Life Science 2011-12
Semester 2
Life Science 1/30/12
Week 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 singlecelled 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”
Life Science 2/3/12
Week of 1/30 to 2/3
• 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
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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.
Life Science 2/6/12
Week of 2/6 to 2/10
• 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
Life Science 2/7/12
• Entry Task – Tuesday
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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
• Entry Task – Wednesday
• 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.
Life Science 2/9/12
Week of 2/6 to 2/10
• 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.
Life Science 2/10/12
• 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
Life Science 2/13/12
Week of 2/13 to 2/17
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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.
Life Science 2/14/12
• Entry Task – Tuesday
• 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.
Life Science 2/15/12
• Entry Task – Wednesday
• 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.
7th graders – stay seated, stay quiet,
stay working, raise hands
• 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?
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When finished, quietly read pages 308. 309, 312, 313.
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.
Life Science 2/16/12
• 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.
Life Science 2/17/12
Week of 2/13 to 2/17
• Entry Task – Friday
• 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
Life Science 2/21/2012
Week of 2/21 to 2/24
• 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.
Life Science 2/22/12
• Entry Task – Wednesday
• 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 Dissection
3 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.
Life Science 2/23/12
Week of 2/21 to 2/24
• 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.
Life Science 2/24/12
Week of 2/21 to 2/24
• Entry Task – Friday
• 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.
Life Science 2/27/12
Week of 2/27 to 3/2
• 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!
7th Graders – Stems and Leaves
Puzzles
• 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.
Life Science 2/28/12
• Entry Task – Tuesday
• 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
Life Science 2/29/12
• Entry Task – Wednesday
• 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
• Entry Task – Thursday
• 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.
Life Science 3/2/12
Week of 2/27 to 3/2
• Entry Task – Friday
• 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
Life Science 3/5/12
Week of 3/5 to 3/9
• 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
• Entry Task – Tuesday
• 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
• Entry Task – Wednesday
• 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
• Entry Task – Thursday
• 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.
Life Science 3/12/12
Week of 3/12 to 3/16
• Entry Task – Monday – choose new table leaders
• 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!
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.
Life Science 3/13/12
• Entry Task – Tuesday
• 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.
Life Science 3/14/12
• Entry Task – Wednesday
• 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
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.
Life Science 3/15/12
• Entry Task – Thursday
• 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.
Life Science 3/16/12
Week of 3/12 to 3/16
• Entry Task – Friday
• 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.
Life Science 3/19/12
Week of 3/19 to 3/23
• Entry Task – Monday – choose new table
leaders
• 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.
2.
Circle in GREEN the molecules entering the plant to be used
during PHOTOSYNTHESIS. Circle in GREEN the products of
PHOTOSYNTHESIS.
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.
Life Science 3/20/12
• Entry Task – Tuesday
• 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!!
Life Science 3/21/12
• Entry Task – Wednesday
• 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.
Life Science 3/22/12
• Entry Task – Thursday
• 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 3/23/12
week of 3/23 to 3/19
• Entry task – Friday
• Free Friday
• Wild Bean Lab
• Some students working on missing work at
back tables.
Life Science 3/26/12
Week of 3/26 to 3/30
• 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?
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 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.
Life Science 4/9/12
Week of 4/9 to 4/13
• Entry Task – Monday
• 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…
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
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.
Life Science 4/10/12
• Entry Task – Tuesday
• 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.
Life Science 4/11/12
• Entry Task – Wednesday
• 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.
Life Science 4/12/12
• Entry Task – Thursday
• 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!
Life Science 4/13/12
Week of 4/8 to 4/13
• Entry Task – Friday
• 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.
Life Science 4/16/12
Week of 4/16 to 4/20
• 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!!
Life Science 4/17/12
• Entry Task – Tuesday
• 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.
Life Science 4/18/12
• Entry Task – Wednesday
• 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.
Life Science 4/19/20
Week of 4/16 to 4/20
• Entry Task – Thursday
• 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.
Life Science 4/20/12
• 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/Criss
CrossSetupForm.asp ---type them in
Life Science 4/23/12
Week of 4/23 to 4/27
• 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!
Life Science 2/24/12
• Entry Task – Tuesday
• 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.
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?
Life Science 4/25/12
• Entry Task – Wednesday
• 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
Life Science 4/26/12
• Entry Task – Thursday
• 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!!
Life Science 4/27/12
• Entry task – Friday
• Friday Freebie
• Table Leaders – gather your sheets, paper clip
and turn them in
Life Science 4/30/12
Week of 4/30 to 5/4
• Entry Task – Monday
• 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
• Entry Task – Tuesday
• What is DNA? What does it look like? Where
is it in the body?
• Cracking the Code
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?
• Words and Pictures
Life Science 5/2/12
• Entry Task – Wednesday
• What is the human genome project?
Genetic Disease - Focus Questions
1.
2.
3.
4.
5.
Can you “catch” a genetic disease like a cold? Explain.
How are genetic diseases caused and transferred?
How do scientists find changes in the code?
How do doctors treat genetic diseases?
Do you think scientific discoveries should be free or
for profit? Why?
6. How does competition and sharing information help
science?
7. What if you couldn’t afford a cure for a family
member with a genetic disease? Is that fair?
8. Circle keywords in your notes. Write a 2-3 sentence
summary of the notes using keywords.
“Loose Ends”
• Is your “Design an Investigation” written and
turned in??
• Complete the heredity and genetics puzzle if
you have not yet.
• Complete calculations of percent of class for
each trait on the Class Traits assignment.
• Work on and turn in MISSING WORK!
Life Science 5/3/12
• Entry Task – Thursday
• What causes genetic disease?
• What is a dominant trait? What is a recessive
trait?
Notes
• Will simply mapping the
genes cure diseases?
• What do proteins have to
do with genes?
• What is the next step in the
research?
• Words and Pictures
Life Science 5/4/12
Week of 4/30 to 5/4
• Entry Task – Friday
• Friday Freebie
• Table Leaders please gather, paper clip, and
turn in the entry task sheets.
“Loose Ends”
• Is your “Design an Investigation” written and
turned in??
• Complete the heredity and genetics puzzle if
you have not yet.
• Complete calculations of percent of class for
each trait on the Class Traits assignment.
• Work on and turn in MISSING WORK!
Life Science 5/7/12
Week of 5/7 to 5/11
• Choose new table leaders
• Entry Task – Monday
• Where do your traits come from? Please
mention genes and DNA!
• 7th/8th Graders: Review Movie Notes and Focus
Questions - TURN IN
On the white paper….
• 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 the white paper….
• 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!!
Life Science 5/8/12
• Entry Task – Tuesday
• Why do you think there are two genes of each
color for our dogs? Hint – the genes in the
bag are from doggy mommy and doggy
daddy
Keep drawing dogs…dog show will commence in
30 minutes…
Go to MS. HOSKIN’S TOMORROW
• Please do not come to this classroom
tomorrow – I have MSP Science testing in
here.
• You will be working in Ms. Hoskin’s room.
• Please be positive leaders
GO TO MR SANDERS TOMORROW!!!
• 7th Graders – DO NOT COME HERE
TOMORROW.
• Please go to Mr Sanders.
• DO NOT KNOCK
• I will have 8th graders testing in here…
Dog Show!
•
•
•
•
Set out your dogs.
Make sure your name is visible.
We will all be “judges”
You can vote on one dog per category:
1.
2.
3.
4.
5.
6.
7.
•
•
Funniest
Ugliest
Cutest
Weirdest
Classic or most Normal
Most Awkward
Overall BEST IN SHOW
Be sure to write the person’s name and the dog number on your ballot!!
Take your ballot to the 6 pages for each of the categories. Write down your
vote.
Life Science 5/9/12
• Entry Task – Wednesday
•
•
•
•
FREE Points today
Read the text about Probability and Genetics
Finish Worksheet on back.
Try the guinea pig worksheet – don’t cut and
paste the guinea pigs until you write the ALLELES
in the boxes of the punnett squares!
• Done? Try to complete the third worksheet
Life Science 5/10/12
• Entry Task – Thursday
• What is a dominant trait? What genotypes
would SHOW the dominant trait in their
phenotype?
• What is a recessive trait? What genotype
might SHOW the recessive trait in their
phenotype?
Today’s Work
• Dog Show Judging and Ribbons.
• Handout #1--Work time for yesterday’s
handout
• Handout #2--Guinea Pig Punnett Squares – cut
and paste.
• Handout #3--A little more Generations,
Genotypes and Phenotypes for your guinea
pigs!
Life Science 5/11/12
Week of 5/7 to 5/11
• Entry Task – Friday
• Friday Freebie
• Table Leaders gather, paper clip, and turn in
your papers.
Life Science 5/14/12
Week of 5/14 to 5/18
• Entry Task – Monday
• What is the P generation and the F1
generation? How about F2 generation?
• Finish guinea pig handouts…
Begin Bikini Bottom Genetics
• Day 1
Life Science 5/15/12
• Entry Task – Tuesday
• The name for a genotype with two different
alleles.
• The name for a genotype with two same
alleles.
Bikini Bottom Genetics
• Day 2
Life Science 5/16/12
• Entry Task – Wednesday
• In cats, there are two types of ears, curly and
normal. A curly-eared cat mated with a
normal eared cat, and ALL of the kittens had
curly ears. Are curly ears a dominant or
recessive trait? Explain.
Today’s Work
•
•
•
•
•
•
•
•
Finish the spongebob packet.
Start the Zork Packet.
If you finish the packet, find a penny and a partner.
You will be drawing a Zork and its traits will be selected
randomly:
Heads – dominant phenotype (you choose
heterozygous or homozygous dominant)
Tails – recessive phenotype (homozygous recessive)
Toss coin for each trait on the list. Write the genotype
for each trait in a list on your blank paper.
Draw your Zork. Name it. Decide if it is a boy or girl.
Life Science 5/17/12
• Entry Task – Thursday
• The allele for cleft chin C is dominant among
humans. Consider the cross Cc x cc. Use a
punnett square to determine the genotypes
and phenotypes of the offspring. Please
answer using RATIOS of PROBABILITY.
Zork Packet and Drawings
• If you finish the packet, find a penny and a partner.
• You will be drawing a Zork and its traits will be selected
randomly:
• Heads – dominant phenotype (you choose
heterozygous or homozygous dominant)
• Tails – recessive phenotype (homozygous recessive)
• Toss coin for each trait on the list. Write the genotype
for each trait in a list on your blank paper.
• Draw your Zork. Name it. Decide if it is a boy or girl.
Life Science 5/18/12
Week of 5/14 to 5/18
• Entry Task – Friday
• Friday Freebie
Zork Offspring and Spongebob
• Find a person at your table with a Zork of the
opposite gender.
• What would their offspring look like?
• For each TRAIT, write down a cross and create a
punnett square.
• EXAMPLE: mom, short, tt…..dad, tall, Tt
• CROSS: tt x Tt
• Write out RATIOS of PROBABILITY for genotypes
and phenotypes of offspring.
• LAST 20-25 minutes of class SPONGEBOB
SQUAREPANTS
Life Science 5/21/12
Week of 5/21 to 5/24
• Entry Task – Monday
• Describe one thing you have learned about
genetics in this unit. How do you know you
have learned it? Please use at least one
vocabulary word in your answer
• Quiz on Wednesday…
Jeopardy - Genetics
•
•
•
•
•
Two teams.
Design your jeopardy questions.
Use our word wall.
Use the textbook pages 114 – 125.
Handouts to have for quiz: Probability and
Genetics WS, Guinea Pig 1 and 2, Bikini
Bottom, Zork Genetics.
Life Science 5/22/12
• Entry Task – Tuesday
• Explain the relationship between these words:
• GENOTYPE, PHENOTYPE, TRAIT
Play Jeopardy!!
7th graders
• On a sheet of plain paper, please answer all
questions on pages 138 and 139.
• ABSOLUTE SILENCE!! Please stay seated.
• REMEMBER: no disruptions, everyone working =
3 points!
• Trade and grade.
• Turn your papers in.
• If you earned your points, we will play jeopardy…
Life Science 5/23/12
• Entry Task – Wednesday
• On a scale of 1 to 4, how well do you meet this
standard:
• I can explain how the traits of organisms are
passed on through the transfer of genetic
information during reproduction.
• EALR 4 LS3
• TABLE LEADERS – please gather and turn in entry
task papers…
Life Science 5/24/12
• Entry Task – Thursday
• THURSDAY FREEBIE
• IF YOU DID NOT TURN IT IN DO IT NOW!!
Life Science 5/29/12
Week of 5/29 to 6/1
• Entry Task – Tuesday
• What environmental problems or solutions
are you familiar with? Write down 3. You may
also look in the book pages 554-567.
Standards
• I can investigate a local environmental issue by
defining the problem, researching possible causative
factors, understanding the underlying science, and
evaluating the benefits and risks of alternative
solutions.
• I can identify resource uses that reduce the capacity
of ecosystems to support various populations (e.g.,
use of pesticides, construction).
• I can evaluate how lifestyle choices and environments
(e.g., tobacco, drug, and alcohol use, amount of
exercise, quality of air, and kinds of food) affect parts
of the human body and the organism as a whole.
Today’s Work
• Read environmental problems and solutions games
handout: goal, directions, and timeline.
• Get into groups of 3-4. Ms. Maring or Ms Hoskins may
change your groups if necessary.
• With your group, read one of the “TOP 10” environmental
problems articles.
• Circle keywords, underline important ideas, and write your
questions/comments in the margin.
• Choose one of the 10 issues as the focus of your game.
Circle it in your article.
• Put your NAMES on top and turn in your article.
• Tomorrow you will be in the computer lab researching the
environmental problem you chose.
Top 10 Environmental Problem Articles
• http://www.practicalenvironmentalist.com/conse
rvation-efficiency/environmental-problems-top10-facing-the-planet.htm
• http://www.aikenstandard.com/story/1218Ecoview
• http://www.ewg.org/kid-safe-chemicals-actblog/2009/12/top-10-environmental-stories-ofthe-decade-that-you-might-have-missed/
• http://www.senconinfo.com/index.php/greentips/3-top-10-environmental-issues
Life Science 5/30/12
• Entry Task – Wednesday
• Consider pages 554-559. What do you think is
the most important environmental problem?
Why?
• NOTE: ALL MISSING WORK DUE NEXT
WEDNESDAY!! Fix your grade NOW!!! End of
semester is nearly here.
• PS If you have a textbook borrowed or checked
out, it must be returned ASAP!!!
Computer Lab – research
environmental problem
• Yesterday, your group chose one of the TOP 10
environmental problems to focus on.
• Today you will find TWO ARTICLES about that issue.
• These should NOT be Wikipedia or Ask.com, etc.
• They will need to from an online news source.
• If in doubt, show you article to Ms. Hoskins or Ms. Maring.
• Open multiple tabs or windows until you have chosen your
two articles.
• Print them. If the printer does not work, write down the
EXACT URL so that we can print it in another location. OR,
copy and paste the article (including the URL) into a word
document and save it on my flash drive for later printing.
• Turn in the articles with names on top OR keep in one
student’s science bin.
Life Science 4/31/12 – 7th graders only
• Entry task - Thursday
• Consider pages 560-567. Which
environmental solution have you participated
in already? Which solution do you feel drawn
to contribute more to?
Computer Lab – research solutions
• Today you will find ONE ARTICLE describing a solution to the
environmental problem you researched yesterday.
• These should NOT be Wikipedia or Ask.com, etc.
• They will need to from an online news source.
• If in doubt, show your article to Ms. Hoskins or Ms. Maring.
• Open multiple tabs or windows until you have chosen your two
articles.
• Print the article. If the printer does not work, write down the
EXACT URL so that we can print it in another location. OR, copy and
paste the article (including the URL) into a word document and save
it on my flash drive for later printing.
• Finished early? Read and mark your articles – key ideas that you
will want to include in your game…. Also write your
questions/comments in the margin.
• Turn in the articles with names on top OR keep in one student’s
science bin.
Life Science 6/1/12
Week of 5/29 to 6/1
• Entry task – Friday
• Friday Freebie
• Table leaders please gather your papers and
turn them in.
Today’s Work
• Read your TWO ARTICLES about the problem.
• Circle keywords, underline important ideas, and
write your questions/comments in the margin.
• Read your ONE ARTICLE about a solution.
• Circle keywords, underline important ideas, and
write your questions/comments in the margin.
• Turn in your marked articles with all names on
top.
• Extra Time? Decide which game you’d like to
model…sketch your idea: game board, game
pieces, cards, etc.