life science 2011-12 semester 2. life science 1/30/12 week of 1/30 to 2/3 announcement: each entry...

Life Science 2011-12

Semester 2

Life Science 1/30/12Week of 1/30 to 2/3

• ANNOUNCEMENT: Each entry task will be worth 2 POINTS this semester. Total of 10 points in a typical week.

• ASSIGN TABLE LEADERS. 2 Extra Credit points/week when EVERYONE AT TABLE has completed and turned sheets in.

• Entry Task – Monday• Are single-celled protists more like single-

celled bacteria or animals? Why?

Life Science 1/31/12

• Entry Task – Tuesday

• Write down a 500 point Jeopardy answer and question about protist, classification, or organization of organisms. See if you elbow partner gets it!

• Finish Jeopardy – 15 minutes• Take the quiz – rest of class.

Life Science 2/1/12

• Entry Task – Wednesday

• Write down what you expect from yourself during a quiz—include volume, effort, attention to detail, behavior, using resources, etc.

• Prepare for quiz—move where I ask, place all belongings below desk.

QUIZ EXPECTATIONS

• Sit where I ask you to.• Use your notebook or worksheets as a

resource. • Work silently and by yourself. • Raise your hand if you have questions. • GIVE THE QUIZ YOUR BEST EFFORT!!• If finished early, you may silently read or do

other homework.

Life Science 2/2/12• Entry Task – Thursday

• Write down something you learned last semester AND a specific example of what you learned. Topics we studied are:

• Steps of the Scientific Method (Question, Hypothesis, Materials, Procedure, Data, Conclusion)

• Collecting data, calculating averages and graphs• Cell Organelles and Functions• Microscope Parts and Use• Osmosis Jones – organization of the human body (Cells,

Tissues, Organs, Organ Systems)• Protists• Classification – domains and kingdoms

Today’s Work

• Finish “Unknown World” video and questions• I will hand back your worksheets for this. • Watch and take notes (on bottom of question

sheet – use a title and T-chart with questions and answers) on “The Secret Garden”


• Entry Task – Friday

• Listen as Ms. Maring reads article about invasive pythons in Florida.

• Write a summarizing sentence using: • IDENTIFY (who what where) - VERB – FINISH SENTENCE. • Table Leaders – Check that all sheets are complete – help

team finish. Collect all entry task sheets AND PLACE IN PAPERCLIP WITH YOURS ON TOP.

• Turn in to correct box. • Say Something Nice

Article Summary

• Practice skill for HSPE/MSPE• Review what you will do. • 1. find article using links.• 2. Read it. Acknowledge title and author• 3. summarizing sentence. IVF• 4. COPY and paste 3 facts into “”. • 5. Copy and paste reference into box. • Head to computer lab….for MANDATORY Extra Learning

(aka Extra Credit)• Please finish by end of class. Print and turn in.


• DECIDE ON NEW TABLE LEADERS!• Entry Task – Monday• Listen as Ms. Maring reads article about cajun

crayfish. • Write a summarizing sentence using: • IDENTIFY (who what where) - VERB – FINISH

SENTENCE. • 9th graders – computer lab finish article summaries• 8th graders – computer lab finish article summaries• 7th graders – ON PAPER article summaries

http://news.nationalgeographic.com/news/2012/01/120109-louisiana-crayfish-invasive-species-environment-africa-science/

http://news.nationalgeographic.com/news/2012/01/120109-louisiana-crayfish-invasive-species-environment-africa-science/

Life Science 2/7/12• Entry Task – Tuesday

• Review your quiz grade. • Write TWO sentences:• 1. What went well?• 2. What would you like to improve with a reflection

process? • Mandatory reflection if quiz is 13 or less. • Optional reflection for everyone!!• When you are done with quiz reflection, please quietly

work at back table on “Ribbon of Life.” You may help each other.

Life Science 2/8/12


• What domain and kingdom do you think the organisms growing on Ms. Maring’s side table are from?

• What does that mean about all of their cells?

• Thank you table leaders for all your hard work helping your team!!!

• PS QUIZ REFLECTIONS DUE TODAY!!

Today’s Work

• “Ribbon of Life” – use knowledge you currently have and discuss it with your team – 20 minutes

• Share and discuss.


• Entry Task – Thursday

• Read in the lab manual pages 31 and 32. • What are the functions of the 3 main parts of the

seed? Please name the parts in your answer.

• TABLE LEADERS – please gather your team’s papers, paper clip with yours on top and turn them in.

• Share answers on “Ribbon of Life” – TURN THEM IN!

7th Graders

• Get out quizzes and reflection papers. • If yours is already turned in, please help share answers. • If your quiz reflection is incomplete, please FINISH while

we discuss. • For each question WRONG, answer QUIETLY ON YOUR

OWN PAPER. • a. What part did you not understand?• b. What new learning is now clear to you? • I will call on volunteers to give us c. THE CORRECT

ANSWER.

Seed Sprouting Lab Handout “ROOTS AND SHOOTS”

• 1. Layer 4 paper towels by folding. • 2. Draw circle of small side of petri dish.• 3. Cut out circles, fold in half and place in petri dish. Unfold top

paper towel so it covers folded ones. • 4. Add one small squirt of water (NO HORSEPLAY WITH SQUIRT

BOTTLES!)• 5. Place 3 rye grass seeds OR 3 radish seeds on the fold (like

sitting on a shelf). • 6. Draw your petri dish and seeds in “DAY 1” circle. • 7. Write names on top lid with grease pens. Cover petri dish.• 8. Bring completed “sprouter” up and place in black container.

Seeds will need to stay in the dark…• WE WILL OBSERVE DAY 2 and 3 on MONDAY AND TUESDAY.


• Entry Task – Friday – NO ENTRY TASK (your sheet should already be in the assignment box).

• 9th graders – video day…• Consider an interesting new finding on

dinosaurs…• 8:45-9:28


• Entry Task – Monday• Choose new table leaders, please• Read page 309 in Life Science textbook. • List 2 advantages seed plants have. • This book has a different name for “embryo.”

What do they call it? Please get out your “roots and shoots” lab

sheet.

Today’s Work

• Glue “roots and shoots” into your NOTEBOOK onto page 43.

• One person get your group’s sprouter. • Observe seed sprouters in “Day 2” area with

your group.• One person return sprouter. • Lima Bean Lab – glue to page 44. • Conduct DRY SEED part of lab. • I will be grading you on your participation today.



• Free 2 points for “Saying Something Nice” on Valentine’s Day. Please make these about academic or friendly effort!

• Get out your “roots and shoots” lab and your lima bean lab.

• Should be in notebook pages 43 and 44. • 7th graders – hand back quiz reflections. We will reflect

as a class – everyone participating (Except Anna and Bailey – high scores)

Today’s Work

• Soak whole lima bean in beaker with 100 mL water (from back large sink) for 15 min.

• While waiting, complete questions 1, 2, and 3. • I will return your petri dishes with seeds. • Complete the rest of the “Roots and Shoots”

lab for day 3 and all questions answered. • We will share answers at the end of class.

7th graders – stay seated, stay quiet, stay working, raise hands

• 3 items on desk: notebook page “Quiz Reflection and Name”, instructions for reflections, OLD QUIZ (if you’ve lost it, new blank quiz.)

• Start by looking over what you got wrong or do not understand.

• We will begin by reviewing correct answers. If you got it right, RAISE HAND and share. Mark them on your quiz!

• Next we will work on our reflections. • EVERYONE WILL TURN IN A COMPLETE REFLECTION

AT THE END OF CLASS.

Today’s Work

• Soak one lima bean 15 minutes in beaker with warm water.

• Please be careful not to spill the water. • Complete dissection of dry seed while waiting. • DO NOT THROW BEANS OR PAPER CLIPS,

please • Finish second half of lima bean lab with

soaked seed. • And answer questions at the bottom.



• Read page 303 in the Life Science textbook. List 2 common characteristics of algae and plants.

• How does the caption help you understand the text? Include a detail from the caption.

Microscope Views of Roots

• Discuss parts of roots. Draw a picture on page 45. • Glue “Microscope Views of Roots” to page 46. • Ms. Maring will give you either a radish root slide or a rye

grass root slide. • Ask Ms. Maring for the other kind when finished with first. • If waiting, please complete questions at bottom while

referring to image on board or your drawing, and page 315 in textbook.

• CLEAN UP – microscopes properly stored, slides returned to Ms. M.

• PS If you never received your microscope license, you may look but not turn knobs on the microscope.

• On your “quiz reflection” page write EXAMPLE and copy Ms. Maring’s example for #2.

• Look at your quiz for the first answer wrong. It will be circled. (Check means correct!)

• FOR EACH WRONG ANSWER, Answer…a) What part did you not understand? b) What new learning is now clear to you? c) What is the correct answer?

• When finished, quietly read pages 308. 309, 312, 313.

7th graders – stay seated, stay quiet, stay working, raise hands

7th Graders – Roots and Shoots

• Stay seated. • I will bring each group a “Day 2” petri dish. • Please fill in all “Day 2” questions and draw

what you see. 6 minutes• I will bring each group a “Day 3” petri dish. • Please fill in all “Day 3” questions and draw

what you see. 6 minutes• I will collect the petri dishes.• Answer questions at the bottom as a group.

http://www.online-stopwatch.com/


• SEATING CHART – 8th and 9th Graders• Entry Task – Thursday

• Read page 319. • Why do plants have flowers? • What are the basic parts?

• Fill in the labels for the parts of a flower. Glue this sheet to page 47.

Flower Dissection

• NOTE: Finish root lab if you have not yet. • Follow the steps on your lab sheet. • You should be able to finish at least the front

side today. • Watch demonstration of how to put the

flower parts on the tape and then the card.• Ms. Maring will have slides of pollen for you.



• Friday Freebie – 2 points• Table Leaders – Check that all sheets are

complete – help team finish. Collect all entry task sheets AND PLACE IN PAPERCLIP WITH YOURS ON TOP.

• Say something nice

Flower Dissection

• NOTE: Finish root lab if you have not yet. • Follow the steps on your lab sheet. • Watch demonstration of how to put the

flower parts on the tape and then the card.• You should have front and back completed

and TURNED IN today. • Ms. Maring will have slides of pollen for you. • DISCUSS

7th Graders

• One student with ZERO MINUTES will be drawn for the Top 100 respect club.

• Students with minutes will complete time cleaning room today.

• GRADING TODAY: Complete lab from yesterday = 3 points

• LAB PARTICIPATION – I will be grading your participation today.

• 3 points = work entire time with group (level 1 voices), complete steps in time given, team player


• Entry Task – Tuesday• Please choose new table leaders!• Read page 318 and examine the diagram.

What are the cell layers of a leaf? • What are the stoma for? Where are they?

Today’s Work – Stems and Leaves

• Today you will look at a stem, or stalk of celery.

• Look at page 316. What structures might you see in a stem?

• You will look at the bottom side of celery leaves and wandering jew leaves.

• Look at page 318. What structures might you find on the bottom side of leaves?

• YOU WILL BE GRADED TODAY ON YOUR LAB PARTICIPATION.

7th Graders

• Follow Steps on “Flower Dissection” • 7 minutes – Steps 1, 2, 3 – be sure whole group is finished. • SKIP STEP 4!!!• MAKE CARDS WITH TAPE. NAMES ON CARDS.• 10 minutes – Steps 5, 6, 7• EXTRA TIME – back page• LEAVE CARDS IN CENTER OF TABLES.• I will hold onto your labs for tomorrow. • LAST FIVE – clean up, announce minutes and respect

winner.





• Do you think the tubes in the stems of plants (xylem and phloem) are related to the tubes we saw in the roots (vascular channels)?

• How? Explain!

Today’s Work

• Glue stems and leaves lab to page 48. • Finish the stems and leaves lab – I have wilted

celery this morning! • Complete the questions ON A SEPARATE PIECE

OF PAPER (later you can glue it to page 49). • Share answers and TURN IN ANSWERS. • PUT “A Leaf’s Work is Never Done” ON PAGE 50.

• EXTRA TIME: Play “Pin the Compound on the

Plant”

7th Graders – Flower Dissection3 points – stay working, team player, produce results

• MAKE CARDS WITH TAPE. NAMES ON CARDS.• 6 minutes – Steps 5, 6, 7 – remove parts,

count them, label them on cards• 10 minutes– back page. SKIP STEP 10!• Data table – include color, smell, and number

of each part. • When finished, all labs under card. TURN IN

WORK. • Start Questions on next lab using textbook.




• 9th graders – YOU DO NOT HAVE THIS CLASS TOMORROW>>> Table leaders will gather entry task sheets and turn in TODAY

• 7th and 8th graders – hold onto your entry task sheets for tomorrow.

• Entry Task – Thursday• Consider the wierdest vegetable you know

people like to eat. What part of the plant is it? Root, stem, flower, leaf, seed, fruit, or? SHARE!

Life Science – today’s work…

• Photosynthesis Puzzle Packet• 3 puzzles – stacked easiest to hardest. • Please use Life Science textbook and help each

other. • Turn in your puzzles when finished. • If finished early, you may look at website

http://www.neok12.com/Photosynthesis.htm and try the puzzles and quizzes or videos.

http://www.neok12.com/Photosynthesis.htm



• Friday Freebie for “Saying Something Nice” about a classmate’s effort or behavior this week. (No beauty contest comments, please!)

• Table Leaders – please gather your group’s papers, paperclip with yours on top, turn sheets in.

Today’s Work…8th grade

• Each student will be given a card (or two). • Using quiet voices, you will stand and find the

match.• Wait with that person and I’ll call on you to read

your cards. Tape to tree. • ON YOUR SHEET, complete missing definitions

using own words or textbook. • Label plant diagram with the words. • Name on top, turn sheet in. • Extra Time – you design Jeopardy!

7th Graders – Stems and Leaves

• Discuss lab. Magnification, underside of leaves, cross section of stem

• 15 minutes – Look at slides and draw.• 15 minutes– return to seat and answer

questions on separate paper!• When finished, TURN IN WORK. • LAST FIVE – clean up, announce minutes and

respect winner.




• Entry Task – Monday – choose new table leaders!!

• Name this process:• Inside chloroplasts, in the leaf cells, carbon

dioxide (from the air) and water (from the roots) are changed into sugar and oxygen.

• “What is _______________________?”

STANDARD: I can describe how living things are composed of cells which make up tissues, organs and organ systems. At each level of organization the structures enable specific functions required by the organism. EALR 4 LS1• Objective: I can identify plant structures and

explain functions.

Today’s Work…

• Each student will be given a card (or two). • Using quiet voices, you will stand and find the

match.• Wait with that person and I’ll call on you to read

your cards. Tape to tree. • ON YOUR SHEET, complete missing definitions

using own words or textbook. • Label plant diagram with the words. • Name on top, turn sheet in. • Extra Time – you design Jeopardy!

• Review Answers for Stems and Leaves• Review answers for Puzzles – Turn in!!• Conduct photosynthesis word cards - I’ll call a

word. If you have it hold it up. We’ll ask the class who has match OR knows what it is.

• Person with word and match walks it to tree. • Students at desk fill in worksheet.

7th Graders – Stems and LeavesPuzzles



• Name this process:• A process which releases water from the

leaves of plants. The water comes out the stomata.

• What is _______________________?”

Jeopardy to study for Plant Structure and Function Quiz

• Two teams• Each team will design questions and answers

for two columns. • Hand me the slides as you complete them and

I will enter them. • When you play, you will have to use the other

team’s columns! • QUIZ - THURSDAY



• Name this process:• In the flower. A process which allows pollen to

fertilize an egg in the ovary. The egg will turn into seeds inside fruit.

• What is _______________________?”

Play Jeopardy and Study for Quiz

• Complete Jeopardy Games• Make sure you have what you need for the

quiz in your notebook.• Root drawing• Seed Sprouter Lab• Flower Diagram• You should also bring flower dissection lab,

entry tasks, puzzles, and leaf worksheet.

Life Science 3/1/12


• List 2 test taking strategies. • List 1 important test taking behavior

• Prepare for quiz. You may use notebooks and worksheets.

STANDARD: I can describe how living things are composed of cells which make up tissues, organs and organ systems. At each level of organization the structures enable specific functions required by the organism. EALR 4 LS1• Objective: I can demonstrate understanding of

plant structures and explain functions.

QUIZ expectations

• Work SILENTLY with your eyes on your own work.

• DO YOUR BEST—use test taking strategies and try each question

• If you have a question, raise your hand. • Finished early? Read quietly or do other

homework. Ask me for your missing work!• Need more time? Let me know.



• List your missing work. • This may appear as a “0” or “*” or at the

bottom as “missing work”• Table Leaders – please gather your papers

with yours on top and turn them in

Missing Work Day

• If you have missing work, you will be completing it today.

• If you are failing OR excelling, you will be calling your parents during class today.

• Using your grade sheet, get your missing papers from the clipboards.

• If you have it done, TURN IT IN!! Check your bin, backpack, folder, binder, notebook, etc.

• Sit back down and work on something.

7th Graders

• If you have missing work, you will be completing it today.

• If you are failing OR excelling, you will be calling your parents during class today.

• Using your grade sheet, get your missing papers from the clipboards.

• If you have it done, TURN IT IN!! Check your bin, backpack, folder, binder, notebook, etc.

• Stay seated, stay working, LEVEL 1 voices, help each other


• Entry Task – Monday – choose new table leaders

• From your seat, look back at our fish tank. This is a mini-ecosystem.

• List the living things or biotic factors.• List the nonliving things or abiotic factors.

Quiz Reflections

• Review your quiz grade. • If you got 13 or less, you are required to

reflect. • Jot down some notes as we discuss answers. • If you are finished (or do not need to reflect),

please read pages 480-483 and answer questions #2,3,4,5

Life Science 3/6/12


• Again, consider our guppy fish tank. From this small ecosystem, explain and give examples of

• individual, population, community

Standards and Objectives

• I can explain how energy flows through an ecosystem to sustain life on the planet. EALR 4 LS 2

• I understand that organisms and ecosystems interact with their environment. EALR 4 LS 2

• OBJECTIVE: I can identify parts of ecosystems.

Ecosystem Card Sort

• GLUE YOUR WORKSHEET TO PAGE 51. • Each table team will be given a set of cards. • There are 32 cards – all need to be used carefully

and returned to the bags (these are “rented”!)• The teams will help each other sort the cards. • EACH INDIVIDUAL has a worksheet to complete.• As you work, I will grade your participation and

the answers on your sheet.

Life Science 3/7/12


• How is “population” in the study of ecology different than how we use it when talking about humans and cities?

Jane Goodal’s Chimpanzee Study

• Video• Q/A on sheet as you watch

Life Science 3/8/12


• Read page 491 “Carrying Capacity”. List one cause and effect for your entry task.

• On your worksheet, list 3 causes and effect. • TURN THIS IN!! I need these for Ms. Hoskins.

• Table Leaders – please gather papers, paperclip and turn them in.

Jane Goodal’s Chimpanzee Study

• Complete Video• Q/A on sheet as you watch• Share answers on sheet.



• Watch short video interview with Jane Goodal from 2005.

• How did she dedicate her life to “making a difference”?• How do you think your life might be dedicated to

“making a difference”? Explain one of your hopes or dreams.

• Complete video.• Share answers. • Watch short clip of Jane in 2011 – 78 years old and still

working happily!

http://www.youtube.com/watch?v=vDliq_Rt11o



http://www.cbsnews.com/video/watch/?id=6987701n

Sign Out/In and Passes

• Explain clipboard• Hand out passes

Standards

• I understand that organisms and ecosystems interact with their environment. EALR 4 LS 2

• I can explain how energy flows through an ecosystem to sustain life on the planet. EALR 4 LS 2

8th Graders – Classwide Rewards

• Set timer for 20 minutes (2 intervals per class).

• 3 pts = no disruptions, everyone working hard

• 2 pts = no disruptions• 1 pt = only a few disruptions• 0 pt = too many disruptions• 30 points = pop for everyone from Mr. Hunt

Today’s Work• Make observations of guppy aquarium using log sheet. • Under population – record the number of adult males, adult

females and babies. • NOTE for babies – they are different ages based on size and

coloring. Bigger and more color = older. • Try to count the number of babies of each age. • Behavior – what are they doing and where are they in tank?• Drawings/Other observations – temperature, water level,

algal load• Changes/Reasons – nothing today but we will check again. • Groups will be called to the back table in 5 minute shifts. • Please work quickly and quietly. • Have each team member complete a different column on the

sheet. INITIAL NEXT TO YOUR WORK.

Eco Puzzles

• While waiting for your turn to observe the fishtank, use pages 480-489 to solve the eco puzzles.



• Write down two new ecology vocabulary words you have learned and their definitions.

• 8th graders – finish and share answers on Chimpanzee video

• 7th graders – fishtank observations and finish ecopuzzles.

Consider Human Role in the Environment

• Read the article about China banning plastic bags.

• Complete the worksheet. • Share answers. • Why is reducing, reusing or recycling

important? • Discuss homework.



• Brainstorm the things in this classroom which might be reduced, reused or recycled.

• Take out article questions and summary page from yesterday.

• Complete and Share answers. Turn in

Mono Lake

• Where is it? • Let’s take a video field trip! (While watching, I will grade

Chimps p. 52)• GLUE TO PAGE 53!! Use sheet as guide for your tour.• Help each other complete answers and share. • Build the food web on a large sheet of paper. • Divide the paper into long sections. • From bottom to top: producers, primary consumers

(herbivores), secondary consumers, tertiary consumers. • Over on the side write: DECOMPOSERS

http://www.google.com/search?q=mono+lake+california+map&hl=en&qscrl=1&nord=1&rlz=1T4GGIE_enUS468US468&site=webhp&prmd=imvns&tbm=isch&tbo=u&source=univ&sa=X&ei=Hq9gT7ToJqiPigKa0aTfBA&ved=0CDIQsAQ&biw=1093&bih=513

Arranging your food web…

• Read the cards and look at the pictures. • Figure out where they belong on your paper based

on feeding relationships. • The arrow goes “into the mouth” of the organism

eating. • Once all the cards are in the right sections, remove

them one by one and write the names on the paper. • Draw in the arrows. • All names on back of papers.



• Turn in your homework paper. • Write down an item which was thrown away which

could have been reduced, re-used or recycled. • Please put your recyclable item in the recycle bin. • If our bin is too full, put items in the green can near

the door.

• Standard:• I can explain how energy flows through an

ecosystem to sustain life on the planet. EALR 4 LS 2

• Objective: • Describe the ecosystem and food web at

Mono Lake.

Arranging your food web…

• Read the cards and look at the pictures. • Figure out where they belong on your paper based on

feeding relationships. • The arrow goes “into the mouth” of the organism

eating. • Once all the cards are in the right sections, remove

them one by one and write the names on the paper. • Draw in the arrows. • All names on back of papers. • REVIEW THE FOOD WEB.



• What producers is the Mono Lake food web based on? What was the tertiary consumer there?

• Table Leaders gather your papers, paperclip them, and turn them in.



• What is the main energy source for ecosystems? Which type of organism changes that energy to food?

Consider our new standards and the monkey…

• STANDARD:• I can explain how energy flows through an

ecosystem to sustain life on the planet. EALR 4 LS 2

• Objective: • I can track the flow of energy and cycles of

matter on a diagram.

Track Matter and Energy• Color the bunny• Each word color should match the color of the part on the diagram. (Look

for the little letters).• ANSWER THESE QUESTIONS ON THE BACK:

• Energy Questions:1. Where does energy first enter the system? 2. Where is that energy first converted to chemical energy (IOW the energy in

food)3. Which organism consumes the chemical energy and changes it to

mechanical energy (movement)? 4. How is the energy “lost” back to the atmosphere?

• Matter Questions:1. Circle in GREEN the molecules entering the plant to be used during

PHOTOSYNTHESIS. Circle in GREEN the products of PHOTOSYNTHESIS. 2. Circle in RED the molecules entering the bunny to be used during

CELLULAR RESPIRATION. Circle in RED the products.

Aquarium Observations

• While you are working on bunny worksheet, I will call groups up to observe aquarium.

• I will also be grading CHIMPS p. 52 and MONO LAKE p. 53 in your notebooks. Please stay seated unless at aquarium.

• 5 minute shifts – find your page on the clipboard.

• Record data in each column.• Note any changes since last time.



• Producers produce food for themselves and form the base of almost all food webs. What is “food production” called?

• What do plants require to do this?

• FINISH YOUR “BUNNY” and Q/A on back – TURN IT IN!!!

QUARTER 3 ENDS SOON!

• ALL MISSING WORK MUST BE TURNED IN BY FRIDAY!!

• If you are failing or would like a better grade, please show up to tutorial!!

• There will be no class time for missing work—complete on your own time!!

• REMEMBER – a * can change to a ZERO and bring your grade down!

Producers – energy and matter

• Consider the experiment and data set. • Your job is to write a conclusion which answers the question:• How does presence of water, light, O2, CO2, and N2 affect

mass of bean plants? • Use RADDS• Answer – should explain what the data shows you overall

(conclusive statement). • Detail one should describe the HIGHEST mass. Detail two

should describe the LOWEST mass. • Spare Tire should describe the data in the middle.• FINISHED EARLY? – Work on missing work – all assignments

in crate or on computer!!



• How do consumers get energy? Remember the word HETEROTROPH.

• How do producers get energy? Remember the word AUTOTROPH.

What USES energy?

• Brainstorm a list – student write on board• Ms. Maring posts categories. • Each group given word strips. • Place in appropriate category. • Sit down and answer these questions: 1. How do you GET energy? 2. How is getting energy actually dependent on photosynthesis? 3. Can you explain now why producers are the base of the food

web? 4. What are the main ways you USE energy?5. Why is LESS energy available at each higher level of a food

web? Also read page 487 about Energy Pyramids.



• Choose a “best work” from this class and complete the reflection sheet.

• This could be your whole notebook, part of your notebook, a quiz or quiz reflection, lab sheets, etc.

Gathering Population Data

• Tracking the Wild Bean!• Copy the data table into your notebooks page

54. • Follow the steps carefully. • While you are working, I will grade page 52 –

Chimpanzee and page 53 – Mono Lake.

life science 2011-12 semester 2. life science 1/30/12 week of 1/30 to 2/3 announcement: each entry...

Documents

life science

entry task sheets

nice slide

finish jeopardy

verb finish sentence

secret garden slide

summarizing sentence

paper article summaries