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Room 208 Welcome to Homeroom. Room 208 Welcome to Homeroom.

Room 208 Welcome to Homeroom. - PowerPoint Presentation

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Room 208 Welcome to Homeroom. - PPT Presentation

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

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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?

Slide52
Slide53

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.Slide63
Slide64

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 PracticeSlide68
Slide69

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 Slide72
Slide73

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.Slide76
Slide77

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. Slide85
Slide86

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.Slide89
Slide90

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.Slide93
Slide94

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=Xz8sVG6GVWwSlide99
Slide100

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: TBASlide106
Slide107

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: TBASlide115
Slide116

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 QuestionSlide121
Slide122

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?Slide124
Slide125
Slide126

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 Slide128
Slide129

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: Slide144
Slide145

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: Slide153
Slide154

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?Slide167
Slide168

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 QuestionSlide172
Slide173

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 notesSlide179
Slide180

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 todaySlide203
Slide204

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?Slide208
Slide209

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?Slide213
Slide214

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 QuestionSlide218
Slide219

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 ________________:_________________Slide230
Slide231

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 ________________:_________________Slide236
Slide237

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 QuestionSlide244
Slide245

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 WatershedsSlide252
Slide253

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=1k7ap96CPJkSlide260
Slide261

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=1k659rtLrhkSlide270
Slide271

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.Slide275
Slide276

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.Slide280
Slide281

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=PjaM7wBWWocSlide287
Slide288

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=PjaM7wBWWocSlide294
Slide295

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

:Slide301
Slide302

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=relatedSlide309
Slide310

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=relatedSlide317
Slide318

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=relatedSlide325
Slide326

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

PebblesSlide355
Slide356

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.)Slide361
Slide362

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!

Slide372
Slide373
Slide374

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?Slide389
Slide390

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=_

WLW9dVeL7oSlide392
Slide393

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 DrinkSlide401
Slide402

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.Slide406
Slide407

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.Slide415
Slide416

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?Slide419
Slide420

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=AAiTywPmgD4Slide427
Slide428

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=AAiTywPmgD4Slide433
Slide434
Slide435

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=rnPEtwQtmGQSlide440
Slide441

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.)Slide455
Slide456

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…Slide458
Slide459
Slide460

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=KY6ITXvVaKgSlide468
Slide469

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 QuestionSlide492
Slide493

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).Slide503
Slide504

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 CellsSlide532
Slide533

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 CellsSlide536
Slide537

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 CellsSlide543
Slide544

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.Slide549
Slide550

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.Slide555
Slide556

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 readSlide560
Slide561

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 readSlide565
Slide566

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 readSlide570
Slide571

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 readSlide575
Slide576

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 readSlide580
Slide581

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 readSlide585
Slide586

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

MeiosisSlide590
Slide591

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=NJxobgkPEAoSlide596
Slide597

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: GeneticsSlide600
Slide601

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=NJxobgkPEAoSlide606
Slide607

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.Slide609
Slide610

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 readSlide614
Slide615

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 readSlide619
Slide620

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 readSlide624
Slide625

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 readSlide629
Slide630

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: GeneticsSlide633
Slide634

SQ3R Ch. 4 Modern Genetics, section 2 Human Genetic Disorders

Causes of Genetic Disorders

Pedigrees

Managing Genetic Disorders

Answer Question

after we readSlide635
Slide636

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.pdfSlide641
Slide642
Slide643

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 readSlide647
Slide648

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 readSlide652
Slide653

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 readSlide657
Slide658

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.Slide668
Slide669

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.Slide674
Slide675

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=ZZxv4toLQhgSlide678
Slide679

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 Slide684
Slide685

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=ZZxv4toLQhgSlide689
Slide690

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=ZZxv4toLQhgSlide694
Slide695

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=ZZxv4toLQhgSlide699
Slide700
Slide701

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=ZZxv4toLQhgSlide706
Slide707
Slide708

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=ZZxv4toLQhgSlide712
Slide713

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=ZZxv4toLQhgSlide718
Slide719

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.)Slide724
Slide725

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.)Slide729
Slide730

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.)Slide734
Slide735

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.)Slide739
Slide740

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.Slide745
Slide746

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.Slide748
Slide749

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.Slide751
Slide752

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.Slide755
Slide756

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.Slide759
Slide760
Slide761

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 WebSlide763
Slide764

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.Slide771
Slide772

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.

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Slide783

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.