life science

Life Science – 9/1/11

• Write your first and last name on the front of the card.

• On the back, answer these questions. One sentence each:1. LIKE - What do you like about science?2. STRUGGLE - What do you struggle with in science?3. LEARNER - Do you think you are a visual, verbal, or

kinesthetic (learning by doing) type of learner?4. GRADE - What grade do you hope to get?

Rules Role Play

• Example or Non-example• Must be school appropriate and short (2-3

minutes)• I can play myself, or you can be teacher.• Brainstorm, notes, design, rehearse – TIME.• Each group will present.

On your Entry Task Answer Sheet, under “FRIDAY”

• What are the three big ideas of science?• List 3 topics we will study this year. • How much is this entry task worth?

• When finished, wait for Ms. Maring to get your paper.• Look at the words on your class tree. Choose TWO

things you are curious about.


Grow your learning goals…

• On your leaf/acorn, write your name.• Write one topic you are interested in learning

on the front. • When you have reached that learning goal,

you will “harvest” these and answer 5 questions (worth 5 points)

• Repeat process on another leaf/acorn. • When finished, hold up both leaves/acorns.

Rules Role Play Presentations

• Matrix –• Expectations for group work: RESPECT– Self – Others – Property

• We will be watching one or two presentations.

Design your T-shirt

• Include drawings or cut-out photos which describe “Who you are.”

• These can be favorite things to do, family, music, sports, books, pets, etc.

• Your T-shirt will be displayed – make it nice!

• RESPECT PROPERTY – lids on markers, conserve glue, pick up scraps, share supplies.


• Fill out top of Entry Task Sheet – • week 9/6-9/9 • Keep until Friday in binder.• TUESDAY - What are 3 expectations in Ms. Maring’s

class? For each, give an example and a non-example.

• When finished, get out materials for this class – notebook, folder or binder, good attitude. Handouts from last week: matrix.

Safety Rules and Contract

• Show fire extinguisher• Show MSDS• Show emergency exit• Goggles • Review, sign, detach and return bottom

portion to Ms. Maring.

Set up notebook• Notebook – name and grade inside front cover.• Number pages front and back.• Page 1 – fold hotdog. Top – TABLE OF CONTENTS.

Number down column on left. Number down column on right.

• Page 2 – classroom matrix• Page 3 – safety rules• Page 4 – safety cartoon• Page 5 – fold hotdog. Number 1-36. For each, write

down what is wrong in the “What not to do Laboratory.”• When finished, come up to choose bin. THEN – design

your T-shirt until the end of class.

Life Science 9/7/11

Entry Task - WEDNESDAY1. Describe 2 safety rules we will follow in the

science classroom.2. Describe 2 unsafe activities in the science

classroom or lab setting. Consequences?3. When is your syllabus due?

When finished, get out notebook, safety rules, and safety cartoon!

Safety Rules and Contract

• Show fire extinguisher• Show MSDS• Show emergency exit• Goggles • Review, sign, detach and return bottom

portion to Ms. Maring.

Set up notebook• Notebook – name and grade inside front cover.• Number pages front and back.• Page 1 – fold hotdog. Top – TABLE OF CONTENTS.

Number down column on left. Number down column on right.

• Page 2 – classroom matrix• Page 3 – safety rules• Page 4 – safety cartoon• Page 5 – fold hotdog. Number 1-36. For each, write

down what is wrong in the “What not to do Laboratory.”• When finished, come up to choose bin. THEN – design

your T-shirt until the end of class.

Design your T-shirt

• Include drawings, cut-out photos, or words which describe “Who you are.”

• These can be favorite things to do, family, music, sports, books, pets, etc.

• Your T-shirt will be displayed – make it nice!

• RESPECT PROPERTY – lids on markers, conserve glue, pick up scraps, share supplies.

Life Science 9/8/11

• Entry Task – THURSDAY

• Why is a table of contents a good idea for our notebooks?

• When might you use your notebook in this class?• Is your notebook set-up?

• When finished, work on your safety cartoon answers page 5.

SEATING CHART

• Move to the outside with your things. • Quietly moved to assigned seat.• Stay in your assigned seat today.• If you have an individual concern, please see

me before or after school.• People may be moved if they cannot see or

focus in their new spot.

Your storage bin

• Work on your safety cartoon answers on page 5.

• I will call each table up to assign storage bins. • Please work quietly at your seat until your

group is called.

Life Science 9/9/11• Entry Task – FRIDAY

• Fill in any entry task answers you are missing from the week. Help each other

• Is your safety homework (cartoon answers) complete? #1-36

• Finish it, for another point!

• When finished, say something nice.• TURN IN YOUR SYLLABUS!!!

Say something nice…• Write down a specific person who you have

noticed respecting self, others, property. • I’ll read them all and draw one for a prize.

Living, Dead or Non-living?

• Your table group will discuss and guess the answer.

• Thumbs up = LIVING• Thumb sideways = DEAD• Thumb down = NON-LIVING

• We’ll play again after some notes and see if you change your answers.

On page 6… What is Life?

• What are the characteristics of living things?• Cell(s)• Similar chemicals• Use energy• Grow and develop• Reproduce• Respond to their surroundings

• What is the name of something that has never been alive?

• What is it when you stop living?

• Non-living

• Dead

On page 6… What is Life?

Life Science 9/12/11

• Entry Task – Monday Week of 9/12-16

• Define LIVING • Define DEAD• Define NONLIVING

• When finished, look around and see if you could decide the category for objects in the room.

• Sponge• Fire• Air• Water• Pencil• Plant• Seed

• Bacteria• Book• Sand• Shell• Computer• Hair• STUMP THE CLASS!

Living, Dead or Non-living?

Practice Makes Perfect

• First, check if you have a watch or phone which can time 30 seconds.

• With your elbow partner, you will be timing how PRACTICE affects your ability to PERFORM A TASK.

• Leave the handout face up: “QUESTION”….• Read the entire procedure as a class. • Begin with one partner performing task and other

partner recording DATA. Practice 3 times.• Switch roles.


• Entry Task – TUESDAY

• COFFEE – living, dead or nonliving? Explain. • For 2 points – list 6 characteristics of living things.

• When finished, set up phone or watch for stop-watch timing.

• CLASS TIMER

http://html_help4u.tripod.com/javatime.html

RESPECT PROPERTY

• PLEASE use glue sticks sparingly (means use what you need and don’t wreck them).

• PLEASE put caps back on. • PLEASE don’t wreck stuff for fun. It wrecks it

for everyone • PLEASE support your neighbors in doing the

right thing!

On page 7 and 8

• Enter your “Practice Makes Perfect” sheet on page 7.• Enter a piece of graph paper on page 8. • We will be creating a bar graph on page 8. • Be tidy and use a ruler. • Draw your axes. What will go on each axis? LABEL

THEM. How tall should the Y-axis be? How many bars will we have?

• Write a title “How does practice affect performing a task.”

• With your partner, draw the bars, evenly spaced to the right height.


• Entry Task – Wednesday

• Five people conducted “practice makes perfect.” Their scores were 11, 8, 22, 6, and 13. What was the average score?

• Show your work + correct answer = 3 points. • Help each other.

• When finished, open notebooks and work on graphs.

On page 7

• At the bottom, describe the data in two sentences. “DATA ANALYSIS”

• Answer the original question in two more sentences. “CONCLUSION”– What does your graph show you about practicing?

Did your performance increase or decrease with practice?

Life Science 9/15/11• Entry Task – Thursday• Please REWRITE to help make this

impersonal and scientific: • “Data Analysis: In the activity, “Practice

Makes Perfect” first our number went up from 11 to 12, and then down to 10.” (3 pts)

• HINT – Use words like increase, decrease, average, students, etc.

• When finished, reread your data analysis and conclusion. Is it scientific and impersonal?

Completing “Practice Makes Perfect”

• Data Analysis:

• Conclusion:

CONGRATULATIONS!

• You have just completed your first scientific investigation in Biology using the scientific method!!

• We’ll be doing this again, so, what are the steps of the scientific method?

On page 9…

• Enter the “Designing an Investigation” page and keep it forever

• What steps are on the sheet? Look down the left column.


• Entry Task – FRIDAY

• What are the steps of the scientific method?• Are you missing any answers on this entry task

sheet? • Help each other fill in any missing answers.

• When finished, open notebook to page 10.

Watch one scientist conduct an investigation…

• As you watch, put your finger on the steps of the scientific method on your orange sheet.

• Now we’ll take a few notes…• Then we’ll throw paper airplanes. Am I

kidding?

On page 10: What are the steps of the Scientific Method?

• What is the first step?

• What happens after the question?

1. Asking an investigative question. It should be written in this format:

• How does_______________affect______________?

2. Make a prediction or HYPOTHESIS!

• Can I change the question into a hypothesis?

• Try it!

• Yes! • Take the “how does” for

the “if” part. • Put the “affect” line for

the “then” part.• Add a scientific reason.• If____________________

_________________• Then_________________

_________________• Because______________

__________________.


On page 10

• Example: Write a question and hypothesis for this scenario:

• Jane and Gypsy are curious whether temperature makes soap bubbles pop faster.

• Investigative Question:• How

does_______________affect______________?

• If_____________________________________

• Then__________________________________

• Because________________________________.

Life Science 9/19/11• Entry Task – Monday

• Turn this scenario into an investigative question, in the format “How does _________ affect ___________?”

• Bill and Sandy wonder if summer heat causes the ripening of tomatoes.

• When finished, paste the paper airplane investigation onto pages 11 and 12. Read it.

• Curious about the tomato question? ANSWER

http://www.hort.purdue.edu/ext/tomatoesnotripening.html

On page 11 and 12

• Enter the “Investigating Flight Distance with model airplanes” sheets.

• Which wing shape do you think will fly furthest? Write your hypothesis!

• Ms. M will assign groups and flight zones. • Conduct experiment and collect data –

MEASURING IN CENTIMETERS!!!• Sit down to share data.

Metric vs. the American Measurement System

• In your head, add up 36 inches plus 36 inches.• Now add up 100 centimeters plus 100

centimeters. • Which was easier? • Metric is based on TENS (not 12) which makes

it easier to convert. • Use meter sticks appropriately!

RULES• ALL airplanes will be left in this room with

Ms. Maring.• NO horseplay with scientific equipment: model planes,

meter sticks, etcetera.• VOLUME – quiet and conversational—no yelling. • EVERYONE will record data and participate. • ONE person per team will be the thrower as a scientific

control.• Nominate THROWER, two MEASURERS, DATA Manager –

checks if data is recorded in all data tables.

0.50.5

Life Science 9/20/11• Entry Task – Tuesday

• Change the question, “How does summer heat affect the ripening of tomatoes?” into a hypothesis. (Look at your orange sheet!)

• If_____________________________________• Then__________________________________• Because________________________________.

• When finished, check that everyone in your group has the data from yesterday. Reclaim your plane and prepare for flight.

• Complete the 3 trial flights and record all data.• Calculate your team’s average. • Share class data. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13.• Write conclusion – include data as evidence.• Write down your next question. • Paste your rubric on page 14 and see if you would

get all 12 points!

On page 12, 13 and 14

Life Science 9/21/11• Entry Task – Wednesday• Change this question into a hypothesis: How does

amount of sleep affect drowsiness in teenagers?• Remember to use “If, then, because”!!

• ANSWER• When finished, begin working on graph on page 13. • Ms. M NOTEBOOK CHECK today – – 1 point for having notebook, – 1 point for working productively in time given, – 1 point for having airplane data table and

hypothesis complete.

http://science.education.nih.gov/supplements/nih3/sleep/guide/info-sleep.htm

Hypothesis

• If____________________________________• Then_________________________________• Because_______________________________

____________________________________.

Complete pages 12-14

NOTEBOOK CHECK today – 1 point for having notebook, 1 point for working productively in time given, 1 point for having airplane data table complete.

• Complete data table averages. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13.• Write conclusion – include data as evidence.• Write down your next question. • Paste your rubric on page 14 and see if you would get

all 12 points!• When finished, show Ms. Maring your work.


• Entry Task – Thursday

• What do the 3 bars on your bar graph represent? • What is an appropriate label for the Y-axis?• What is an appropriate label for the X-axis?

• When finished, complete your data analysis, conclusion and next question.

Today…

• Complete your model airplane investigation on pages 11-14.

• Estimate your points using page 14. • Fix things you may have missed. • Show Ms. Maring your work so that your score

can be recorded. • When finished, work on metric measuring

worksheet.


• Entry Task – PLEASE TAKE OUT LAST WEEK’s SHEET

• You will be completing “Friday”. • Then we’ll start a new sheet!

On “FRIDAY”…

• Look at your classroom matrix on page 2. 1. Where should you be during individual work time?2. What should you be doing during individual work

time?3. What does respect of property include? Is

everyone meeting expectations? Look at our desks and the back work table…

• When finished, check your desk. If it has graffiti, please ask Ms. M for a cleaning wipe and clean it. Ask your table mates for support in respecting property!!!


• Entry Task Monday “Week of 9/26-9/30”

• Identify the manipulated and responding variables in this question:

• “How does amount of time exposed to air affect oxidation (turning brown) of apples?”

• When finished, open notebooks to page 12. Reread your conclusion.

Our conclusions…

• Please look at page 12. • A conclusion should:– Answer the original question.– Say whether your hypothesis was supported by the

data (or not!)– Include data (aka NUMBERS) as evidence of your

conclusion. – Be scientific and impersonal

• How is yours? Have your elbow partner check it.• Please leave your notebook in your bin so that I

can record grades!!!

Metric Measuring

• Look at a meter stick. • What are the littlest lines? • How many millimeters per centimeter?• How many centimeters on the meter stick? • How many millimeters per meter? • TRICK QUESTION: How many meters per meter stick? ;P • PLEASE MEASURE WITH SUPERIOR ACCURACY!• Complete the metric measuring worksheet. You may

work with a partner.• You will turn this sheet in to the assignment box after we

review answers.


• Please look at your grade sheet. List any assignments you’re are missing.

• What was your goal for a grade on Day 1?• Are you meeting your goal? If not, what could you change to

improve?• TOUR of Ms. M’s Website

• When finished, say something nice Please try to make your comments specific to one person AND about respectful behavior (not “looks”).

https://kmaring.wikispaces.com/

• PLEASE MEASURE WITH SUPERIOR ACCURACY!

• Complete the metric measuring worksheet. You may work with a partner.

• You will turn this sheet in to the assignment box after we review answers.

Metric Measuring



• How many centimeters would 25 mm be? • How many millimeters would 0.909 m be? • How many meters in a kilometer?

• When finished, please finish the pink sheet or help someone who is not done.



• Start with 1.34 m. How many cm is it?• How many mm is it? • If 10 years is a decade, how much of a meter do you

think a decimeter is? Hint – it is smaller than cm. • When finished, start on blue sheet “Measuring

Volume in Metric.” • REMINDER: PLEASE LEAVE NOTEBOOKS IN BINS THIS

WEEK.

• Where do our notes start?

• What is included in the materials and procedure part?

• On page 10!

• A list of ALL materials needed.

• A numbered list of ALL the steps, including safety, the manipulated variable (changed) and the responding variable (measured), at least 3 trials, and reminder to record data.


• What goes in the data part?

• A data table with all the measurements labeled.

• A graph.• Data Analysis –

scientific and impersonal.


• What is included in a conclusion?

• What is the further investigative question?

• Answer the original question.

• Say whether your hypothesis was supported by the data (or not!)

• Include data (aka NUMBERS) as evidence of your conclusion.

• Be scientific and impersonal

• This question becomes the next investigation!


Measuring Volume in Metric• To help you get started, some information and questions for

you…• Complete the blue sheet with a partner. • You may carefully get water from the back 3 lab stations and

then return to your seat. • NO HORSEPLAY. • When instructed on your sheet, raise your hand to ask Ms. M

for cubes. • CLEAN-UP: return all cubes to Ms. M. Dump all water in a

sink and return your measuring equipment to the front lab station.

Life Science 9/30/11• Entry Task – Friday

• Change 2.45 m to cm.• Change 1450 mm to cm. • How much water in mL would a cube with a volume of

216 cm3 displace?

• Complete any missing items from the week. • When finished, say something nice about someone

you’ve noticed working hard or focusing in school

QUIZ TUESDAY

• Scientific Method – finish notes today. • Metric Measuring – length and volume.• I will return your notebooks and measuring

worksheets on Monday. • On Monday we will study for the quiz together!

• AFTER NOTES – please put notebooks in bags to go home with Ms. M!!

Measuring Volume in Metric

• To help you get started, some information and questions for you…

• Complete the blue sheet with a partner. • You may carefully get water from the back 3 lab

stations and then return to your seat. • NO HORSEPLAY. • CLEAN-UP: return all cubes to Ms. M. Dump

all water in a sink and return your measuring equipment to the front lab station.


• Calculate the volume of a cube with sides measuring 40 mm. (Hint: convert to cm first).

• What amount of water in mL would be displaced by that cube?

• Please use calculators But also show your work.

• EXTRA CREDIT POINT: How much water would the light green rectangular prisms displace?

Today’s Work

• Airplane grades are not official until Friday! I will recollect notebooks then and enter grades!!

• Please FIX anything I circled!! • Check means good. • Work on circled items whenever you have time

this week. • FINISH NOTES• Some classes – turn in blue sheet!!• Play Jeopardy!


• Entry Task – Tuesday

• Look at your Airplane Investigation pages. Think of a “500 level” jeopardy question about the scientific method.

• When you trade for grading, have your partner try to answer it.

• When finished, keep out notebook and prepare for jeopardy.

Jeopardy!

• FIRST – has everyone turned in the blue sheet? • You must answer as a question, “What is….?”• There will be 2 teams (selected randomly). • The teams will take turns. Briefly consult and

choose a category and point value. “We’ll take scientific method for 200, please.”

• Consult and have spokesperson announce the question by the end of the song.



• Write down one thing you learned in our Jeopardy! Game yesterday.

• Trade and Grade • Put everything away except notebook and pen or

pencil.

• New seating chart…

QUIZ Expectations

• Look at your own paper and your own notebook. • Do not talk or call out. Raise your hand if you need

help from Ms. M• Do your best and work the entire time given. • Check your answers before finishing. • When finished, quietly hold up your quiz. • Read or do other homework QUIETLY until the end

of class. • EXTRA TIME? What about extra learning? Acorns

or Articles on the computer!



• How well did your own behavior match the quiz environment yesterday? Expectations – not talking, working the entire time, doing your best.

• Trade and grade.

• Has anyone not taken the quiz OR do you need a little more time? INVITATION – after school during tutorial TODAY 2:45 to 3:45.

Movie – “LIFE – Fish, Birds, and Insects”

• Oprah Winfrey narrates this stunning nature program.

• Please enjoy a “day off” watching the movie. You deserve it after your hard work on the quiz.

• Please do not distract others or yourself by talking. • PS I will offer 3 extra credit points if you take notes

on the movie and turn them in. Minimum 1 page. • I will be handing back papers for you to keep in

your binder or folder.


• Entry Task – Friday

• Say something nice about yourself • Fill in any missing items from the week. • Turn in your sheet!

• When finished, say something nice about someone else. Try to think of examples of working hard, helping others, being respectful, etcetera.

Quiz Reflection

• Keep this reflection sheet on the inside back cover of your notebook.

• Review how to do this by reading the instructions…

• We are practicing a process and the reflection is MANDATORY for everyone Due MONDAY.

• Questions? • Rest of class work time – help each other!!!• Last 3 minutes – stack notebooks for grading.


• Entry Task – Monday

• Is your quiz reflection complete?• Is it turned in or ready to turn in?• Is your entry task sheet from LAST week turned in? • 3 YES = 3 points!

• First 2 people finished hand back papers.

Today’s Work…

• Reflections in/Passed Quiz = Notecard Challenge (back table) QUIET VOICES– – 9th grade: Jordan Bird, Winter, Sid Cole, Delaney,

Gary, Alannah, Anna, Kayley– 8th grade: Rosa, Jacquelyn, Desirray, Stephen,

Lucas, Ethan• Finish Reflections – everyone else (assigned

seats)• EXTRA TIME – Watch video


• Please turn in your quiz reflection for 1 point.• Look at the standard on the right side of the board. • Students can demonstrate skills necessary to do scientific inquiry

including: – developing questions, – hypotheses, – materials list, – procedure, – data analysis– and conclusions.

• For 2 more points, explain which area you think you need more experience in.

Who won the notecard challenge?

• Did you use a single notecard? Did you make a continuous strip?

• Winners -

Design it yourself…Gum Lab• For this lab, you will be chewing gum and taking the mass in

GRAMS on a mass balance.• You will be in groups of 3 (for 3 trials). EACH PERSON WILL

HAVE A COMPLETE INVESTIGATION IN THEIR OWN NOTEBOOK!• Your group will only be given 3 pieces of gum. • PLEASE LEAVE THE GUM IN MY GARBAGE!• But first, you’ll need to design the investigation. • For now, design it on the papers given. It will be entered in

your notebooks on pages 15-• I’ll give you the question, materials, and a data table. You

discuss and write the hypothesis, add any other materials, procedure, collect data, write data analysis, make a line graph, and write conclusions.

Take a minute to read and highlight…

• What can you design and finish before the investigation?

• Please get in your groups of 3. • Work together to highlight (or circle) all the

things you can finish before the investigation. • HINT – USE THE QUESTIONS AT THE END

“Checking Your Experimental Design Before You Begin” to guide you.

• Finish everything you can.



• Consider the controlled variables section in your gum lab. This is an idea we haven’t discussed yet. Why is it important to only have ONE changed variable per investigation?

• Finish the list – consider chewing method, accurate start/stop times, amount of saliva left on gum (eww!), subtracting weight of paper, etc

• When finished, get in your groups and circle/highlight remaining things you can finish before the investigation.

Today’s work

• Please get in your groups of 3. • Work together to highlight (or circle) all the things you

can finish before the investigation. • HINT – USE THE QUESTIONS AT THE END “Checking

Your Experimental Design Before You Begin” to guide you.

• Finish everything you can.

• We will do the lab tomorrow. Be very, very ready!

Life Science 10/13/11• Entry Task – Thursday

• Is your procedure ready? Read through it! Finish it for 1 pt.• Will your team be able to follow it step by step to conduct the

investigation? Fix it for 1 pt.• Does everyone have it written down? Yes = 1 pt. (Finish this in

the first 10 minutes and give yourself back the point)

• When finished, each student: lab sheet, 3 small pieces of paper• Groups: at least one timer/clock/timer in phone• Whole class: Ms. Maring will pass out gum. Mass Balances will

be on lab stations. BE VERY CAREFUL!!• 8th Graders – just practice subtracting weight of paper and take

mass of pencils. ASSEMBLY 9:55 am.

The Gum Lab• When finished, each student: lab sheet, 3 small

pieces of paper• Groups: at least one timer/clock/timer in phone• Whole class: Ms. Maring will pass out gum. Mass

Balances will be on lab stations. BE VERY CAREFUL!! Don’t accidentally knock them down!!

• 8th Graders – just practice subtracting weight of paper and take mass of pencils. ASSEMBLY 9:55 am. You will complete lab on Friday

• 7th Graders – I’ll need to take your notebooks for AIRPLANE INVESTIGATION grading.

Life Science 10/14/11 week of 10/10 to 10/14

• Entry Task – Friday – TURN IN YOUR SHEET TODAY!• Look at your hypothesis on page 1 of the gum lab. Was

it supported by the data you collected in the lab? IN OTHER WORDS, do the numbers agree or disagree with your prediction? Explain USING DATA FOR SUPPORT (evidence).

• Please use words like more than, less than, a total increase/decrease of….

• When finished, please “Say Something Nice” about someone else’s academic or social effort this week.

Note Card Challenge Winners!

• 10th grade—550 cm Natosha and Nakari• 9th grade— 1000 cm Anna and Jordan and Sid

cole and Trey and Gary• 8th grade—1300 cm Jacob K.E. • 7th grade— ?

Today’s Work…• Start with your group where you left off. • Some groups still need to collect data.• Other groups are ready to describe the data in the

data analysis. • A few groups are ready to begin graphing and

writing conclusions. • You may glue these pages into your notebook

pages 17, 18, 19, 20 and a graph on page 21. • HEADS UP – In class notebook check next week. • 7th Graders – I NEED YOUR NOTEBOOKS THIS

WEEKEND!

Life Science 10/17/11Week of 10/17-10/21

• Entry Task – Monday – please use the back of a different entry task answer sheet and LABEL THE WEEK OF…

• What is your next question regarding gum? Please write in scientific question format: “How does________ affect ________?”

• How did we have 3 trials? • Is this a reliable way to have trials? Why or why not? • When finished, sit with gum groups and finish lab papers.

“Housekeeping”

• Many missing entry task sheets 10/3 – 10/7 and 10/10 – 10/14 (turns to “0” after one week).

• Many quizzes went from failing to A’s and B’s after the reflection. TURN THOSE IN

• Still haven’t seen some notebooks to grade the airplane lab…

• You may come to tutorial and/or do extra credit!!

Gum Lab

• Glue into your notebook pages 17, 18, 19, 20 and a graph on page 21.

• RUBRIC on page 22.• Your HW was data analysis (or you finished this in class).• Next steps: fill in blanks and answer questions.• Construct a LINE GRAPH!!• Write a conclusion using DATA!!• When finished, check in with Ms. M. If approved, you

will be a peer tutor for someone else



• What are the important parts of a conclusion? List them here. HINT – you can look on page 16 of your notes. 4 parts = 3 points

• If you don’t have those notes, please copy them now.

• What is included in a conclusion?

• What is the further investigative question?

• Answer the original question.

• Say whether your hypothesis was supported by the data (or not!)

• Include data (aka NUMBERS) as evidence of your conclusion.

• Be scientific and impersonal

• This question becomes the next investigation!


Today’s Work• Finish gum lab:• Data Analysis• Line Graph• Conclusion• Further Investigative Question• ANY AND ALL BLANKS on pages 17-22. • Check your rubric for your points. • SHOW Ms. M to have your grade RECORDED.• Extra Time – Ask to go to a computer to do extra learning

for extra credit.

Life Science 10/19/11• Entry Task – Wednesday

• Please look at your grade sheet. List any assignments your are missing. This may show as a “0” or a “*”.

• List any assignments you wish to IMPROVE. • Write a goal for turning things in, improving something with a

reflection, or extra learning you will complete.

• Quarter ends November 4th. I will take work until October 28th

(next Friday). • NOTE: any “*” will become a ZERO and impact your grade.

(Except for Extra Credit!!)

Today’s Work

• Share Gum Lab at document camera. Each group will choose their best section and be called up to read it and show it.

• Choices: 1.variables and hypothesis, 2.procedure and controlled variables, 3.data table and graph, 4.data analysis, 5.conclusion and next question

• Please look at your pages and see if they are complete, and completed well.

• NEXT: missing work time…

Missing work or improving your grade…

• Stay at seat. • I will circulate and record grades from

AIRPLANE LAB and GUM LAB. • If you are missing an entry task sheet, you

may ask to work at the computers. NEVER PRINT POWER POINT!! Just use it as a reference.

• EXTRA TIME? Finish an extra learning sheet…


• We are going to begin our study of cells. All living things have at least one cell. Explain everything you know about cells at this point. Where? What? What do they do? What is in them? How big or small are they?

• When finished, get out a blank piece of paper and write PAGE 23 on the top.

• NOTE – if you did not turn in your notebook/gum lab, you must do so at the end of class today!!

Video and notes…

• Watch video…try to absorb as much as you can. We will watch it again and pause to take notes.

• Divide page 23 into thirds…hotdog.• TITLE: Getting an idea of size: Powers of 10 • Headings:Where? Magnification? What?• Then we’ll take some notes…pausing video as

we go.

On page 23Getting an idea of size: Powers of 10

Where? Magnification (to see it) and Magnitude (size)

What?

Ground Level – next to skin

Cells

Cell Nucleus – center of cell

DNA – inside nucleus

Skin on human body

Lymphocyte – white blood cellCenter of cell

Molecule

On page 23Getting an idea of size: Powers of 10

Where? Magnification? What?

Atoms

Electrons – outer portion of atom

Atomic Nucleus – center of atom

Protons and neutrons

Examples – hydrogen, carbonVery small, moving very fast, very little mass

Made of clustered protons and neutronsVery small, more mass than electrons

On page 24…Molecules of Life:

Biological Macromolecules

• What are molecules? • What are biological

macromolecules?• What are the 4 kinds?

• Read pages 42 to 45 in Life Science textbook.

• Linked together atoms.• The important molecules

for life. • 1. carbohydrates – think

“sugar”• 2. lipids – think “fats”• 3. proteins – think “lots of

different kinds…hair and skin and hormones are made of these”

• 4. nucleic acid – think “genetic material like DNA”


• Finish any missing items and turn in this sheet after grading.• What did you learn yesterday from the video or notes about

size of cells?

• Crazy fact: On November 2, 2009, according to the National Geographic, "Each cell in the human body contains about 100 times as many atoms as there are stars in the Milky Way. As we all know, the Milky Way has ~ 200 Billion stars. SOOooo, 200,000,000,000 X 100 = 2.0 × 1013.”

NHI = not handed in…Airplane or Gum

9th Graders• Jordan Bird – airplane, gum• Trey Brown – airplane• Sid Sanders – airplane, gum• Geraldine Y. – airplane, gum• Winter – gum• Dakota – gum• Jordan Bray – gum

• Savannah – gum• Caitlin – gum• Teiya – gum• Rey – gum• Britt – gum• Alannah – gum• Krista – gum• Jessica – gum• Tommy - gum

NHI = not handed in…Airplane or Gum…or incomplete

8th Graders• Teasha – airplane, gum• Matt – airplane, gum• Dewey – airplane• Cydney – airplane• Violet – airplane, gum

• Cheyne – airplane, gum• Andre – gum• Kristen – gum• Casey – gum• Jacob – gum

Please vote…

• Please view (don’t touch) the recycling posters on the back tables.

• Take a piece of paper and cast your vote for ONE of the posters.

• CRITERIA: colorful and eye-catching, informative, inspiring, neat and tidy

• Put vote in “Say something Nice” box

Life Science 10/24/11week of 10/24 to 10/28


• If a cell is 0.00001 meters, how much would you need to magnify it to see it as 1 meter big?

• When finished, “Say something Nice” about your neighbor’s academic effort this quarter. Have they worked hard to turn everything in on time? Are they always on task in class? Are they here every day or nearly? Do they listen to peers and teachers?

• Then we will re-watch video and pause to finish our notes.


• Word: MACROMOLECULE• Circle prefix and suffix.• Underline the vowel in the root word. • What do you think “macro-” means?• What do you think “mole” means?• What do you think “-cule” means?

• 7th and 9th Graders SEATING CHART• When finished, finish notes from yesterday.• Then we’ll do a word parts activity.

Word Parts Activity1. Each group will get 5 words. 2. Use your “word Parts” worksheet to separate the words into

prefix, suffix, and root word.3. Use the word parts glossaries to write down meanings of

each part. No answer? Go to http://www.macroevolution.net/suffix-prefix-dictionary.html .

4. Write out a definition based on the parts. 5. Look up the real meaning in the glossary of the book or the

Biology dictionaries or http://www.thefreedictionary.com/ . 6. We will share and write down each other’s answers.7. LEAVE THE GLOSSARY PACKETS HERE FOR OTHER CLASSES!!

DO NOT WRITE ON THEM!!

http://www.macroevolution.net/suffix-prefix-dictionary.html

http://www.thefreedictionary.com/



• 5 minutes silent reading pages 42-45 in Life Science Textbook. Write down one unfamiliar word, circle prefix, suffix, underline root vowel. What do you think it means? Use word parts glossary and then book glossary.

• REMINDER – Qtr ends Nov 4th. I will collect work until MONDAY, October 31st. Grade sheets tomorrow. Plan on coming to tutorial if you are failing or not meeting your goals

Today’s work…

• Please continue with the word parts activity. • Plan on sharing your work at the document

camera so that other groups can copy the information.

• Extra Time? Log on and do an article summary or acorn harvest for extra credit. OR turn in something you are missing!!! Especially if you are listed on the next slide…


• Check your grade sheet for “*” or “0” or grades you do not like!

• List things you would like to work on and get turned in for 3 points.

• Last day for missing work MONDAY, October 31st.• Plan on coming to tutorial TODAY if you are failing or not

meeting your goals• 7th graders – answer about metabolism

http://www.answers.com/topic/metabolism

http://www.answers.com/topic/metabolism

Missing or incomplete…these will change to ZERO on Monday!!

• 9th Graders – Jordan Bird (airplane,gum), Trey (airplane), Sid S (airplane, gum), Geraldine (airplane, gum), Savannah (gum), Caitlin (gum), Teiya (gum), Rey (gum), Britt (gum), Krista (gum), Jessica (gum), Tommy (gum)

• 8th Graders – Tea (airplane, gum), Matt (airplane, quiz), Cydney (airplane, gum), Kristen (quiz, gum), Cheyne (airplane, gum), Andre (gum), Casey (gum), Violet (gum)

• 7th Graders – Sean (airplane, quiz), Devin (airplane), Chandler (airplane, gum), Shereen (airplane, gum, quiz), Shyann (airplane, gum), Sara (airplane, gum), Burbs (airplane, quiz, gum), Alex Y (quiz, gum), Jade (gum), Bailey (gum), Alex N (gum),

Today’s work…

• Complete your word’s sheet. • Steps: 1. break it into parts (you may check with Ms. M to see if

the parts will “work”); 2. look up definitions of parts; 3. put it together for your own definition; 4. write down the book or internet definition.5. PLEASE LEAVE PAPER GLOSSARIES HERE!!!

Extra Time? Log on and do an article summary or acorn harvest for extra credit. OR turn in something you are missing!!!


• Entry Task for 7th and 8th graders

• Stand up, walk to someone not in your word group and share the toughest word and how you “solved” it.

• 3 points!• Sit back down and finish any missing items from this

week. Turn it in. • “Say something nice!” What was one nice thing you

noticed a classmate doing this week?

Today…

• How many people still have missing work to finish? • Work on that! • Extra Time? I have a puzzle for you OR go on a

computer and do an article summary for extra credit.

• PS The articles can be very interesting: cyclops sharks, fish with windows into their eyes and brains, unicellular deep sea organisms measuring in at 4 inches!, penguins doing the wave to keep warm….ETCETERA!

Life Science 10/31/11 week of 10/31 to 11/4


Figure out these three words using word parts clues or your textbook.

1. organelle which digests food, wastes, or invaders

2. a fancy word for "sugars"3. "little nut" in the center of the cellWhen finished, turn in any MISSING WORK.

Including labs, entry task sheets, or quizzes.

Today’s work

• Each group will present one or two or their words. Please stand together at the document camera. Audience and presenters – respect

• Everyone – copy down the information you do not have.

• Turn in Words worksheets by the end of class. • Watch short video “Virtual Cell”• Work on the Cell Words Puzzle – use textbooks

pages 63-67 or the glossary. • You may quietly work together. Please stay on task.


• Figure out these three words using word parts clues or your textbook.

1. the word parts mean "little organ"2. cells which have no true nucleus3. genetic material

• When finished, do you have definitions for Cytoplasm, Chloroplast, Prokaryotic, Nucleus, Organelle, Endoplasmic Reticulum, Vesicle, Lysosome, Eukaryotic, Cytoskeleton?

• Complete TWO words worksheets and turn in.

Today’s work

• Watch video.• Work on cell words puzzle – help each other and look in

textbook pages 63-74 or glossary. Stay seated. Stay on task.

• Following people, back table with Ms. M: • 9th Graders: Britt, Jessica• 8th Graders: Andre, Tea, Kristen, Matt, Dewey, Cydney,

Violet, Cheyne• 7th Graders: Jade, Chandler, Shereen, Jacob, Miguel, Alex

Y, Burbs



• Figure out these three words using word parts clues or your textbook.

1. word parts mean "fat connected to a phosphorous"2. surrounds each cell3. word parts means "green leaf“• When finished, work on puzzle. You should have at

least 9 words! Clues from the last 3 days of entry tasks.

Today’s work

• Watch video• 20 minutes – finish puzzle, share answers• Draw picture with video of “Parts of Cell” • Please save picture in bin or notebook. • We will be updating and gluing in our

notebooks SOON!



• Write down 3 vocabulary words you became more familiar with this week AND the approximate definition of each. IOW – don’t just look in the book! But you can look around the room and discuss this with each other.

• When finished, complete any missing items for the week and turn in sheet.

• Are your two words worksheets turned in?• Finish sharing answers on crossword puzzle. Turn this

in!

Today’s Work

• Glue biological macromolecule notes to page 24. • Watch video and draw a picture of a cell with

structures labeled. • This drawing will go on PAGE 25 of your

NOTEBOOK.• Fold page 26 hotdog.• Consult pages 6-13 in the purple book “Inside

the Cell”

On page 24…Molecules of Life:

Biological Macromolecules

• What are molecules? • What are biological

macromolecules?• What are the 4 kinds?

• Linked together atoms.• The important molecules

for life. • 1. carbohydrates – think

“sugar”• 2. lipids – think “fats”• 3. proteins – think “lots of

different kinds…hair and skin and hormones are made of these”

• 4. nucleic acid – think “genetic material like DNA”

Life Science 11/7/11week of 11/7 to 11/10


• We will be considering analogies of cell structures to objects we are more familiar with. To get us started, consider if you were to compare your personality to an animal, which one would you be?

• I am like a….• Because….• Trade and grade – 3 points for an animal analogy with a

reasonable explanation.

Today’s Work• Watch video “Cells are like a Factory”• Use the information communicated to fill in as much of your

“Worksheet: Cell Structure and Function Analogies” sheet. • Many of the analogies are given in images and explained in

words.• Review your rubric for the project. • Take a gallery walk of other students’ cell analogy posters.• Choose a system with interconnected parts as your main

analogy. • Finish your worksheet and begin your rough draft.

Worksheet: Cell Structure and Function Analogies

1. Nucleus is like the cell’s brain because it directs the cell’s activities and contains DNA, which has instructions for making proteins.

2. DNA is like…

Because…

3. Cell Membrane is like…

Because…

4. Cytoplasm is like…

Because…

5. Endoplasmic Reticulum is like…

Because…

6. Vesicles are like…

Because…

7. Golgi (body) is like…

Because…

8. Lysosomes are like…

Because…

9. Mitochondria are like…

Because…



• Silently START reading pages 6 to 13 in the purple book “Inside the Cell.”

• Explain 3 new or clarified ideas from your reading about the parts of cells and how they function.

• Trade and grade. Please get in your groups.

Drafting ideas for your poster• Discuss how will each of the following

cell organelles and macromolecules will be represented on your poster:

1. Nucleus2. DNA3. Cell Membrane 4. Cytoplasm5. Endoplasmic Reticulum6. Vesicles7. Golgi (body)8. Lysosomes9. Mitochondria10. ATP11. Ribosomes12. Proteins

• Begin your draft on 11x17 paper. Your draft will need to be approved by Ms. M before beginning your poster.

• Each of the 12 items above should be represented by an item within your analogous system and include a text caption to explain.



• Watch the 4 min video of a plant cell. • Write down 3 analogies from the video. • ______is like ______ because ________.

• Finish any missing items and turn in your sheet. • Rough draft and worksheet DUE MONDAY end of class. • Work on project rest of class.

Life Science 11/14/11 Week of 11/14 to 11/18


• Reread pages 8-11 in the purple book. How does the author use imagery and analogy to increase the understanding of the text? Give one example and explain.

• When finished, please get in your groups. • Rough drafts and worksheets due END OF CLASS!• Remember – whatever your role in the project, you

must attempt to contribute at all times.

7th Graders - Life Science Week of 11/14 to 11/18

• TURN IN LAST WEEK’S SHEET!! (only had 2 days on it)

• Entry Task – Monday• Watch the 4 min video of a plant cell. • Write down 3 analogies from the video. • ______is like ______ because ________.

• Rough draft and worksheet DUE TUESDAY end of class. • Work on project rest of class.


• Entry task – Tuesday

• What is the function of the endoplasmic reticulum?

• What is the function of mitochondria?• What is the function of the golgi body?

Today’s Work

• Get in your groups.• If you have not completed and cleared your rough

draft with Ms. M, please do so. • Begin working on final draft – select poster color.

You may borrow markers, color pencils, glue sticks, etc. Please return them to art area.

• Review rubric so that you have clear goals. • Captions should be typed. • Images should be colored. • FINAL DRAFT DUE FRIDAY!



• What is the function of vesicles and vacuoles?• What is the function of ribosomes?• What is the function of DNA?

• PS These answers can become part of your captions!!

Today’s Work

• Review rubric so that you have clear goals. • Captions should be typed, printed and pasted

on near images. • Images should be colored.• Poster should be planned to fill entire space. • FINAL DRAFT DUE FRIDAY!• Please store your posters in stacks above the

appropriate signs (Oak Trees).


• What is the function of Lysosomes?• Where is ATP made? What is the function of ATP?• What is the function of proteins?

• PS These answers can become part of your captions!!• Please get in your groups and continue working on your

excellent posters



• Please look at your rubric and list the things you need to finish on your poster.

• Please turn in your sheet!!• When finished, “Say Something Nice” about

another person’s poster or academic effort this quarter

Life Science 11/21/11Week of 11/21 to 11/23


• Write down your favorite caption from your poster. Be sure to include the “because” portion!

• Include “because” portion on all typed captions. • Finish posters today!! Turn them in on top of cabinets

above “Grade ___”• QUIZ TOMORROW ON CELL PARTS AND FUNCTIONS…

using analogies. • SAVE PAPERS TO GLUE INTO NOTEBOOKS!



• Are the following things turned in? • Cell Crossword Puzzle• Cell Factory Worksheet• Cell Word Parts (10 words, 2 pages)• Entry Task 11/7 to 11/10• Entry Task 11/14 to 11/18. • Please turn in sheet and prepare for quiz.

15 minute QUIZ

• Individual work = SILENT• Name at the top. • Number 1-8 on the back. For each item, complete

an analogy with a cell part. • For example—• ANSWER! 4. Food Manufacturing Plant is like a

chloroplast because both make food for the plant cell.

• Be sure to include how the function of the cell structure matches the function of the city structure.

FINISH POSTERS!

• Complete posters today!!• Turn in above appropriate grade level. • To print captions, save as “HP….” (flash drive),

remove safely, and bring to Ms. M. • ALL STUDENTS IN CLASSROOM TODAY!

Life Science – 7th Grade


• Read this…• I can create, compare, and use models to

investigate objects, events, systems, and processes. I can explain advantages and limitations of models. (EALR 2)

• Do you think our analogies helped you understand how cells work? Explain.

FINISH POSTERS!

• Complete posters today!!• Turn in above appropriate grade level. • To print captions, save as “HP….” (flash drive),

remove safely, and bring to Ms. M. • ALL STUDENTS IN CLASSROOM TODAY!• Please stay seated, on task and working. • ROUGH DRAFT SHOULD BE PAPER CLIPPED TO

FINAL POSTER!!!


• New Seating Chart!• Entry Task – Monday

• Explain one challenge and one success you experienced working in your groups on your posters.

• Get in your groups and finish your posters. • If already finished, get out notebook and begin

gluing and completing according to the “Table of Contents”

Today’s Work• 15 minutes: Finish posters:

– paperclip rough draft to back. – Write all members names on the back AND their role in the

group.– Attach a rubric – what will your grade be?

• NOTEBOOKS: begin gluing and completing according to the “Table of Contents” (handout)

• Rest of class…Quizzes and reflections…• All worth 2 points except #4 worth 1 point. 15 points total. • Complete reflection according to green sheet. • IF YOUR SCORE IS 10 or less YOU MUST COMPLETE A

REFLECTION!



• On a scale of 1 to 4, how well do you feel you meet this standard, “Students can describe the functions performed by cells to sustain a living organism.”

• Please explain. • When finished, I will pass back quizzes so that

we can review and reflect.

Today’s Work

• Quizzes and reflections…25 minutes.• All worth 2 points except #4 worth 1 point. 15

points total. • Complete reflection according to green sheet. • IF YOUR SCORE IS 10 or less YOU MUST

COMPLETE A REFLECTION! • If you do not “need” to reflect, please glue things

into your notebook according to the half sheet. • Last part of class – watch Kahn Academy video to

complete cell drawings.



• Silently read pages 60-61 in the textbook. What are the three parts of the cell theory? Please answer in at least 3 complete sentences for 3 points.

Today’s Work

• On one half of a blank piece of paper, draw and label a plant cell based on page 68.

• On the other half, draw and label a plant cell based on page 69.

• Extra time – on a separate piece of lined notebook paper, list the function of each organelle.


• PLEASE turn in your Quiz Reflections!!• Open textbooks to page 68 and 69. List 3 similarities or

differences you observe between plant and animal cells. • SILENTLY!!!• When finished, staple yesterday’s drawing of cells to page 25.

USE 2 staples only! You should now have two white pages of cell drawings.

• Finish Kahn Video last half. • Play “Which Corner?” for functions of different organelles.



• Read page 830 and look at the picture. What kind of microscope is it? How many objectives does it have? What are the two focus knobs called?

• Finish any missing items and TURN THIS SHEET IN!!• “Say Something Nice” (but not a beauty contest,

please…AND pick someone you haven’t commented on before)

Which corner? A, B, or C?• MITOCHONDRIA• A.make proteins• B.make ATP (energy

molecule)• C.package vesicles.

• VACUOLE• A.Store food and water.• B.Acts as the brain.• C.contains passageways for

proteins.

• RIBOSOMES• A.make proteins• B.make ATP (energy molecule)• C.package vesicles.

• ENDOPLASMIC RETICULUM• A.contains many tubes and

passageways.• B.packages and ships proteins.• C.Has ribosomes on its

surface.

Which corner? A, B, or C?• CHLOROPLAST• A.Is only found in plants• B.makes food or

carbohydrates.• C.Both A and B.

• GOLGI BODY• A.Store food and water.• B.Packages proteins inside

vesicles.• C.Has ribosomes on its

surface.

• LYSOSOMES• A.make proteins• B.make ATP (energy

molecule)• C.breakdown unwanted

things within the cell.

• NUCLEUS• A.contains DNA.• B.directs the cell’s activities.• C.Both A and B.

On page 29

• Glue in Venn Diagram for Plant and Animal cells.

• Consider pages 68 and 69. • List ANIMAL CELL parts inside “Animal Cell”• List PLANT CELL parts inside “Plant Cell.” Put a

“*” next to the ONLY PLANT parts.• In the center section, list organelles both kinds

of cells have.



• NONE - substitute

On page 30…

Select from the following list to label the compound light microscope parts:

• Eyepiece• Objectives• Stage• Stage Clips• Diaphragm

• Light source• Fine adjustment knob• Course adjustment knob• Arm

Fill in “steps to follow” while I demonstrate…1. Always carry with one hand on arm and

other under base. 2. Always start on low power (short tube)3. Place slide on stage under clips4. SLOWLY turn coarse adjustment knob until

object is focused.

On page 30…

5. SLOWLY Turn to medium power and focus with fine adjustment

6. SLOWLY Turn to high power and focus with fine adjustment.

7. Big objective, big knob, BIG NO NO! Never turn coarse knob with large tube

8. Clean-up – – Turn to low power. – Lower stage away from objectives. – Turn off.

On page 30…



• What missing work do you have? This will show at bottom of sheet or as a “*”. List it here. Are you meeting your academic goals?

• Heads Up – any missing work will become a ZERO soon!!• Please bring me anything you finish so that I can grade

and enter the grade.• EXTRA TIME? QUIZ tomorrow on microscope parts and

safety steps. PLEASE STUDY and bring your notebook!!

Life Science 12/7/11• Entry Task – Wednesday

• Consult page 830 of your textbook. How much does the ocular lens on a microscope magnify the object? How much does low power magnify the object? Medium Power? High Power?

• What would the total magnification be for an ocular magnifying 10x with a medium power objective magnifying 10x? Show your work!

Today’s Work

• Open notebooks to page 30. Glue in your microscope diagram.

• Glue Magnification Worksheet to page 31.• We will complete these pages and then you

may study for the QUIZ tomorrow. • You MUST PASS THE QUIZ TO GAIN YOUR

MICROSCOPE LICENSE!!


• What is the “big NO, NO” of using the microscope? • Trade and grade. • Review answers for page 31. • STUDY• Start quiz with 25 minutes left. • You will also SHOW me proper handling of the microscope.

• To practice, share with your neighbor the steps of handling

a microscope and point to your diagram while talking. Be able to do this without looking at the steps.

QUIZ!

• SILENT individual work time. • You may use your notebooks. • Do not look at other people’s work. Cheating

will get you a zero. • When finished, quietly hold up your quiz or

turn it in to the assignment box. • Sit down and study for the performance

assessment or quietly read.



• Please check your sheet and complete any missing items.

• Please review Ms. Maring’s Lab Safety Rules and Expectations (page 3 of your notebook OR borrow a printout).

• Which of these rules to you think are very important for lab work with microscopes?

• Please turn your sheet in and “Say Something Nice”



• Silently read pages 76-79 (or as much as you can in the time given).

• Explain what a tissue, organ, and organ system is. • NOTE – PLEASE TURN IN LAST WEEK’s SHEET!!• We will continue the performance assessments.

Your completed puzzle and textbook assignment will be your “movie ticket” later in the week…

Performance Assessment

• I will be calling students up to do their microscope performance assessment.

• Both “tests” will be graded this weekend and licenses handed out on Monday

• While you are waiting for your turn, please work on the puzzle together – QUIETLY and at your seat.

• Next, carefully read pages 76-79 and answer questions #1 and #2 on page 79.

• Finally, turn in missing work!!

Performance Assessment

• I will be calling students up to do their microscope performance assessment. You must get 8/10 or more to pass.

• Written Quiz – if you got 10 or less, you will need to do the reflection in order to gain your license.

• While you are waiting for your turn, please work on the puzzle together – QUIETLY and at your seat. TURN IN!

• Next, carefully read pages 76-79 and answer questions #1 and #2 on page 79. TURN IN!

• Finally, turn in missing work!!

Microscope Performance Assessment – worth 10 points

1. Please demonstrate correct carrying procedure by carefully lifting the microscope and setting it back down.

2. Please demonstrate how to focus on low power. 3. What knob are you using?4. Slowly turn to medium power and demonstrate how to focus. 5. What knob are you using?6. Slowly turn to high power and demonstrate how to focus. 7. What knob are you using? 8. What is the “big NO, NO” of using the high power objective? 9. What could result if you fail to follow the last safety

precaution? 10. Please demonstrate the 3 parts of clean up.



• Write down one question and answer from the crossword puzzle which a CHALLENGE for you to figure out

• Open notebooks to page 32. Glue your performance assessment sheet to the top.

• I will handout licenses. Glue yours to the bottom of the page so that you do NOT lose it!!

Today’s Work

• Review crossword puzzle answers and answers to page 79, #1 and #2.

• Turn in = movie ticket!!• Microscope Observation Lab:• Take a handout. • Choose a slide to view. • Carefully complete observational drawings.



• Think of “germs.” What is a scientific name for these kinds of single-celled organisms?

• Please take a worksheet and choose a partner. Carefully work on the worksheet for the next 15 minutes. Slides are at the front lab station and must be put back.

• 15 minutes - Microscope Observation Lab:• Take a handout. • Choose a slide to view. • Carefully complete observational drawings. • Turn sheet in – finished or not. • ANYONE WHO HAS NOT TESTED WILL BE TESTED

IN THIS TIME.• Osmosis Jones – worksheet while watching. I will

take worksheets at door and save them for you.



• Which organs are involved in the cardiovascular system? (also look on pages 604-609 in Life Science textbook)

• Please prepare for movie…



• Friday Freebie Three points! • Happy Holidays• Please complete any missing items and TURN

SHEET IN! • While you watch the movie, I will hand out

current grade sheets and meet with some students in the hall or at the back of the room.

Life Science 1/3/12


• Brainstorm…• Which organ systems did we encounter in the

movie “Osmosis Jones”? Give an example from a scene in the movie. [Organ systems are also in your book pages 580-677.]

Life Science 1/4/12


• Brainstorm…• How many different kinds of cells can you

think of in the human body?

Finish Osmosis Jones…

• 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

• Completed worksheets due at the end of the movie…

Welcome Back!

• Reminder of Matrix – School Behavior• Stay on Track – END OF SEMESTER – January 26th

– about 3 weeks. At that point, all grades are final!!!

• Are you meeting your academic goals? • Do you know what you need to do to keep your

grade up? • Have you spoken with me and your parents? • Are you attending tutorial on Tuesday and

Thursday?

Life Science 1/5/12


• Reread page 76 in your book. • What are the advantages of being multi-

cellular? • What does cell specialization mean? • Are elephant cells bigger than human cells?

TITLE: Organism to Organellefor notebook page 33

• Paste pictures into notebook onto TOP of page 33.

• At the top LEFT write “BIGGER THINGS”• At the top RIGHT write “SMALLER THINGS” • Label each picture. Words to use: organism,

organ system, organ, tissue, cell, organelles.• Make a dashed line lengthwise between each

thing. • Label the bottom of the page “EXAMPLES.”

Give an example of each thing from the movie. Example for cells: white blood cells.


• Write down one thing you learned this week about organ systems, organs, tissues, or cells. You may consider pages 76-79 in your textbook.

• Grade and TURN THIS SHEET IN!!• Say Something Nice• Rest of class – Microscope Lab!!

Microscope Lab• First – is your Microscope License and Performance assessment

glued to page 32?• Work with two partners.• Follow steps and instructions on “Microscope Images”

worksheet. • Instead of drawing an “e” you will find a small letter “e” in the

newspapers. Cut it out and bring it to Ms. M where you can place it on a slide with a coverslip.

• Bring your slide and coverslip back and I will give you a small piece of feather.

• On the back, complete the “Observing Cells” worksheet using prepared slides.

• PLEASE make all sketches carefully and with attention to detail!!• EXTRA TIME? Ask Ms. M for a slide of onion cells!!



• Some single celled organisms are called protists. Read pages 270-271. Write down 3 facts about protists.

• Later, we will observe protists in pond water.• FIRST, complete your microscope lab front and

back. TURN IT IN!!!

Protist pictures and notes…

• Glue Amoeba drawing to page 36. • Take some notes about Amoebas on page 37. • Color code the amoeba drawing. • Underline your notes with the same colors.

C-notes about Amoebas

• What are amoebas?

• What are pseudopods?

• Single-celled protists, found in fresh or salt water or inside other animals.

• “False feet” are formed when cytoplasm is pushed out into a bulge

• What is the endoplasm and plasma membrane?

• What is a contractile vacuole?

• How do amoebas eat?

• The amoeba’s cytoplasm and cell membrane

• Forces extra water out; helps amoeba move

• Two pseudopods surround the food and enclose it in a food vacuole. Lysosomes bring enzymes to digest the food.



• Consider pages 274-280. If you were a protist, which one would you be? Why?

•

• When finished, glue Euglena drawing to page 38 and Paramecium drawing to page 40.

• First you will take some NOTES on page 39 and 41 and then the rest of class will be for color-coding your drawings.


• Glue Euglena drawing to page 38. • Take some notes about Euglenas on page 39. • Color code the Euglena drawing. • Underline your notes with the same colors.

C-notes about Euglena

• What are euglena?

• What is the pellicle?

• Single-celled protists found in water. Euglena can move (like an animal) and photosynthesize (like a plant)

• a flexible and fibrous cell membrane

• Why are they green?

• How do they move?

• Can they see?

• They have chloroplasts with green pigments

• Their tail or flagellum whips back and forth

• Euglena can sense light with a red-colored eyespot or stigma


• Glue Paramecium drawing to page 40. • Take some notes about Euglenas on page 41. • Color code the Euglena drawing. • Underline your notes with the same colors.

C-notes about Paramecium

• What are paramecium?

• How do they move?

• How do they eat?

• Fairly “big” Single-celled ciliated protists found in fresh water

• The cell is surrounded by fine hairs, called cilia, which rotate like many oars.

• They can “shoot” their prey with long hairs called trichocysts.

• They have an oral groove through which food enters into the mouth pore.


• Entry Task – Wednesday - SUBSTITUTE

• Can you think of an organism which lives on or inside the human body? How does it survive?

• Watch “the Unknown World” and answer questions.


• What is the most surprising, or disgusting!, thing you learned yesterday in the movie?

• 7th graders – TURN THIS SHEET IN! Write “free Friday!”

• Today – I will check your notes and color coding. If you are completely finished color coding, read pages 274-276 and answer the questions on the worksheet “Protists- questions from the text”

• Save this worksheet for the lab!!

Protists – Questions about the text• Read pages 274-275 : • What are the three groups of protists? • Are all protists single celled? Give an example from the text to

support your answer.• Is seaweed a plant? What is a better name and category for

seaweed? • Why is phytoplankton important to us and the air we breathe? • From page 276: • Is a Euglenoid more like an animal, or more like a plant?

Explain!!• How do Euglena move? • Next, get a slide with DEAD protists and draw what you see in

the circle below.

Observing Single Cell Organisms• First, watch the videos. • What behaviors do you observe? • Can you see any structures inside the single cell

organisms? What are those called in general?• Can you see any specific structures?• Finally, get a drop of aquarium water with algae

in it. Remember, algae is a PROTIST not a plant!• Draw the algae on medium power in the circle

below.

Life Science

• Entry Task

Classify Life on Earth – page 35

• When finished, glue the “Classify Life on Earth” to page 35. NOTE: leave page 34 blank for your Osmosis Jones worksheet.

• What does classify mean? • Working at your table group, use the pictures in

the envelope and discuss where the pictures belong on the chart.

• Paste the pictures next to the correct category. • Add some notes to your chart following Ms.

Maring’s instruction on board.

On page 35…

DOMAINS

KINGDOMS

Life Science

• Entry Task –

• According to your chart on page 35, are protists more closely related to animals or bacteria? How do you know?

• Which of the 3 domains – archaea, eubacteria, and eukaryota – have a nucleus in their cells?

• We will mostly be considering Eukaryota this year!

Malaria – a protist which causes disease…

life science – 9/1/11

Documents

science classroom

safety rulespage

safety cartoonpage

big ideas of science

entry task worth

entry task answer sheet

entry task wednesdaydescribe