notebook-for rough draft sentences and picture.Cells and Heredity Textbook, pg. 16
– to help you with your Cell Analogy project.
Ch. 1 packet, pg. 12.Slide484
Cell Analogy Sentences3 sentences for each organelle.
Sentence 1: Your analogy- the organelle is like…….
(for example- The teacher in the classroom is like the nucleus.)
Sentence 2 explains what your analogy topic does.(The teacher directs the classroom’s activities.)
Sentence 3 explains your organelle.
(The nucleus directs the cells activities.)Slide485
Today Dec. 22, 2014
Today
Complete rough draft picture and sentences in your notebook
Have checked by Ms. S for final copy sheet.If you finish early, you may work on a second one with a new idea for 5 pts extra credit.**** Turn in old Ch. 3 packets if you have not already done so. Grades going on Pinnacle today!Slide486
Dec. 22, 2014
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 2-Looking Inside Cells
Identify the roll of the cell membrane and nucleus in the cell
Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
Learning Goals:
Appreciating our cells.
Relevance:
What do you know about
cells
?Slide487
Jan. 5, 2015Materials:
Assignment Book:
HW: Cell Analogy projects due tomorrow. Ch. 1, section 3 vocab and notes
Cells and Heredity Textbook, pg. 16 – to help you with R and R. & then pg. 23 for (P) SQ3R on Specialized Cells and Bacterial CellsCh. 1 packet, pg. 7- R and R section 1
Science Notebook- (P)SQ3R Specialized Cells and Bacterial CellsSlide488
Today: Jan. 5, 2015Today
New Seats
New Jobs
See Quizzes-Get starsR and R section 1- Independent and Silent. Go over.Finish Section 1 – Specialized cells and Bacterial cells SQ3RSlide489
Jan 5, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 2-Looking Inside Cells
Identify the roll of the cell membrane and nucleus in the cell
Describe the functions performed by other organelles in the cell
Compare bacterial cells with plant and animal cells
Describe the role of specialized cells in many celled organisms
Learning Goals:
Appreciating our cells.
Relevance:
What do you know about
cells
?Slide490
Today, Jan 5, 2015SQ3R Group
R and R, section 1
Science Notebook- Specialized
Cells and Bacterial Cells
PSQ3R Group – meet in back.
Finish section
Topics to HT-
Organelles not mentioned
Other reactions that take place in the cell.Slide491
SQ3R Ch. 1, section 2- Looking Inside Cells
Specialized Cells
Bacterial Cells
Answer QuestionSlide492Slide493
Jan. 6, 2015Materials:
Cell Analogy Project.
Science Notebook for Table Topics or PSQ3R.
Textbook pg. 25Slide494
Today, Jan 6, 2015SQ3R Group
Read intro to section.
See short video:
Chemical Compounds in cells: http://www.youtube.com/watch?v=NWmdwuW4R2Y
Start Table Topics
PSQ3R Group – meet in back.
Finish section
Topics to HT-
Chemical Reactions.
Math Analyzing Data-pg. 29Slide495
Jan 6, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the
senses.
Section
3- Chemical Compounds in Cells
Describe the four main kinds of organic molecules in living things
Explain how water is essential to the functioning of cells
Learning Goals:
What are chemical compounds?
Relevance:
Why are chemical
compounds important?Slide496
Ch, 1 Section 3 Chemical Compounds in Cells-
Your table needs to come up with:
3
to 4 statements from your section. Write on poster sheet.
neat/legible.
Group
1:
Elements and Compounds (p. 25)
Group 2: Carbohydrates (p. 27)Group 3: Lipids (p. 27)
Group 4
:
Proteins (p. 28)
Group
5: Nucleic Acids (p. 29)Group 6:
Water and Living Thing. (p. 30).Slide497
Ch. 3, section 3 Table Topics Rules5 minutes of silent time- to read/let other read. Even if you finish early, other people are still reading.
Take notes on your topic while you are reading.
When you are allowed to talk, agree on the 3 or 4 points you want on your poster.
When your poster is finished, give to Ms. S.Work on HW or something else when you are done.When all have finished, Ms. S will put the sheets up and you will walk around and get the notes.Slide498
Chemical Compounds in cells: http://www.youtube.com/watch?v=NWmdwuW4R2YSlide499
Jan. 7, 2015Materials:
Assignment book: Ch. 1, section 4 notes and vocab.
Science Notebook for Table Topics
Textbook pg. 32~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~& Pds 4,5,7,8 - R and R -Ch. 1 packet Pg. 8
Textbook pg. 25.Slide500
Today, Jan 7, 2015
SQ3R Group
Table Topics-
DiscussTake
Notes
R and R, Ch. 1, section 3
Independent
Silent
Go overStart HW
PSQ3R Group – meet in back.
Finish section
Topics to HT-
Chemical Reactions.
Math Analyzing Data-pg. 29Slide501
Jan 7, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the
senses.
Section
3- Chemical Compounds in Cells
Describe the four main kinds of organic molecules in living things
Explain how water is essential to the functioning of cells
Learning Goals:
What are chemical compounds?
Relevance:
Why are chemical
compounds important?Slide502
Ch, 1 Section 3 Chemical Compounds in Cells-
Your table needs to come up with:
3
to 4 statements from your section. Write on poster sheet.
neat/legible.
Group
1:
Elements and Compounds (p. 25)
Group 2: Carbohydrates (p. 27)Group 3: Lipids (p. 27)
Group 4
:
Proteins (p. 28)
Group
5: Nucleic Acids (p. 29)Group 6:
Water and Living Thing. (p. 30).Slide503Slide504
Jan. 8, 2015Materials:
Assignment book:
HW: Study for next Thurs, Ch. 1,
section 2,3,4 QuizScience Notebook for (P)SQ3RTextbook pg. 32R and R -Ch. 1 packet Pg. 8Slide505
Today, Jan 8, 2015SQ3R Group
SQ3R and Lab prep
Start HW
PSQ3R Group – meet in back.
PSQ3R
Lab Prep
Topics to HT: calculating hyper/hypotonic solutions.Slide506
Jan 8, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide507
SQ3R Ch. 1, Section 4 Chemical Compounds in Cells
1. The Cell Membrane as Gatekeeper
2. Diffusion
3. Osmosis
4. Active Transport
5. Why are Cells Small
Answer QuestionSlide508
Title: Osmosis with a Potato LabPurpose:
The purpose of this lab is to
observe
the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time.Background Info:
A
Solution
is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved is called as
solvent
and the substances which are dissolved are called as solutes. A solution can be present in any of three states: solid, liquid and gas form which is decided by the substances mixing in the solution along with the temperature and pressure conditions.There are different types of Solutions. In general solutions are categorized into:
Hypertonic solution
:
A solution
having higher concentration of solute
Hypotonic solution: A solution which has lower concentration of soluteIsotonic solution: These are two solutions having similar solute concentration
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis:
Write
3 hypothesis statements relating to the following
:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in
sugar water: 3. Osmosis with a potato that is submersed in salt water: Slide509
Copy Data Table & TitleThe effect of solution on potato flexibility.
Solution
Potato observation
before solution
Potato
observation after solution
Distilled Water
Salt Solution
Sugar SolutionSlide510
Analysis and Conclusion1
. Did any of the potatoes change in their
flexibility,
and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic.
5. If potato changed in
flexibility, what
process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled
water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was their a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water?What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement
. Use the correct format.Slide511
Jan. 9, 2015Materials:
Science Notebook for (P)SQ3R- Ch. 1, section 4
Textbook pg. 32 –we are reviewing.
Packet, pg. 9Slide512
Today, Jan 9, 2015SQ3R Group
SQ3R and Lab prep
Start HW
PSQ3R Group – meet in back.
PSQ3R
Lab Prep
Topics to HT: calculating hyper/hypotonic solutions.Slide513
Jan 9, 2015
Essential
Skills:
You will be able to:
CR-2
Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide514
SQ3R Ch. 1, Section 4 Chemical Compounds in Cells
Diffusion
Osmosis
Active Transport
Why are Cells Small
Answer QuestionSlide515
Title: Osmosis with a Potato LabPurpose:
The purpose of this lab is to
observe
the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time.
Background Info:
A
Solution
is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved is called as
solvent and the substances which are dissolved are called as solutes. A solution can be present in any of three states: solid, liquid and gas form which is decided by the substances mixing in the solution along with the temperature and pressure conditions.Slide516
There are different types of Solutions. In general solutions are categorized into:
Hypertonic solution
:
A solution having higher concentration of soluteHypotonic solution: A solution which has lower concentration of soluteIsotonic solution: These are two solutions having similar solute concentration
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis:
Write 3 hypothesis statements relating to the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water: 3. Osmosis with a potato that is submersed in salt water: Slide517
Copy Data Table & TitleThe effect of solution on potato flexibility.
Solution
Potato observation
before solution
Potato
observation after solution
Distilled Water
Salt Solution
Sugar SolutionSlide518
Analysis and Conclusion1
. Did any of the potatoes change in their
flexibility,
and if so, which ones changed? Provide an explanation of why you think this happened. 3. Why do you think some of the potatoes stayed the same? 4. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic.
5. If potato changed in
flexibility, what
process was responsible for this?
6. Make a sketch of your potato cylinder in the distilled
water, salt water, and sugar water- and use arrows to show the direction of water movement across the potato cell membranes. 7. Which solution served as the control for this experiment & why? 8. In which solutions was their a greater solute concentration outside of the cells? 9. Why is it not good to drink salt water?What errors were made in the lab and how could they be prevented in the future?
Conclusion: Write your concluding statement
. Use the correct format.Slide519
Jan. 12, 2015 (pds 1,7,8)
Materials:
Science Notebook Osmosis with
a Potato LabSlide520
Today, Jan 12, 2015SQ3R Group
Osmosis Lab
Analysis and Conclusion
Go over
PSQ3R Group –
Osmosis Lab
Analysis and Conclusion
Go overSlide521
Jan. 12, 2015 (pds 4,5)
Materials:
Science Notebook for (P)SQ3R- Ch. 1, section 4
Textbook pg. 32 –we are reviewing.Packet, pg. 9Slide522
Today, Jan 12, 2015SQ3R Group
SQ3R and Lab prep
Start HW
PSQ3R Group – meet in back.
PSQ3R
Lab Prep
Topics to HT: calculating hyper/hypotonic solutions.Slide523
Jan 12, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide524
SQ3R Ch. 1, Section 4 Chemical Compounds in Cells
Diffusion
Osmosis
Active Transport
Why are Cells Small
Answer QuestionSlide525
Title: Osmosis with a Potato LabPurpose:
The purpose of this lab is to
observe
the process of osmosis with a potato that is submersed in distilled water, sugar and salt solutions for a period of time.
Background Info:
A
Solution
is a mixture of two or more substances blended homogenously. The substance in which other substances are dissolved is called as
solvent and the substances which are dissolved are called as solutes. A solution can be present in any of three states: solid, liquid and gas form which is decided by the substances mixing in the solution along with the temperature and pressure conditions.Slide526
There are different types of Solutions. In general solutions are categorized into:
Hypertonic solution
:
A solution having higher concentration of soluteHypotonic solution: A solution which has lower concentration of soluteIsotonic solution: These are two solutions having similar solute concentration
Research: Define hypertonic, hypotonic, and isotonic solution.
Hypothesis:
Write 3 hypothesis statements relating to the following:
1. Osmosis with a potato that is submersed in distilled water:
2. Osmosis with a potato that is submersed in sugar water: 3. Osmosis with a potato that is submersed in salt water: Slide527
Copy Data Table & Title during breakThe effect of solution on potato flexibility.
Solution
Potato observation
before solution
Potato
observation after solution
Distilled Water
Salt Solution
Sugar SolutionSlide528
Analysis and Conclusion1. Did any of the potatoes change in their
flexibility,
and if so, which ones changed? Provide an explanation of why you think this happened.
2. Why do you think some of the potatoes stayed the same? 3. Which solution was hypertonic? Which solution was hypotonic. Which solution was isotonic.
4.
Make a sketch of your potato cylinder in the distilled
water, salt water, and sugar water-
and use arrows to show the direction of water movement across the potato cell membranes.
5. Which solution served as the control for this experiment & why? 6. In which solutions was their a greater solute concentration outside of the cells? 7. Why is it not good to drink salt water?8. What errors were made in the lab and how could they be prevented in the future?
Conclusion:
Write your concluding statement
. Use the correct format.Slide529
Jan. 13, 2015 (pds 1,7,8)
Materials:
Science Notebook Osmosis with a Potato Lab-Analysis and Conclusion
Ch. 1 packet pg. 9 if we have not done R and R section 4 yetCh. 1 packet pg. 18-Crossword.Slide530
Today, Jan 13, 2015
SQ3R Group
Osmosis Lab
Analysis and ConclusionGo over
R and R section 4
Time to work on unfinished HW or Crossword (5
pts
extra credit if completed-missing no words.)
PSQ3R Group –
Osmosis Lab
Analysis and Conclusion
Go over
R and R section 4
Time to work on unfinished HW or Crossword (5
pts
extra credit if completed-missing no words.)Slide531
Jan 13, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide532Slide533
Jan. 13, 2015 (pds 4,5)
Materials:
Science Notebook –Osmosis with Potato LabSlide534
Today, Jan 20, 2015SQ3R Group
Finish (P)SQ3R for Ch. 3, section 1
Take a Class Survey, p. 82
PSQ3R Group –
Finish (P)SQ3R for Ch. 3, section 1.
Take a Class survey, pg. 82Slide535
Jan 13, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide536Slide537
Jan. 14, 2015Materials:
Pds
4,5,7,8 – Packet, pg. 9. R and R, section 4
Mini-white board and white board markersYour Ch.1 packet-to study fromTextbook to study fromSlide538
Today, Jan 14, 2015Today:
Finish R and R, section 4
Mini-white board review with Ms. S
ThenOption 1-Partner ReviewOption 2-Crossword for ECFinish Old HWSlide539
Jan 14, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide540
Jan. 15, 2015Materials:
Ch. 1 Packet – put in pd. 1 bin.
Science Notebook- bookmark or paper clip first section to be checked-
(P) SQ3R Ch. 1, section 1Slide541
Today, Jan 15, 2015Today:
Finish R and R, section 4
Mini-white board review with Ms. S
ThenOption 1-Partner ReviewOption 2-Crossword for ECFinish Old HWSlide542
Jan 15, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Section 4- The Cell in it’s Environment
Describe three methods by which materials move into and out of cells
Compare passive transport to active transport
Learning Goals:
How do materials get into and out of cells
Relevance: Understanding CellsSlide543Slide544
Jan. 16, 2015Materials:
Assignment book if you did not do your
hw
yesterday- HW: Ch. 3, section 1 vocab and notes.Science Notebook for (P) SQ3RTextbook
pg
, 76.Slide545
Today, Jan 16, 2015Today:
Finish R and R, section 4
Mini-white board review with Ms. S
ThenOption 1-Partner ReviewOption 2-Crossword for ECFinish Old HWSlide546
Jan 16, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section 1-
Mendels’ WorkTo describe Mendel’s genetics experiments
To identify the factors that control the inheritance of traits in organisms
To explain how geneticists use symbols to represent alleles.
Learning Goals:
What is Genetics? How
did the study of genetics start?
Relevance: GeneticsSlide547
SQ3R Ch. 3 Genetics, section 1 Mendel’s Work
Mendel’s Experiment-write question
(leave space for Notes on
Mendel’s Experiment)
2. Dominant and Recessive Alleles-write question
Answer Question
after we readSlide548
Title: Take a Class Survey (pg. 82)
Purpose:
Are traits controlled by dominant alleles more common than traits controlled by recessive alleles?
Research: What are dominant alleles?What are recessive alleles?
Hypothesis:
If alleles are choose 1: dominant/recessive,
then
the traits will show up choose 1: less/more.Experiment: pg. 81Part 1-Data Table- copy from pg. 83
Part 2- Are your trains unique?
Analysis and Conclusion:
Answer # 1-3.Slide549Slide550
Jan. 20, 2015Materials:
Science Notebook for (P) SQ3R and Take A Class Survey Lab.
Textbook
pg, 76. We are reviewing.Slide551
Today, Jan 20, 2015SQ3R Group
Finish (P)SQ3R for Ch. 3, section 1
Take a Class Survey, p. 82
PSQ3R Group –
Finish (P)SQ3R for Ch. 3, section 1.
Take a Class survey, pg. 82Slide552
Jan 20, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section 1-
Mendels’ WorkTo describe Mendel’s genetics experiments
To identify the factors that control the inheritance of traits in organisms
To explain how geneticists use symbols to represent alleles.
Learning Goals:
What is Genetics? How
did the study of genetics start?
Relevance: GeneticsSlide553
SQ3R Ch. 3 Genetics, section 1 Mendel’s Work
Mendel’s Experiment-write question
(leave space for Notes on
Mendel’s Experiment)
2. Dominant and Recessive Alleles-write question
Answer Question
after we readSlide554
Title: Take a Class Survey (pg. 82)
Purpose:
Are traits controlled by dominant alleles more common than traits controlled by recessive alleles?
Research: What are dominant alleles?What are recessive alleles?
Hypothesis:
If alleles are choose 1: dominant/recessive,
then
the traits will show up choose 1: less/more.Experiment: pg. 82Part 1-Data Table- copy from pg. 83
Part 2- Are your traits unique?
Analysis and Conclusion:
Answer # 1-3.Slide555Slide556
Jan. 21, 2015Materials:
Assignment book:
HW: Ch. 3, section 2 notes and vocab.
Science Notebook for Take A Class Survey Lab.Textbook, pg. 83Ch. 3 packet pg. 4. R and R section 1.Textbook pg
, 76
to help you with R and R.Slide557
Today, Jan 21, 2015SQ3R Group
Finish Take a Class Survey, p. 82
R and R, section 1-
Independent and Silent.
Go over
Conferences/Start HW
PSQ3R Group –
Finish (P)SQ3R for Ch. 3, section 1.
Take a Class survey, pg. 82Slide558
Jan 21, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section
2-Probability and GeneticsTo describe the principles of probability and how Mendel applied them to inheritance
To state how geneticists use Punnett squares
To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and
codominance
.
Learning Goals:
Why do traits show up the way that they do?
Relevance: GeneticsSlide559
SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability
Probability and Genetics
Phenotypes and Genotypes
Codominance
Answer Question
after we readSlide560Slide561
Jan. 22, 2015Materials:
Assignment Book- HW: Ch. 3, section 2 notes
& vocab.
Ch. 3 packet pg. 4. R and R section 1.Textbook pg, 76 to help you with R and R.
Later-
Science Notebook for (P)SQ3R Ch. 3, section 2- Probability and Genetics.
Textbook-pg. 84Slide562
Today, Jan 22, 2015SQ3R Group
Start Ch. 3, section 2- SQ3R
Dragon Genetics
Punnett Square Practice
PSQ3R Group –
Start Ch. 3, section 1- (P)SQ3R.
Dragon Genetics
Punnett Square PracticeSlide563
Jan 22, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section
2-Probability and GeneticsTo describe the principles of probability and how Mendel applied them to inheritance
To state how geneticists use Punnett squares
To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and
codominance
.
Learning Goals:
Why do traits show up the way that they do?
Relevance: GeneticsSlide564
SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability
Probability and Genetics
Phenotypes and Genotypes
Codominance
Answer Question
after we readSlide565Slide566
Jan. 23, 2015Materials:
Science Notebook for (P)SQ3R Ch. 3, section 2- Probability and Genetics.
Textbook-pg. 84 – we are reviewing/finishing sectionSlide567
Today, Jan 23, 2015SQ3R Group
Finish Ch. 3, section 2- SQ3R
Dragon Genetics
Punnett Square Practice
Paper Pets start
PSQ3R Group –
Finish Ch. 3, section 1- (P)SQ3R.
Dragon Genetics
Punnett Square Practice
Paper Pets StartSlide568
Jan 23, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section
2-Probability and GeneticsTo describe the principles of probability and how Mendel applied them to inheritance
To state how geneticists use Punnett squares
To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and
codominance
.
Learning Goals:
Why do traits show up the way that they do?
Relevance: GeneticsSlide569
SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability
Probability and Genetics
Phenotypes and Genotypes
Codominance
Answer Question
after we readSlide570Slide571
Jan. 27, 2015
Materials:
Assignment Book: HW: Punnett Square Quiz Next Tuesday.- You will get additional practice problems today.
Dragon Genetics and Punnett Square Practice SheetSlide572
Today, Jan 26, 2015SQ3R Group
Go over
Dragon Genetics
Punnett Square Practice
Paper Pets start
Do crosses, Genotypes, Phenotypes first.
PSQ3R Group –
Go over
Dragon Genetics
Punnett Square Practice
Paper Pets Start
Do crosses, Genotypes, Phenotypes first.Slide573
Jan 26, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section
2-Probability and GeneticsTo describe the principles of probability and how Mendel applied them to inheritance
To state how geneticists use Punnett squares
To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and
codominance
.
Learning Goals:
Why do traits show up the way that they do?
Relevance: GeneticsSlide574
SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability
Probability and Genetics
Phenotypes and Genotypes
Codominance
Answer Question
after we readSlide575Slide576
Jan. 27, 2015Materials:
Assignment Book: HW: Punnett Square Quiz date change-
Next Tuesday.
We will go over practice problems on Monday. Paper Pet Work-will be handed out today.Slide577
Today, Jan 27, 2015SQ3R Group
Paper Pets start
Do crosses, Genotypes, Phenotypes first.
Parents should be ready by tomorrow.
PSQ3R Group –
Paper Pets Start
Do crosses, Genotypes, Phenotypes first.
Parents should be ready by tomorrow.Slide578
Jan 27, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section
2-Probability and GeneticsTo describe the principles of probability and how Mendel applied them to inheritance
To state how geneticists use Punnett squares
To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and
codominance
.
Learning Goals:
Why do traits show up the way that they do?
Relevance: GeneticsSlide579
SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability
Probability and Genetics
Phenotypes and Genotypes
Codominance
Answer Question
after we readSlide580Slide581
Jan. 28, 2015Materials:
Assignment Book: Paper Pet Families due Wed, Feb. 3
Paper Pet Work.Slide582
Today, Jan 28, 2015SQ3R Group
Paper Pets start
F1 Generation explanation
Finish Families
PSQ3R Group –
Paper Pets Start
F1 Generation explanation
Finish FamiliesSlide583
Jan 28, 2015
Essential
Skills:
You will be able to:CR-2
Exhibit imagination, curiosity, and wonder through the
senses.
Ch
. 3 Genetics: Section
2-Probability and GeneticsTo describe the principles of probability and how Mendel applied them to inheritance
To state how geneticists use Punnett squares
To explain the meaning of the terms phenotype, genotype, homozygous, heterozygous, and
codominance
.
Learning Goals:
Why do traits show up the way that they do?
Relevance: GeneticsSlide584
SQ3R Ch. 3 Genetics, section 2 Probability and Genetics
Principles of Probability
Probability and Genetics
Phenotypes and Genotypes
Codominance
Answer Question
after we readSlide585Slide586
Jan. 30, 2015Materials:
Assignment Book: Ch. 3, section 4 notes and vocab
Science Notebook- (P)SQ3R Ch. 3, section 3.
Textbook, pg. 92.Slide587
Today, Jan 30, 2015SQ3R Group
SQ3R Ch. 3, section 3
PSQ3R Group –
SQ3R Ch. 3, section 3Slide588
Jan 30, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 3 Genetics: Section 3- The Cell and Inheritance
To describe the role of chromosomes in inheritance
To identify and describe the events that occur during meiosis
Learning Goals:
How do organisms
really get
their alleles?
Relevance: GeneticsSlide589
MeiosisSlide590Slide591
Feb, 2, 2015Materials:
Additional Punnett Square Practice-if you did them
Science Notebook- (P)SQ3R Ch. 3, section 4.
Textbook, pg. 97.Packet pg. 13Slide592
Today, Feb. 2, 2015SQ3R Group
SQ3R Ch. 3, section 4-DNA Connection
DNA Coloring
PSQ3R Group –
(P)SQ3R Ch. 3, section 4-DNA Connection
DNA ColoringSlide593
Feb. 2, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
. 3 Genetics:
Section 3 The DNA Connection
To explain the term “genetic code”:
To describe the process by which a cell produces proteinsTo describe different types of mutations and how they affect an organism.
Learning Goals:
Understanding mutations
Relevance: GeneticsSlide594
SQ3R Ch. 3 Genetics, section 4 The DNA Connection
The Genetic Code
How Cells Make Proteins
Mutations
Answer Question
after we readSlide595
Protein Synthesis: http://www.youtube.com/watch?v=NJxobgkPEAoSlide596Slide597
Feb. 3, 2015Materials:
For after the quiz:
Packet pg. 11
Or Paper Pet workOr something elseSlide598
Today, Feb. 3, 2015SQ3R Group
Punnett Square Quiz
PSQ3R Group –
Punnett Square QuizSlide599
Feb. 3, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
. 3 Genetics:
Section 3 The DNA Connection
To explain the term “genetic code”:
To describe the process by which a cell produces proteinsTo describe different types of mutations and how they affect an organism.
Learning Goals:
Understanding mutations
Relevance: GeneticsSlide600Slide601
Feb, 4, 2015Materials:
Paper Pet Families and Paper Pet Packet
Science Notebook- (P)SQ3R Ch. 3, section 4.
Textbook, pg. 97-we are reviewing and finishing section.Packet pg. 13 and then pg. 10.Slide602
Today, Feb. 4, 2015SQ3R Group
Paper Pet Presentation
Finish SQ3R Ch. 3, section 4-DNA Connection
DNA Coloring
R and R, section 4.
PSQ3R Group –
Paper Pet
Presenatation
Finish (P)SQ3R Ch. 3, section 4-DNA Connection
DNA Coloring
R and R, section 4.Slide603
Feb. 4, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
. 3 Genetics:
Section 3 The DNA Connection
To explain the term “genetic code”:
To describe the process by which a cell produces proteinsTo describe different types of mutations and how they affect an organism.
Learning Goals:
Understanding mutations
Relevance: GeneticsSlide604
SQ3R Ch. 3 Genetics, section 4 The DNA Connection
The Genetic Code
How Cells Make Proteins
Mutations
Answer Question
after we readSlide605
Protein Synthesis: http://www.youtube.com/watch?v=NJxobgkPEAoSlide606Slide607
Feb. 5, 2015
Materials:
Assignment Book: HW: Ch. 4, section 1 vocab and notes.
Packet pg. 13 and then pg. 10.Textbook, pg. 110Slide608
Today, Feb. 5, 2015
SQ3R Group
Go over DNA Coloring and R and R, section 1.
Start Ch. 4, section 1 SQ3R
PSQ3R Group –
Go over DNA Coloring and R and R, section 1.
Start Ch. 4, section 1 SQ3R.Slide609Slide610
Feb. 6, 2015Materials:
Notebook for (P)SQ3R for Ch. 4, section 1.
Textbook
, pg. 110Slide611
Today, Feb. 6, 2015SQ3R Group
Start Ch. 4, section 1 SQ3R
Genetics Video
PSQ3R Group –
Start Ch. 4, section 1 (P)SQ3R.
Genetics VideoSlide612
Feb. 6, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 1: Human InheritanceTo explain what multiple alleles are.
To explain why some human traits show
a large variety of phenotypes.
To explain how environmental factors can alter the effects of a gene.
To explain what determines sex and why some sex linked traits are more common in males than in females.
To describe how geneticists use pedigrees
Learning Goals:
Understanding
how humans inherit traits
Relevance: GeneticsSlide613
SQ3R Ch. 4 Modern Genetics, section 1 Human Inheritance
Patterns of Human Inheritance
The Sex Chromosomes
The effect of the Environment
Answer Question
after we readSlide614Slide615
Feb. 9, 2015Materials:
Assignment book: HW: Ch. 4, section 2 notes and vocab.
Notebook for (P)SQ3R for Ch. 4, section 1- we need to finish.
Textbook, pg. 110-we are reviewingSlide616
Today, Feb. 9, 2015SQ3R Group
Start Ch. 4, section 1 SQ3R
Genetics Video
PSQ3R Group –
Start Ch. 4, section 1 (P)SQ3R.
Genetics VideoSlide617
Feb. 9, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 1: Human InheritanceTo explain what multiple alleles are.
To explain why some human traits show
a large variety of phenotypes.
To explain how environmental factors can alter the effects of a gene.
To explain what determines sex and why some sex linked traits are more common in males than in females.
To describe how geneticists use pedigrees
Learning Goals:
Understanding
how humans inherit traits
Relevance: GeneticsSlide618
SQ3R Ch. 4 Modern Genetics, section 1 Human Inheritance
Patterns of Human Inheritance
The Sex Chromosomes
The effect of the Environment
Answer Question
after we readSlide619Slide620
Feb. 10, 2015Materials:
X linked Genes Sheet.
Notebook for video notes.Slide621
Today, Feb. 10, 2015SQ3R Group
Go over X linked Traits packet
Genetics Video
PSQ3R Group –
Go over X linked Traits packet.
Genetics VideoSlide622
Feb. 10, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 1: Human InheritanceTo explain what multiple alleles are.
To explain why some human traits show
a large variety of phenotypes.
To explain how environmental factors can alter the effects of a gene.
To explain what determines sex and why some sex linked traits are more common in males than in females.
To describe how geneticists use pedigrees
Learning Goals:
Understanding
how humans inherit traits
Relevance: GeneticsSlide623
SQ3R Ch. 4 Modern Genetics, section 1 Human Inheritance
Patterns of Human Inheritance
The Sex Chromosomes
The effect of the Environment
Answer Question
after we readSlide624Slide625
Feb. 11, 2015Materials:
Ch. 4. packet-pg. 5. R and R
Text book-pg. 110 to help with R and R, section 1.
Science Notebook- Video NotesLater in class:Science Notebook – for SQ3R Ch. 4, section 2Textbook, pg. 117Slide626
Today, Feb. 11, 2015SQ3R Group
R and R, section 1
Finish Part 1 - Genetics Video
Start Ch. 4, section 2- Human Genetic Disorders
PSQ3R Group –
SQ3R Group
R and R, section 1
Finish Part 1 - Genetics Video
Start Ch. 4, section 2- Human Genetic DisordersSlide627
Feb. 11, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 2: Human Genetic DisordersTo describe the causes and symptoms of four human genetic disorders
To explain how genetic disorders are diagnosed.
To
describe how geneticists use pedigrees
Learning Goals:
Understanding
how humans inherit traits
Relevance: GeneticsSlide628
SQ3R Ch. 4 Modern Genetics, section 2 Human Genetic Disorders
Causes of Genetic Disorders
Pedigrees
Managing Genetic Disorders
Answer Question
after we readSlide629Slide630
Feb. 12, 2015Materials:
Assignment Book: HW: Study for next Thursday’s X Linked and Pedigree Quiz. Ch. 4, section 3 notes and vocab
Ch. 4 packet, pg. 11.
Science Notebook-SQ3R section 2/ Video notes.Textbook, pg. 117. We are finishing/reviewing.Slide631
Today, Feb. 11, 2015SQ3R Group
R and R, section 1
Finish Part 1 - Genetics Video
Start Ch. 4, section 2- Human Genetic Disorders
PSQ3R Group –
SQ3R Group
R and R, section 1
Finish Part 1 - Genetics Video
Start Ch. 4, section 2- Human Genetic DisordersSlide632
Feb. 11, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 2: Human Genetic DisordersTo describe the causes and symptoms of four human genetic disorders
To explain how genetic disorders are diagnosed.
To
describe how geneticists use pedigrees
Learning Goals:
Understanding
how humans inherit traits
Relevance: GeneticsSlide633Slide634
SQ3R Ch. 4 Modern Genetics, section 2 Human Genetic Disorders
Causes of Genetic Disorders
Pedigrees
Managing Genetic Disorders
Answer Question
after we readSlide635Slide636
Feb. 13, 2015Materials:
Ch. 4 packet, pg. 11 and 12 and then pg. 6.
Science Notebook-Video notes.Slide637
Today, Feb. 13, 2015Go over Pedigree answersR and R section 2- Independent
Silent
Go over
Genes and EnvironmentSlide638
Feb. 13, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 2: Human Genetic DisordersTo describe the causes and symptoms of four human genetic disorders
To explain how genetic disorders are diagnosed.
To
describe how geneticists use pedigrees
Learning Goals:
Understanding
how humans inherit traits
Relevance: GeneticsSlide639
SQ3R Ch. 4 Modern Genetics, section 2 Human Genetic Disorders
Causes of Genetic Disorders
Pedigrees
Managing Genetic Disorders
Answer Question
after we readSlide640
Pedigree answers pg. 11: http://biologycorner.com/worksheets/Pedigrees%20Practice.pdfSlide641Slide642Slide643
Feb. 18, 2015Materials:
Packet,
pgs
9 and 10 if you did the review.Science Notebook-Video notes and new SQ3R.Textbook, open to pg. 123.Slide644
Today, Feb. 18, 2015Go over study guideFinish Genes and Environment Part 1.Start section 3, Advances
in Genetics SQ3RSlide645
Feb. 18, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 3: Advances in GeneticsTo describe the three ways of producing organisms with desired traits.
To describe the goal of the Human Genome Project?
Learning Goals:
What are some new advances in genetics.
Relevance: GeneticsSlide646
SQ3R Ch. 4 Modern Genetics, section 3 Advances in Genetics
Selective Breeding
Cloning
Genetic Engineering
Learning about Human Genetics
Answer Question
after we readSlide647Slide648
Feb. 20, 2015Materials:
Science Notebook-to have your notebook checked. Bookmark (P)SQ3R Ch. 3, section 1.
After your quiz, packet, pg. 7. R and R, section 3.Slide649
Today, Feb. 19, 2015X linked and Pedigree QuizR and R, section 3. Slide650
Feb. 19, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 3: Advances in GeneticsTo describe the three ways of producing organisms with desired traits.
To describe the goal of the Human Genome Project?
Learning Goals:
What are some new advances in genetics.
Relevance: GeneticsSlide651
SQ3R Ch. 4 Modern Genetics, section 3 Advances in Genetics
Selective Breeding
Cloning
Genetic Engineering
Learning about Human Genetics
Answer Question
after we readSlide652Slide653
Feb. 20, 2015Materials:
Packet pg. 7. R and R, section 3.Slide654
Today, Feb. 19, 2015R and R, section 3. Class Choice- last day for genetics!Slide655
Feb. 19, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch
.
4 Modern Genetics
:
Section 3: Advances in GeneticsTo describe the three ways of producing organisms with desired traits.
To describe the goal of the Human Genome Project?
Learning Goals:
What are some new advances in genetics.
Relevance: GeneticsSlide656
SQ3R Ch. 4 Modern Genetics, section 3 Advances in Genetics
Selective Breeding
Cloning
Genetic Engineering
Learning about Human Genetics
Answer Question
after we readSlide657Slide658
Feb. 23, 2015Materials:
Assignment Book:
HW: Vocab and Notes for Ch. 1, section 1
Pds. 7 & 8 - TURN IN CH. 4 GENETICS PACKET (pd. 7 & 8 bins) . WE ARE NOT GOING TO FINISH R and R section 3.
Textbook, pg. 16.
Science Notebook for SQ3R Ch. 1, section 1
-You are getting a new packet.Slide659
Feb. 23, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: What is Life?
List the characteristics of all living things
Identify what all living things need to survive.
Learning Goals:
What do living things need to survive (class list)
Relevance:Slide660
SQ3R Ch. 1, Section 1 – pg. 16 What is Life?
The Characteristics of Living Things
Life Comes From Life
The Needs of Living Things
Answer QuestionSlide661
Bread Mold Lab
Introduction
:
Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called
hyphae
branch repeatedly within the bread forming a web-like structure called a
mycelium
. Stalks project out of the mycelium into the air. These stalks are called
stolons. At the top of each stolon is a ball-shaped structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open, the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the bread mold life cycle. A common bread mold is the black mold called
Rhizopus
stolonifer
.
Purpose: What factors are necessary for bread mold to grow?
Research: Answer these questions:
1. What are the characteristics of Living Things
What are the needs of living things?
What kingdom are bread molds in?
How to they get nutrients?
Hypothesis:
2 statements about the growth of bread moth in 2 different situations. (see experiment first)Slide662
Experiment
2 pieces of bread:
On one piece of bread: Use a dropper/spray to add some sugar-water to the bread so that it becomes slightly moist. Do not add too much water.
One the other piece of bread- leave dry.
Seal the bread in a plastic bag and place it in a warm, dark environment for a few days. Examine the bread every few days for mold growth.Slide663
Feb. 24, 2015Materials:
Textbook, pg. 16.
Science Notebook for SQ3R Ch. 1, section 1 and Bread Mold Lab prep
Possibly packet, pg. 6.Slide664
Feb. 24, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: What is Life?
List the characteristics of all living things
Identify what all living things need to survive.
Learning Goals:
What do living things need to survive (class list)
Relevance:Slide665
SQ3R Ch. 1, Section 1 – pg. 16 What is Life?
The Characteristics of Living Things
Life Comes From Life
The Needs of Living Things
Answer QuestionSlide666
Bread Mold Lab
Introduction
:
Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called
hyphae
branch repeatedly within the bread forming a web-like structure called a
mycelium
. Stalks project out of the mycelium into the air. These stalks are called
stolons. At the top of each stolon is a ball-shaped structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open, the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the bread mold life cycle. A common bread mold is the black mold called
Rhizopus
stolonifer
.
Purpose: The purpose of this lab it to determine the factors necessary for bread mold to grow?
Research: Answer these questions:
1. What are the characteristics of Living Things
What are the needs of living things?
What kingdom are bread molds in?
How
do
they get nutrients?
Hypothesis:
2 statements about the growth of bread mold in 2 different situations. (see experiment first)Slide667
Experiment
2 pieces of bread:
On one piece of bread: Use a dropper/spray to add some sugar-water to the bread so that it becomes slightly moist. Do not add too much water.
One the other piece of bread- leave dry.
Seal the bread in a plastic bag and place it in a warm, dark environment for a few days. Examine the bread every few days for mold growth.Slide668Slide669
Feb. 25, 2015Materials:
Textbook, pg. 16.
Science Notebook Bread Mold Lab
Packet, pg. 6.Slide670
Feb. 25, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: What is Life?
List the characteristics of all living things
Identify what all living things need to survive.
Learning Goals:
What do living things need to survive (class list)
Relevance:Slide671
SQ3R Ch. 1, Section 1 – pg. 16 What is Life?
The Characteristics of Living Things
Life Comes From Life
The Needs of Living Things
Answer QuestionSlide672
Bread Mold Lab
Introduction
:
Bread molds are members of the kingdom Fungi. They are heterotrophic organisms that release digestive enzymes onto the bread and then absorb the nutrients. A mass of filaments called
hyphae
branch repeatedly within the bread forming a web-like structure called a
mycelium
. Stalks project out of the mycelium into the air. These stalks are called
stolons. At the top of each stolon is a ball-shaped structure called a sporangium. Inside are millions of tiny spores. When the sporangium cracks open, the spores fall out onto the bread and germinate creating more mold. This is the asexual phase of the bread mold life cycle. A common bread mold is the black mold called
Rhizopus
stolonifer
.
Purpose: The purpose of this lab it to determine the factors necessary for bread mold to grow?
Research: Answer these questions:
1. What are the characteristics of Living Things
What are the needs of living things?
What kingdom are bread molds in?
How
do
they get nutrients?
Hypothesis:
2 statements about the growth of bread mold in 2 different situations. (see experiment first)Slide673
Experiment
2 pieces of bread:
On one piece of bread: Use a dropper/spray to add some sugar-water to the bread so that it becomes slightly moist. Do not add too much water.
One the other piece of bread- leave dry.
Seal the bread in a plastic bag and place it in a warm, dark environment for a few days. Examine the bread every few days for mold growth.Slide674Slide675
Feb. 25, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 2: The Origin of Life
Compare the atmosphere of early Earth with today’s
atmosphere
State how scientists hypothesize that life arose on early Earth
Learning Goals:
What do living things need to survive (class list)
Relevance:Slide676
SQ3R Ch. 1, Section 2 – pg. 25 The Origin of Life
Earth’s Early Atmosphere
Life’s Chemicals
The First Cells
Answer QuestionSlide677
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide678Slide679
May 2, 2015Materials:
Materials
:
Assignment book: HW: Field Trip forms due next Thurs. Ch. 1, section 3 notes and vocab.Text book: Textbook, pg. 25Science Notebook Bread Mold Lab and (P)SQ3R Ch. 1, section 1.Slide680
May 2, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 2: The Origin of Life
Compare the atmosphere of early Earth with today’s
atmosphere
State how scientists hypothesize that life arose on early Earth
Learning Goals:
Theories on Life…
Relevance:Slide681
SQ3R Ch. 1, Section 2 – pg. 25 The Origin of Life
Earth’s Early Atmosphere
Life’s Chemicals
The First Cells
Answer QuestionSlide682
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide683
Bread Mold LabDay 6.Get percent.Make a schedule for who will get the bread each time.
Today- make grid Slide684Slide685
March 3, 2015Materials:
Text book: Textbook, pg. 25
Science Notebook for Video Notes.
Packet, pg. 8 R and R, section 2.Slide686
March 3, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 3: Classifying Organisms
Explain why scientists organize living things into groups.
Explain the relationship between classification and evolution.
Describe early classification systems, including that of Linnaeus
Name the seven levels of classification used by scientists.
Learning Goals:
Theories on Life…
Relevance:Slide687
Ch. 1, Section3– pg. 28 Classifying Organisms Table Topics
Your
table needs to come up with:
3 to 4 statements from your section. Write on poster sheet. neat/legible.
Grp
1- Why do Scientists Classify? (p. 28).
Grp
2- Early Classification Systems. (p. 29)
Grp
3-The Classification System of Linnaeus (p. 30).
Grp
4-Levels of Classification(p.32)
5.
Grp
5-Evolution and Classification (p. 34)
6.
Grp
6-Classification Today (p. 34)
7.
Grp
7-Using the Classification System. (p. 36)Slide688
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide689Slide690
March 4, 2015Materials:
Text book: Textbook, pg.
28.
Science Notebook for Table TopicsSlide691
March 3, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 3: Classifying Organisms
Explain why scientists organize living things into groups.
Explain the relationship between classification and evolution.
Describe early classification systems, including that of Linnaeus
Name the seven levels of classification used by scientists.
Learning Goals:
Theories on Life…
Relevance:Slide692
Ch. 1, Section3– pg. 28 Classifying Organisms Table Topics
Your
table needs to come up with:
3 to 4 statements from your section. Write on poster sheet. neat/legible.
Grp
1- Why do Scientists Classify? (p. 28).
Grp
2- Early Classification Systems. (p. 29)
Grp
3-The Classification System of Linnaeus (p. 30).
Grp
4-Levels of Classification(p.32)
5.
Grp
5-Evolution and Classification (p. 34)
6.
Grp
6-Classification Today (p. 34)
7.
Grp
7-Using the Classification System. (p. 36)Slide693
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide694Slide695
March 9, 2015Materials:
Assignment Book:
HW: Ch. 1, section 4 notes and vocab.
Science Notebook- Bread Mold Lab. Day 11.Science Notebook for Table Topics.Slide696
March 9, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 3: Classifying Organisms
Explain why scientists organize living things into groups.
Explain the relationship between classification and evolution.
Describe early classification systems, including that of Linnaeus
Name the seven levels of classification used by scientists.
Learning Goals:
Theories on Life…
Relevance:Slide697
Ch. 1, Section3– pg. 28 Classifying Organisms Table Topics
Your
table needs to come up with:
3 to 4 statements from your section. Write on poster sheet. neat/legible.
Grp
1- Why do Scientists Classify? (p. 28).
Grp
2- Early Classification Systems. (p. 29)
Grp
3-The Classification System of Linnaeus (p. 30).
Grp
4-Levels of Classification(p.32)
5.
Grp
5-Evolution and Classification (p. 34)
6.
Grp
6-Classification Today (p. 34)
7.
Grp
7-Using the Classification System. (p. 36)Slide698
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide699Slide700Slide701
March 10, 2015Materials:
Science Notebook- for Living Mysteries Lab.
Textbook, pg. 38.
Science packet, pg. 17.Slide702
March 10, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 3: Classifying Organisms
Explain why scientists organize living things into groups.
Explain the relationship between classification and evolution.
Describe early classification systems, including that of Linnaeus
Name the seven levels of classification used by scientists.
Learning Goals:
Classification
Relevance:Slide703
Ch. 1, Section3– pg. 28 Classifying Organisms Table Topics
Your
table needs to come up with:
3 to 4 statements from your section. Write on poster sheet. neat/legible.
Grp
1- Why do Scientists Classify? (p. 28).
Grp
2- Early Classification Systems. (p. 29)
Grp
3-The Classification System of Linnaeus (p. 30).
Grp
4-Levels of Classification(p.32)
5.
Grp
5-Evolution and Classification (p. 34)
6.
Grp
6-Classification Today (p. 34)
7.
Grp
7-Using the Classification System. (p. 36)Slide704
Living Mysteries pg. 38Purpose: How does a taxonomic key help you classify?
Research
:
Answer these questions. Why do scientists classify?How can organisms be classified?What is a taxonomic key?
Hypothesis: Skip
Experiment: pg. 38
Analysis and Conclusion: Answer questions 1-5
.
*When finished, work in packet, pg. 17.Slide705
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide706Slide707Slide708
March 11, 2015Materials:
Textbook, pg. 40.
Science Notebook-new page for Word Web.
Science packet, pgs 13/14, 15/16.Slide709
March 11, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 4 The Six kingdoms
*Name and describe the six kingdoms into which all organisms are grouped.
Learning Goals:
The Six kingdoms.
Relevance:Slide710
Ch. 1, section 4 The Six Kingdoms Word Web
2 statements for each kingdomSlide711
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide712Slide713
March 11, 2015Materials:
Textbook, pg. 40.
Science Notebook-new page for Word Web.
Science packet, pgs 13/14, 15/16.Slide714
March 11, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 4 The Six kingdoms
*Name and describe the six kingdoms into which all organisms are grouped.
Learning Goals:
The Six kingdoms.
Relevance:Slide715
Ch. 1, section 4 The Six Kingdoms Word Web
2 statements for each kingdomSlide716
NB pre-check (official check – next week. Day TBA)1. Must have all titles:
Chapter number, section number, name of the section.
2. Must be complete with appropriate responses.
i.e- “I was absent is not an appropriate response. You are expected to make up work when you are absent.) 3. Must be readable.Today:
You will check your notebook.
Give to your partner to check.
***Your notebook WILL NOT be graded until it meets the top 3 criteria. You will see me on your own time to have it graded. (and you will continue to be sent to fix it until it is filled correctly.)Slide717
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide718Slide719
March 12, 2015Materials:
Science packet,
pgs
13/14, 15/16.Science Notebook for bread mold lab and Pre-notebook check.Slide720
March 12, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things:
section 4 The Six kingdoms
*Name and describe the six kingdoms into which all organisms are grouped.
Learning Goals:
The Six kingdoms.
Relevance:Slide721
NB pre-check (official check – next week. Day TBA)1. Must have all titles:
Chapter number, section number, name of the section.
2. Must be complete with appropriate responses.
i.e- “I was absent is not an appropriate response. You are expected to make up work when you are absent.) 3. Must be readable.Today:
You will check your notebook.
Give to your partner to check. Partner will edit your notebook and circle or
underline what you need to fix.
***Your notebook WILL NOT be graded until it meets the top 3 criteria. You will see me on your own time to have it graded. (and you will continue to be sent to fix it until it is filled correctly.)Slide722
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide723
Theories Project1 Choose 4 theories – See packet. You may also create your own.
2. 2 computers available to research additional theories.
3. We are working on them today and tomorrow.
4. 5 minutes of silent time to read them.Then you may begin working.This is not a partner project, but you may interact with your table mates to come up with similar ideas. Each person is responsible for turning in their own work.
Due Date TBA (cross off due dates on paper. Snow days interrupted our start dates.)Slide724Slide725
March 13, 2015Materials:
Origin of Life Comics sheets and templates.
DUE DATE- write on page: Tuesday, March 11.Slide726
March 13, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: section 2: The Origin of Life
Compare the atmosphere of early Earth with today’s atmosphere
State how scientists hypothesize that life arose on early Earth
Learning Goals:
Relevance:Slide727
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide728
Theories Project1 Choose 4 theories – See packet. You may also create your own.
2. 2 computers available to research additional theories.
3. We are working on them today and tomorrow.
4. 5 minutes of silent time to read them.Then you may begin working.This is not a partner project, but you may interact with your table mates to come up with similar ideas. Each person is responsible for turning in their own work.
Due Date TBA (cross off due dates on paper. Snow days interrupted our start dates.)Slide729Slide730
March 16, 2015Materials:
Origin of Life
Comics instruction sheet
and templates.DUE DATE- write on page: Tuesday, March 17.Slide731
March 16, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: section 2: The Origin of Life
Compare the atmosphere of early Earth with today’s atmosphere
State how scientists hypothesize that life arose on early Earth
Learning Goals:
What are different Theories
Relevance:Slide732
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide733
Theories Project1 Choose 4 theories – See packet. You may also create your own.
2. 2 computers available to research additional theories.
3. We are working on them today and tomorrow.
4. 5 minutes of silent time to read them.Then you may begin working.This is not a partner project, but you may interact with your table mates to come up with similar ideas. Each person is responsible for turning in their own work.
Due Date TBA (cross off due dates on paper. Snow days interrupted our start dates.)Slide734Slide735
March 18, 2015Materials:
Science Notebook- Bread Mold Lab. Day 20
Origin of Life Comics
Assignment Book: HW:1. Ch. 1 Assessment for peer review due Tues, March 24.2. Ch. 1 Assessment DUE DATE- Thursday, March 26.Slide736
March 16, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: section 2: The Origin of Life
Compare the atmosphere of early Earth with today’s atmosphere
State how scientists hypothesize that life arose on early Earth
Learning Goals:
What are different Theories
Relevance:Slide737
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide738
Theories Project1 Choose 4 theories – See packet. You may also create your own.
2. 2 computers available to research additional theories.
3. We are working on them today and tomorrow.
4. 5 minutes of silent time to read them.Then you may begin working.This is not a partner project, but you may interact with your table mates to come up with similar ideas. Each person is responsible for turning in their own work.
Due Date TBA (cross off due dates on paper. Snow days interrupted our start dates.)Slide739Slide740
March 16, 2015
Essential
Skills:
You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 1 Living Things: section 2: The Origin of Life
Compare the atmosphere of early Earth with today’s atmosphere
State how scientists hypothesize that life arose on early Earth
Learning Goals:
What are different Theories
Relevance:Slide741
Origin of Life Documentary: https://www.youtube.com/watch?v=ZZxv4toLQhgSlide742
Theories Project1 Choose 4 theories – See packet. You may also create your own.
2. 2 computers available to research additional theories.
3. We are working on them today and tomorrow.
4. 5 minutes of silent time to read them.Then you may begin working.This is not a partner project, but you may interact with your table mates to come up with similar ideas. Each person is responsible for turning in their own work.
Due Date TBA (cross off due dates on paper. Snow days interrupted our start dates.)Slide743
March 18, 2015Materials:
Ch.1 Assessment Instruction Sheet
Science Notebook
TextbookSlide744
Today, March 18, 2014Ch. 1 Assessment Today
You must get approval before you are allowed to get a laptop
Laptop Rules
Laptops must be signed out with Ms. S.Laptops stay at desk.Notify Ms. S if there are any problems.Laptop Clean up is 7-10 minutes before the end of class because you must connect laptops properly.
Clean Up- room must be clean before being dismissed.Slide745Slide746
March 20, 2015Materials:
Ch.1 Assessment Instruction Sheet
Science Notebook
TextbookSlide747
Today, March 20, 20151- If you have not turned in your Ch. 1 Living Things Packet or Origin of Life comic, you are working on this first. i.e.- you are not allowed to work on project until your packet/comic is turned in. Ch. 1 Assessment Today
You must get approval before you are allowed to get a laptop
Laptop Rules
Laptops must be signed out with Ms. S.Laptops stay at desk.Notify Ms. S if there are any problems.
Laptop Clean up is 7-10 minutes before the end of class because you must connect laptops properly
.
Clean Up- room must be clean before being dismissed.Slide748Slide749
March 23, 2015Materials:
Ch.1 Assessment Instruction Sheet
Science Notebook
TextbookSlide750
Today, March 23, 20151- If you have not turned in your Ch. 1 Living Things Packet or Origin of Life comic, you are working on this first. i.e.- you are not allowed to work on project until your packet/comic is turned in. Ch. 1 Assessment Today
2- I will be around to grade notebooks –NB check #7. Will record
nb
checks 6 and 7 together.You must get approval before you are allowed to get a laptopLaptop Rules
Laptops must be signed out with Ms. S.
Laptops stay at desk.
Notify Ms. S if there are any problems.
Laptop Clean up is 7-10 minutes before the end of class because you must connect laptops properly
.Clean Up- room must be clean before being dismissed.Slide751Slide752
March 26, 2015Materials:
Ch. 1 assessment / project/with your partner review sheet attached (partner review sheet is 5
pts
) on your desk.If you borrowed a text book, please return it and cross your name off sign out sheet.
Science Notebook –for Bread Mold Lab – we are not collecting data. Bread was gross and thrown away. You will start your questions.Slide753
Today, March 26, 2015Ch. 1
Presenatiaons
Bread Mold Lab-discussion and questions.
Clean Up (old work passed back. Missing work update)Slide754
Bread Mold Lab1. Make sure all group members have same data.As a group, come up with 4 questions analysis questions that you will answer in your final lab report. (Refer to previous analysis questions.)
Write them after your data table.
(in your final lab report, you must graph your data and analyze your data.)
*Your Living Things Lab report is not a partner project. You will have different group members for the other 2 labs.Slide755Slide756
March 27, 2015Materials:
If you have not
presented:
Ch. 1 assessment / project/with your partner review sheet attached (partner review sheet is 5 pts) on your desk.
If you borrowed a text book, please return it and cross your name off sign out sheet.
Pd. 4,5,7,8-Science Notebook –for Bread Mold Lab – we are not collecting data. Bread was gross and thrown away. You will start your questions.Slide757
Today, March 27, 2015Finish Ch. 1 Presentations
Pd. 4,5,7,8 - Bread Mold Lab-discussion and questions.
Pd. 4,5,7,8 - Clean Up (old work passed back. Missing work update)
Continue a video that we started a while back…Slide758
Bread Mold Lab1. Make sure all group members have same data.As a group, come up with 4 questions analysis questions that you will answer in your final lab report. (Refer to previous analysis questions.)
Write them after your data table.
(in your final lab report, you must graph your data and analyze your data.)
*Your Living Things Lab report is not a partner project. You will have different group members for the other 2 labs.Slide759Slide760Slide761
April 7, 2015Materials:
Assignment Book: HW: Ch. 2, section 1 notes and vocab
Science Notebook for Lima Bean Lab, (P)SQ3R or Word/Topic Web…
Textbook, pg. 48.Slide762
Today, April 7, 2015New Seats
Lock Down Procedures/Seating
Lima Bean Lab set up
Old Work returned/ Start HW / Mini Conferences-MP ends on FridayStart (P)SQ3R or Word/Topic WebSlide763Slide764
April 8, 2015
Materials:
Science
Notebook for Lima Bean Lab, (P)SQ3R or Word/Topic Web…Textbook, pg. 48.Slide765
Today, April 8, 2015
Old Work returned
Lima
Bean Lab Prep – P, R, H, EStart (P)SQ3R or Word/Topic WebSlide766
Lima Bean LabIntro: Plants are living organisms, comprising a vast variety of species such as trees, shrubs and bushes, herbs, grasses, vines, ferns, moss, and green algae. They belong to the Plant kingdom.
Plants are autotrophs and make their food using the process of photosynthesis with the help of chlorophyll, a green-colored pigment.
Plants use the sunlight's energy to convert atmospheric carbon dioxide into simple sugars.
Plants also rely on soil for nutrients (nitrogen, phosphorus, magnesium,
etc
) and water.
Additionally, there are plants that grow without soil, or in the dark without sunlight. Slide767
Lima Bean LabPurpose: The purpose of this lab is to see how light affects the growth of a Lima Bean Plant
Research: 3 statements about plants
Hypothesis:
Write 2 If-then statements about a lime bean plant growth in light and dark.If the plant is grown in the light
,
then the plant will/will not grow as high…
If the plant is grown in the dark, then the plant will/will not grow as high
…
Experiment: 1. Plant your beans! Place one cup in the light. Place one cup in the dark.2. Create a data table
… With your group, determine how your data table will look.Slide768
April 8, 2015
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential
Skills:
You will be able to:
CR-2
Exhibit imagination, curiosity, and wonder through the senses.
**Ch. 2, section 1 – VirusesGive reasons why viruses are considered to be non-living
Describe the basic structure of a virus;
Explain how viruses multiply
Learning Goals:
Understanding Viruses
Slide769
(P)SQ3R/Word Web Ch. 2, section 1 Viruses pg. 48
What is a virus?
Naming Viruses
The shapes and Sizes
Structure of Viruses
How viruses multiply
Viruses and the Living World?
* If you are doing a
Word/Topic Web, the
headings go in the
circles around the main
topic “Viruses”.
Each heading gets two
statementsSlide770
Viruses Video
Micro Foes
Micro HERO
Science Sleuth
1.
2.
3.
1.
2.
3.
1.
2.
3.Slide771Slide772
May 2, 2014
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skills:You will be able to:CR-2 Exhibit imagination, curiosity, and wonder through the senses.
Ch. 2, section 2- Bacteria
Describe ways in which bacteria cells are different from all other organisms’ cells
List positive roles that bacteria play in people’s lives
Name the two kingdoms of bacteria and tell how bacteria reproduce and survive.Learning Goals:
Understanding Bacteria
Slide773
(P)SQ3R/Word Web Ch. 2, section 2 pg. 56
The Bacterial Cell
Two Kingdoms of Bacteria
Reproduction in Bacteria
Survival Needs
Bacteria and the Living WorldSlide774
Bacteria Video
Micro Foes
Micro HERO
Science Sleuth
1.
2.
3.
1.
2.
3.
1.
2.
3.Slide775
Background Info- Bacteria CulturesA bacterial culture is a cultivated colony of bacteria grown in a lab for a variety of purposes, ranging from patient diagnosis to scientific research.
Cultures can take hours or days to grow and may require special care, as some bacteria are very finicky about their environment.
Successful cultures require a good sample. Doctors can use swabs to collect specimens from the site of an infection, or they can submit blood or other fluids for culture. In the case of environmental research, samples of soil, infected tissue from plants, and water can be useful for a bacterial culture. The sample must be stored in optimal conditions to ensure survival of the bacteria until they reach the lab.
There are several ways to set up a bacterial culture. One of the most common is the
petri dish
. The technician will prepare a shallow dish filled with gel, usually made from
agar
, a component of seaweed. The gel contains
nutrients to support the bacteria after they are introduced. Slide776
Background Info- LysolLysol products contain various forms of ammonium chloride such as
octyl
decyl dimethyl ammonium chloride. Many Lysol products also contain bleach or ingredients that are in bleach such as hypochlorous
acid.
Other Lysol products contain peroxide which is also a bacteria-killing substance.
The ammonium chloride works in Lysol as a dirt-releasing substance while the others, such as bleach, attack the microorganisms by unfolding and separating the proteins Slide777
Bacteria Cultures Lab
Purpose:
1. The first purpose of this lab is to observe bacteria cultures, Living Things!
2. The second purpose of this lab is to see the effect of Lysol on bacteria.Research:
3 statements about bacteria growth
2 statements about Lysol
Hypothesis:
If, then statement about bacteria growth.
If then statement about the effect of Lysol.Slide778
Experiment: Data table/Observation chart
Quadrant & Source
Obs. 1 Number & appearance of colonies or % covered in colonies
Obs. 2 Number & appearance of colonies or % covered in colonies
Obs. 3 Number & appearance of colonies or % covered in colonies
Obs. 4 Number & appearance of colonies or % covered in colonies
I
II
III
IVSlide779
Draw Petri DishAnd label samples. You will be drawing colonies each day you observe. Use color.Slide780
Experiment
We are using tape instead of a cotton swab.
Get sample.
Tape sides of petri dish. Write your name on the tape.Place on window sill in appropriate tray.Slide781
May 12, 2015
Sit in your assigned seat
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
Essential Skills:You will be able to:
CR-2
Exhibit imagination, curiosity, and wonder through the senses.
*Ch. 2, section 3 – Viruses, Bacteria, and Your Health
Describe how infectious diseases spread from person to person.
Describe some ways in which infectious diseases can be treated or prevented. Learning
Goals:
Staying Healthy. Keeping others healthy.
Slide782Slide783
Meal Worm LabBackground Information:Mealworms are the larval form of the
mealworm beetle
,
Tenebrio molitor, a species of darkling beetle.
Like
all
holometabolic
insects (these insects go through complete metamorphosis), they go through four life stages: egg, larva,
pupa
, and
adult
.
Larvae typically measure about 2.5 cm or more, whereas adults are generally between 1.25 and 1.8 cm in length.Slide784
The First Stage of a Mealworm
The
first stage of a mealworm's life is an egg. The color of the egg is white but dusted with age.
The Second Stage of a Mealworm
The
second stage of a mealworm's life is the larva stage, during this stage, it moves about by
crawling
and it also sheds it's skin several times and this process is known as molting. They look weird when they do molting and their old skin had ridges that look like scales.
The Third Stage of a Mealworm
The
third stage of a mealworm's life is the pupa stage. It is white in color. During this stage, same
as
the pupa of the butterflies, it sleeps and does not eat at all !
The Fourth Stage of a Mealworm
The
fourth, and last stage of a mealworm's life is the adult stage. As the beetle grows older, it gets
darker
in color. This 'beetle stage' is the most active stage in it's life cycle. To protect themselves
from their enemies in this stage, they bite hard and move very fast too Slide785
Mealworm LabPurpose:
1. The purpose of this lab is to observe the life cycle of mealworms.
Research:
2 statements about Mealworms3 statements about life cycle.
Hypothesis:
(not a typical hypothesis). Predict the amount of time it will take for the mealworm to change shape.
i.e
- the larva will last this
long _____ the pupa will last this long _____Slide786
Mealworm Observation Chart
Date
Observations-drawings, comments, movement, add color, be specific.
Stage (larva, pupa, adult)Slide787
Experiment-To be included in your report:Mealworms are living larvae of Grain Beetles. We know they are living because they demonstrate the 6 characteristics of living things:
Characteristic
Observation
1.
2.
3.
4.
5.
6Slide788
Experiment-To be included in your report:We will provide these mealworms with the following basic needs of living things. List the needs and how you are providing for the needs.
Needs
Material
1.
2.
3.
4.