life science 2011-12

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.

• Review answers for experiment sheet – turn them in.

What USES energy?• Brainstorm a list – student write on board• In your notebook p. 54, (or plain paper) 4 columns:• MOVEMENT, MAINTENANCE, WASTE, REPRODUCTION/GROWTH • Each group given word strips. • Place in appropriate category. • Answer these questions on p. 55: 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.

• Hand me your reflection sheets – I will give them to your advisor.

• ON THE DAY OF YOUR CONFERENCE, you may come get your best work at the end of school to show at your conference.

Review Energy Use Categories

• Each group share their answers. • Discuss answers to questions. • During the next step, I will check your

notebooks.

Gathering Population Data

• Tracking the Wild Bean!• Capture and Release experiment – read the

introduction together. • Copy the data table LARGE into your notebooks

page 56. • Follow the steps carefully. • You may use the calculators in your phones for step

#8. • ANSWER THE 3 QUESTIONS at the end. • NOTE – no horseplay, please. Or you will be

removed from the ecosystem

Life Science 3/23/12week of 3/23 to 3/19

• Entry task – Friday

• Free Friday

• Wild Bean Lab• Some students working on missing work at

back tables.


• Entry Task – Monday

• Consider the definition of “limiting factors” on page 490. What do you think some abiotic and biotic limiting factors would be in our fish tank?


• 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 consider and explain limiting factors on a population in its environment.

Limiting Factors (Planet Earth Video – Primates)

ORGANISM Where, limiting factors, other notes

Life Science 3/27/12 and 3/28/12

• Entry Task – Tuesday/Wednesday

• What was your favorite primate from the video? What did you find interesting about it?

• Finish movie and notes…

Life Science 3/29/12 and 3/30/12

• Entry Task – Thursday/Friday

• In 2009, there were 400 baboons in a pack. It was a rainy year and 30 babies were born. Leopards got 5 babies and 2 adults. The next year was a drought season with less food and only 20 babies were born, 2 died right away. Three elderly baboons died of old age. How many baboons were alive in 2011?

• TABLE LEADERS – gather the papers and turn them in!!

Ecosystems – US refuges and sanctuaries

• Choose a location for your group’s focus from page 30 in the small green book.

• Ms. Maring will give you matching food web cards. • Read about your location (pages 32-41). • Fill out the sheet. • On the large paper, create a food web with at least

10 organisms. Remember – start by finding the producers.

• You will be presenting your information for other groups to learn about.



• Think back to the ecosystem you were learning about before spring break.

• Where is it? What kind of climate is it? Is it mainly terrestrial or aquatic?

• Today we will finish our worksheets and food webs• AND…prepare for group presentations tomorrow.

7th and 8th Graders

• Welcome Back!• Remember the general expectations:• Be respectful• Stay seated• Stay quiet – especially when Ms. M is talking• Do the work!• You can visit today at lunch We’ll do

SCIENCE in here…


• 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

Ecosystems – US refuges and sanctuaries

• Choose a location for your group’s focus from page 30 in the small green book.

• Ms. Maring will give you matching food web cards. • Read about your location (pages 32-41). • Fill out the sheet. • On the large paper, create a food web with the organisms.

Remember – start by finding the producers. • You will be presenting your information for other groups to

learn about. • FINISHED EARLY? Highlight one thing in each category that

you will SAY during the presentation. • EXTRA CREDIT – do another ecoscenario worksheet.



• What was the most interesting fact or organism you learned about in your ecosystem?

• Prepare for presentations…

Presentations

• Whole group stands. • Nominate a two speakers• Speaker 1 – summarize the worksheet answers - go slow so

that others can take notes. • Speaker 2 – explain main organisms in food web starting

with producers• Other members – hold up picture in book while speaker 1

talks and hold up food web while speaker 2 talks. • Don’t have a job? Take 2 questions from audience at the

end. • REST OF CLASS – take notes using the sheet given to you.



• List 3 things you have learned about ecosystems in the last few weeks.

• NOTEBOOK UPDATE: • Page 52 CHIMPS; p. 53 MONO LAKE; p. 54 WHAT USES

ENERGY (4 columns); p. 55 half sheet WHAT USES ENERGY

• PAGE 56 –will be your group’s ecosystem • PAGE 57 – notes on the other groups’ ecosystems

Design Jeopardy Questions!!• What does this mean? Yes, there will be a quiz soon. • Use the word wall and your notebook or worksheets, and the book

pages 480-491.• What do you need to know? WRITE • Energy Ecosystems: sun to plant to animal to movement to lost heat.• Matter in Ecosystems: CO2 and Water make sugar in plants

(sunlight!) Consumers eat Producers. Decomposers eat all dead stuff.

• ENERGY USE – be able to categorize: maintenance, movement, waste, growth/reproduction

• FOOD CHAINS and FOOD WEBS – producers, primary consumers, secondary consumers, decomposers.



• Write down your favorite Jeopardy question from your group work yesterday.

• Get ready to play – you may use resources: notebook, worksheets, textbook.

7th Graders

• EXPECTATIONS – Be seated, quiet, do the work (= RESPECT!!!) Please encourage others to do the same…

• Check your notes from yesterday’s presentations.

• Watch and complete notes for the rest of the presentations.

• Write Jeopardy Questions INDIVIDUALLY!• Finished early? STUDY PAGES 480-491

QUIETLY AT YOUR DESK.

7th Graders - STUDY TIME

• TOTALLY SILENT READING• TAKING NOTES>>>

Play JEOPARDY – Ecosystems and Ecology

• Remember to be polite and say “Please” for each request.

• Nominate a speaker. • Collaborate and be sure you all agree before the

speaker speaks. • Other team – it may pass to YOU! Pay attention all

the time. • Respect yourself and your team – PARTICIPATE!! Of

you missed participation points in the design process…you can gain them back during playtime!



• Friday Freebie for “Say Something Nice”• Table Leaders – clip and turn in sheets

• Prepare for quiz!! You may use your notebook and worksheets.

• DO NOT HELP EACH OTHER – this is a quiz of YOUR knowledge.


• Choose new table leaders!• Entry Task – Monday

• On a scale of 1 to 4, how well do you think you meet this standard:

• I understand that organisms and ecosystems interact with their environment.

• EALR 4 LS 2 • PS Have you turned in your Ecosystem Food Web,

Worksheet, and notes from presentations?!• Prepare for quiz….

Quiz Expectations

• Do your best!• Please be silent to respect your own and

other’s process. • If finished early, check your work and read or

do other homework. • Raise your hand if you have a question.

7th Grade – PLAY JEOPARDY

• Remember to be polite and say “Please” for each request.

• Nominate a speaker. • Collaborate and be sure you all agree before the

speaker speaks. • Other team – it may pass to YOU! Pay attention

all the time. • Respect yourself and your team – PARTICIPATE!!



• Read page 166 in the Life Science textbook. What is an adaptation? How do adaptations help an organism in their environment?

Today’s Work

• Watch video “Hawaii: Strangers in Paradise”• For each organism on the worksheet, list

adaptations which give the organism a survival advantage in their environment.



• What do you think the study of heredity is about?

• Think about your parents, do you have physical features, known as traits, similar to theirs? What are they?

• Finish Movie and Review answers – turn in worksheet.

Today’s Work

• Collect data on the percentages of the following traits among the students in our classroom:

• Widow’s Peak or Straight hairline• Roll Tongue or Not• Attached or Detached earlobes• Hair on fingers or Hairless• Cleft chin or Smooth• Design a data table for your table…and another for

the whole class.



• Read page 114 “Who was Gregor Mendel?”• What did Mendel study and how did he learn

about that?

• Table leaders – please paper clip and turn in your sheets.


• SAY SOMETHING NICE!!!• Your entry task should have been turned in

YESTERDAY (if not, turn it in….)

9th Graders

• You will be creating the Heredity and Genetics Crossword Puzzle today.

• Use pages 114-125.• Your words are: heredity, dominant trait, recessive

trait, gene, allele, phenotype, genotype, probability, punnett square, offspring.

• For each word, write a clue! • When finished, go to http://

puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp ---type them in

http://puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp




• Choose new table leaders!• Entry Task – Monday• NOTE – we are taking a brief pause in genetics

and will resume in a few days…

• Read page 526. What is a biome? How is it related to ecosystem? Consider the map, can you tell how biomes are related to latitude?

Discuss Quiz Results

• Reflections. • REQUIRED reflections if you got 13 OR LESS. • If you need extra help, please come to tutorial. • FINISH CLASS TRAITS GRAPH – turn in!!• When you finish graphing, calculate percentages,

like this:• % = # of people with trait/total people voting

x 100• EXTRA TIME – Work on Genetics Puzzle!



• What causes the seasons on our planet?

Standards• I can develop the knowledge and skills for scientific inquiry by: • generating a question, • planning and conducting an investigation, • using data to draw a conclusion and communicate results, • logically predicting what might occur if a variable was changed.• EALR 2• I can create, compare, and use models to investigate objects, events, systems, and

processes. I can explain advantages and limitations of models. • EALR 2• I can understand the nature of scientific inquiry, including: • intellectual honesty,• the use of inferential logic in the interpretation of• scientific theories• the analysis of inconsistent results, • the evaluation, reliability, and validity of methods of investigation. • EALR 2

MSP/HSPE Practice – considering uneven heating of earth

• The world’s biomes and seasons are caused by uneven heating by the sun. The earth rotates at an angle of 23.5 degrees.

• Watch a short video http://www.youtube.com/watch?v=EPJ_HUcg8L0&feature=related

• Some students did a test to see if the ANGLE of sunlight really does affect the SURFACE TEMPERATURE. We will consider and write about their experiment.

http://www.youtube.com/watch?v=EPJ_HUcg8L0&feature=related

http://www.youtube.com/watch?v=EPJ_HUcg8L0&feature=related

Today’s Work

• Read through the experiment “What’s your Angle?”• Please REWRITE the hypothesis into

IF…..THEN…..BECAUSE format. • What is the manipulated variable? • What is the responding variable?• Consider the data table…discuss HIGHS and LOWS. • What can you conclude?• Write your conclusion using RADDS• D1 is about the HIGH data point. D2 is about the LOW

data point. S can be your explanation.

Today’s Work

• Grade each other’s conclusions – label the R (restate) A (answer) D1 (high data point) D2 (low data point) S (explanation).

• Share.• Make a new prediction and explain using data.

• Grade each other’s predictions and

explanations—did they include data to support their prediction?



• Think of 3 ways the sun-angle-earth experiment was unrealistic. Think of shapes, colors and light source used.

Today’s Work

• You will consider and explain ONE way to change the model used in the experiment so that it is more realistic.

• You will also make a new prediction based on data.

• Share and assess one another’s responses• Turn in your work



• If you were to design a sun-angle-earth model, how would you do it? Write a materials list for your entry task.

Today’s Work

• Make sure your conclusion from yesterday is finished and turned in.

• TWO more WRITING TO EXPLAIN examples using RADDS. • NEXT – Design your own…• Rewrite the lab including the changes you would like to

include…• Parts to include: Title, Question, Hypothesis, Materials List,

Procedure (including diagram of your model), Data Table (empty – no data yet!)

• FOCUS: Use the “Designing an Investigation” sheet as a guide to what each section needs to include.

• Use the questions on the back to check if everything is in good order!!


• Entry task – Friday

• Friday Freebie

• Table Leaders – gather your sheets, paper clip and turn them in



• Remember biomes? How does our short study of the heating of the earth relate to those large climate areas? Look again at the map on page 526.

• Reminder 7th and 8th graders: MSP starts tomorrow! 100 % attendance

Today’s Work

• Please complete the “Design your own…” investigation of the earth-sun-angle lab.

• Parts to include: Title, Question, Hypothesis, Materials List, Procedure (including diagram of your model), Data Table (empty – no data yet!)

• FOCUS: Use the “Designing an Investigation” sheet as a guide to what each section needs to include.

• Use the questions on the back to check if everything is in good order!!

• FINISHED? WORK ON MISSING WORK!!!

Life Science 5/1/12


• What is DNA? What does it look like? Where is it in the body?

• Cracking the Code

http://video.pbs.org/video/2215641935

C-notes: Cracking the Code: The Human Genome Project and Genetic Disease

• What is DNA?

• What is in the code?

• Where is DNA?

• Words and Pictures

Notes

• What is the human genome project?

• What causes genetic disease?

• What is an example of genetic disease?


Life Science 5/2/12


• What is the human genome project?

Focus Questions

• TOP: Write a 2-3 sentence summary of the notes using keywords.

• BOTTOM: Explain Hayden’s sickness and symptoms. How did he get sick? What happened in his short life? (3-4 sentences).

Life Science 5/3/12


• What causes genetic disease?

Focus Questions

• TOP: Can you “catch” a genetic disease like a cold? (2-3 sentences)

• BOTTOM: How are genetic diseases transferred? (2-3 sentences)

Notes

• How did machines help scientists “see” the letters of DNA?

• What problems and solutions did the teams find?

• Who owns the map of the genes?


2-3 sentences each…

• TOP: What were the motivations of the scientists in the race?

• MIDDLE: How do you think the genome map should be used?

• BOTTOM: Would you want to be part of a scientific race? Why or why not?

Notes• Who will make money from the discoveries?

• Will simply mapping the genes cure diseases?

• What do proteins have to do with genes?

• What is the next step in the research?


Focus Questions

• TOP: Do you think scientific discoveries should be free or for profit?

• MIDDLE: How does competition and sharing information help science?

• BOTTOM: What if you couldn’t afford a cure for a family member with a genetic disease? Is that fair?



• Friday Freebie

On page 68…• Divide your page into fourths. Number 1,

2, 3, 4.• You and your partner will need one key

and one envelope. (Do NOT damage these!!!!)

• IMPORTANT – return the key and envelope to me!

• You will “create” and draw 4 dogs based on “DNA” or genetic material.

On page 68…

• Step 1 – randomly pick a colored strip from the envelope. Match it to “body shape.” Draw this in box 1.

• Steps 2-8 – randomly pick strips, match and draw heads, ears, legs, eyes, tails, coat color and hair.

• Follow steps 1-8 to “create” and draw 3 more dogs.

• Color all your dogs! Be ready for our DOG SHOW!!

• What is a dominant trait? What is a recessive trait?

life science 2011-12

Documents

entry task sheets

entry task mondaylisten

quiz reflection

verb finish sentence

finish jeopardy

summarizing sentence

extra creditplease finish

secret gardenlife science