Life Science
Students are learning about the concepts of adaptation and natural selection as well as the role that genetics play in the survival of a species. On Friday, students in 7B were assigned by the substitute to read the last two sections of the chapter in the book covering evolution. Students were instructed to define the bold words, write the bold sentences, and answer questions 1-3 on pg 164 and questions 1-4 on page 169. Due to a mix-up, students in 7C were given this assignment today (to work on during class and for homework) which should be completed by tomorrow.
All students have been directed to compile all study guides, quizzes and tests from the fall semester to prepare for the final exam. Students will be given a final exam study guide tomorrow.
Earth Science
CH 6 workbook pages on volcanoes are due tomorrow. All students have been directed to compile all study guides, quizzes and tests from the fall semester to prepare for the final exam. Students have received the final exam study guide and should be using it to prepare for the final exam.
Monday, December 7, 2009
Wednesday, December 2, 2009
Near the end....
Life Science
Final essay on genetic engineering is due tomorrow. Students should be following the directions provided on the previous blog for the final product.
Earth Science
The test will be given on FRIDAY! Topics covered on the test are provided in the previous blog.
Final essay on genetic engineering is due tomorrow. Students should be following the directions provided on the previous blog for the final product.
Earth Science
The test will be given on FRIDAY! Topics covered on the test are provided in the previous blog.
Monday, November 30, 2009
What's Inside?
Life Science
Students will be turning in their completed data tables tomorrow as evidence of progress on their science fair project.
Today, we went over the structure of a 5-paragraph essay and worked on an outline for an essay about modern advances in genetics (genetic engineering, selective breeding, cloning, etc...). The content of the essay comes from readings in the textbook, an article about athletes using gene therapy, and in-class discussions. The final draft is due on Thursday. It should be typed, double-spaced, 12-point, arial or times new roman font. Each paragraph should contain 4 to 6 sentences and be written in 3rd person with correct spelling, proper grammar, and advanced vocabulary (stay away from the following: I, You, My, This essay, This paper, a lot, good, bad, do, like, way, etc...).
Earth Science
We are continuing our exploration into the Earth's interior. Today, we discussed the Earth's magnetic field and how iron-bearing minerals align in the direction of the Earth's magnetic field. Tomorrow, we will discuss the evidence supporting the theory of plate tectonics.
FRIDAY, we will be having a quiz covering the following topics: seismic waves, earthquakes, seismograms, the layers of the Earth's interior (2 systems), sources of heat in the Earth's interior, conduction, convection, radiation, plate boundaries, location of volcanoes and mountains, hot spots, Earth's magnetic field, and evidence of plate tectonic theory. Tonight, students should be reviewing their notes about these topics.
Students will be turning in their completed data tables tomorrow as evidence of progress on their science fair project.
Today, we went over the structure of a 5-paragraph essay and worked on an outline for an essay about modern advances in genetics (genetic engineering, selective breeding, cloning, etc...). The content of the essay comes from readings in the textbook, an article about athletes using gene therapy, and in-class discussions. The final draft is due on Thursday. It should be typed, double-spaced, 12-point, arial or times new roman font. Each paragraph should contain 4 to 6 sentences and be written in 3rd person with correct spelling, proper grammar, and advanced vocabulary (stay away from the following: I, You, My, This essay, This paper, a lot, good, bad, do, like, way, etc...).
Earth Science
We are continuing our exploration into the Earth's interior. Today, we discussed the Earth's magnetic field and how iron-bearing minerals align in the direction of the Earth's magnetic field. Tomorrow, we will discuss the evidence supporting the theory of plate tectonics.
FRIDAY, we will be having a quiz covering the following topics: seismic waves, earthquakes, seismograms, the layers of the Earth's interior (2 systems), sources of heat in the Earth's interior, conduction, convection, radiation, plate boundaries, location of volcanoes and mountains, hot spots, Earth's magnetic field, and evidence of plate tectonic theory. Tonight, students should be reviewing their notes about these topics.
Friday, November 20, 2009
It's all in the.....
Life Science
GENES! - Students are to read pages 132 through 138 in preparation for our discussion on genetic engineering and other advances in genetics.
Students are to be working on their science fair projects.
Earth Science
LOCATION! - Students are to read pages pages 178 through 181 in preparation for our discussion on the location of volcanoes on the Earth.
GENES! - Students are to read pages 132 through 138 in preparation for our discussion on genetic engineering and other advances in genetics.
Students are to be working on their science fair projects.
Earth Science
LOCATION! - Students are to read pages pages 178 through 181 in preparation for our discussion on the location of volcanoes on the Earth.
Thursday, November 19, 2009
What is in there?
Life Science
Students are to be working on their science fair projects. All experiments need to be completed by the end of Thanksgiving break.
Earth Science
Students are to be reviewing their notes regarding the Earth's interior - solid/liquid, s and p waves, convection, earthquakes, and plate boundaries.
Students are to be working on their science fair projects. All experiments need to be completed by the end of Thanksgiving break.
Earth Science
Students are to be reviewing their notes regarding the Earth's interior - solid/liquid, s and p waves, convection, earthquakes, and plate boundaries.
Tuesday, November 10, 2009
What's the Story?
Life Science
Students have completed their "Create your Creature" sheets. We compared the traits of the mother and father with those of the offspring. Today, we began to complete the study guide for a quiz scheduled for Friday. Students are to study the history of genetics (Mendel, Sutton) and Mendel's cross.
Earth Science
Students are working to complete their "My Life as a Rock" stories. Homework is to complete the pictures (in full color - no white space) and define the vocabulary at the back of the booklet. The vocabulary includes: porphyritic, volcano, batholith, sediment, weathering, erosion, deposition, compaction, cementation, floodplain, meander, delta, loess, stress, fold, and fault.
Students have completed their "Create your Creature" sheets. We compared the traits of the mother and father with those of the offspring. Today, we began to complete the study guide for a quiz scheduled for Friday. Students are to study the history of genetics (Mendel, Sutton) and Mendel's cross.
Earth Science
Students are working to complete their "My Life as a Rock" stories. Homework is to complete the pictures (in full color - no white space) and define the vocabulary at the back of the booklet. The vocabulary includes: porphyritic, volcano, batholith, sediment, weathering, erosion, deposition, compaction, cementation, floodplain, meander, delta, loess, stress, fold, and fault.
Sunday, November 8, 2009
Combinations Control the Outcome!
Life Science
We are continuing our work in studying genetics. Students are learning about how combinations of genes control the outcome of offspring. They working on creating their own creature in class with four chosen traits consisting of both dominant and recessive genes. For homework, students are to read pages 102 - 112 in the textbook, define all of the bold words and write out the bold sentences.
Earth Science
Students are learning how rocks move through the rock cycle. The combination of mineral composition and physical processes control the outcome of rocks formed on the surface of the Earth. For homework, students are to review the three types of rocks and the various environments/conditions in which they form.
We are continuing our work in studying genetics. Students are learning about how combinations of genes control the outcome of offspring. They working on creating their own creature in class with four chosen traits consisting of both dominant and recessive genes. For homework, students are to read pages 102 - 112 in the textbook, define all of the bold words and write out the bold sentences.
Earth Science
Students are learning how rocks move through the rock cycle. The combination of mineral composition and physical processes control the outcome of rocks formed on the surface of the Earth. For homework, students are to review the three types of rocks and the various environments/conditions in which they form.
Wednesday, November 4, 2009
Create Your Creature and I am a Rock!
Life Science
Students have been working on color plates regarding genetics. The packet of color plates will be collected on Friday. In class on Friday, we will begin creating our own creature with specific dominant and recessive traits.
SCIENCE FAIR: Student MUST be gathering all necessary materials and performing their experiments over the next 2 to 3 weekends. ALL experiments must be completed by the return to school following Thanksgiving break unless otherwise approved. We will be moving forward with working with data and writing the research paper.
Earth Science
Students are working to complete a packet of questions for the CH 12 reading (handout). This will be collected on Friday. On Friday, we will begin writing a short story of "My Life as a Rock!"
Students have been working on color plates regarding genetics. The packet of color plates will be collected on Friday. In class on Friday, we will begin creating our own creature with specific dominant and recessive traits.
SCIENCE FAIR: Student MUST be gathering all necessary materials and performing their experiments over the next 2 to 3 weekends. ALL experiments must be completed by the return to school following Thanksgiving break unless otherwise approved. We will be moving forward with working with data and writing the research paper.
Earth Science
Students are working to complete a packet of questions for the CH 12 reading (handout). This will be collected on Friday. On Friday, we will begin writing a short story of "My Life as a Rock!"
Thursday, October 29, 2009
Eye Color and Minerals!
Life Science
Students are studying Mendelian genetics. Tonight, students are to chart eye color in their own immediate family or interview a person about eye color in their family (eye color of the individual, their parents, their grandparents - as far back as possible).
Earth Science
We are wrapping up the unit on Mineral characteristics. We will be having a quiz tomorrow based on the mineral identification lab, Chapter 2 reading and workbook pages, and nanotechnology reading and discussion.
Students are studying Mendelian genetics. Tonight, students are to chart eye color in their own immediate family or interview a person about eye color in their family (eye color of the individual, their parents, their grandparents - as far back as possible).
Earth Science
We are wrapping up the unit on Mineral characteristics. We will be having a quiz tomorrow based on the mineral identification lab, Chapter 2 reading and workbook pages, and nanotechnology reading and discussion.
Thursday, October 22, 2009
Welcome Back!
Life Science
We have been reviewing the cell cycle - Interphase (G1, S, G2) , mitosis (P, M, A, T), and cytokinesis - and DNA replication. Tomorrow, students have a quiz on the cell cycle and DNA replication. We went over the structure of the quiz in class, so there should be no surprises!
Earth Science
Students have been learning about the characteristics of minerals. These characteristics are used to identify minerals easily (instead of sending samples to a lab to be analyzed which is very expensive). This week includes a mineral identification lab to examine the many properties of minerals. For homework, students should be attempting to answer the 50 multiple choice questions that they received on Tuesday. In addition, students should be working on their "Lifecycle of a ??" brochure. Students are selecting an object to research with regard to their design/use, mineral content, location of mines, mineral extraction techniques (mining), manufacturing, packaging, transportation, ultimate use by the consumer, and finally disposal (which may include the reuse or recycling of some parts). Students received the brochure assignment on Tuesday, October 20th. It is due on October 30th as it will be a fairly significant grade.
We have been reviewing the cell cycle - Interphase (G1, S, G2) , mitosis (P, M, A, T), and cytokinesis - and DNA replication. Tomorrow, students have a quiz on the cell cycle and DNA replication. We went over the structure of the quiz in class, so there should be no surprises!
Earth Science
Students have been learning about the characteristics of minerals. These characteristics are used to identify minerals easily (instead of sending samples to a lab to be analyzed which is very expensive). This week includes a mineral identification lab to examine the many properties of minerals. For homework, students should be attempting to answer the 50 multiple choice questions that they received on Tuesday. In addition, students should be working on their "Lifecycle of a ??" brochure. Students are selecting an object to research with regard to their design/use, mineral content, location of mines, mineral extraction techniques (mining), manufacturing, packaging, transportation, ultimate use by the consumer, and finally disposal (which may include the reuse or recycling of some parts). Students received the brochure assignment on Tuesday, October 20th. It is due on October 30th as it will be a fairly significant grade.
Tuesday, October 6, 2009
What is a molecule to become - a macromolecule or a mineral?
Life Science
The homework tonight is to complete the following:
1. What are the two stages of respiration? (pg 68)
2. What is fermentation? Describe the two types of fermentation. (pgs 69-70)
3. On a separate sheet of paper, draw and completely label the cell cycle on pages 76-77 (include all words).
Earth Science
The homework tonight is to read pages 46-54 in the textbook and define all bold words.
The homework tonight is to complete the following:
1. What are the two stages of respiration? (pg 68)
2. What is fermentation? Describe the two types of fermentation. (pgs 69-70)
3. On a separate sheet of paper, draw and completely label the cell cycle on pages 76-77 (include all words).
Earth Science
The homework tonight is to read pages 46-54 in the textbook and define all bold words.
Saturday, October 3, 2009
Molecules are on the Move!
Life Science
Students are to create a study guide for Tuesday's quiz. Below is a list of topics which must be included on the study guide.
1. Identify the parts of an atom.
2. Explain the difference between atom and molecule.
3. Define an element.
4. Which elements are important to living things.
5. Explain the difference between molecule and compound.
6. What are the four organic macromolecules found in living things?
7. What types of foods are high in proteins, carbohydrates, and lipids?
8. What makes up water?
9. How are molecules able to move into a cell? Describe the cell membrane.
10. Explain the differences between diffusion, osmosis, and active tranport.
11. What is photosynthesis? Which living things perform this process?
12. What is the chemical reaction for photosynthesis? Identify the reactants and the products.
13. What is respiration? Which living things perform this process?
14. What is the chemical reaction for respiration? Identify the reactants and the products.
Earth Science
Students are to prepare for the quiz on Monday. The study guide is included below in the previous blog posting. In addition, students are to work on their lab reports. The lab reports are due Tuesday.
Students are to create a study guide for Tuesday's quiz. Below is a list of topics which must be included on the study guide.
1. Identify the parts of an atom.
2. Explain the difference between atom and molecule.
3. Define an element.
4. Which elements are important to living things.
5. Explain the difference between molecule and compound.
6. What are the four organic macromolecules found in living things?
7. What types of foods are high in proteins, carbohydrates, and lipids?
8. What makes up water?
9. How are molecules able to move into a cell? Describe the cell membrane.
10. Explain the differences between diffusion, osmosis, and active tranport.
11. What is photosynthesis? Which living things perform this process?
12. What is the chemical reaction for photosynthesis? Identify the reactants and the products.
13. What is respiration? Which living things perform this process?
14. What is the chemical reaction for respiration? Identify the reactants and the products.
Earth Science
Students are to prepare for the quiz on Monday. The study guide is included below in the previous blog posting. In addition, students are to work on their lab reports. The lab reports are due Tuesday.
Thursday, October 1, 2009
Molecules Get Moving - Sublimation, Deposition, Diffusion, Osmosis...
Life Science
Passive Transport Lab - students are to complete their lab reports tonight for homework. The lab reports will be collected tomorrow. Coming Up! We will begin our discussion of photosynthesis and respiration.
Earth Science
Students are to review for the upcoming chemistry quiz on Monday. Please come to see me with any questions. Many of you have mentioned getting extra help, however, you have not come to see me before or after school. (You know who you are.) The study guide for the quiz is below:
Passive Transport Lab - students are to complete their lab reports tonight for homework. The lab reports will be collected tomorrow. Coming Up! We will begin our discussion of photosynthesis and respiration.
Earth Science
Students are to review for the upcoming chemistry quiz on Monday. Please come to see me with any questions. Many of you have mentioned getting extra help, however, you have not come to see me before or after school. (You know who you are.) The study guide for the quiz is below:
- All vocabulary for 3.1 and 3.2
- Identify elements – forty elements and their symbols on the periodic table
- Determine the number of subatomic particles for a specific atom: protons, neutrons, electrons
- Determine the number of valence electrons
- Determine whether it is reactive
- Identify number of atoms of a specific element within a compound
- Explain the three types of chemical bonds
- Explain polar molecules
- Mixtures – heterogeneous, homogeneous (solutions)
- Acids and bases; pH scale
Wednesday, September 30, 2009
Can't they all just get along? (referring to atoms, of course)
Life Science
Those students with time-intensive projects should start their experiments by this coming weekend. We will be working on data collection and manipulation prior to and immediately following fall break. In addition, students are not collecting much information from their research. By reading books and magazine articles, students gather background information about their projects. I am needing parents to allow students to gain access to various resources by making visits to the library. Wikipedia and ask.com are NOT reliable sources. The internet should be used with caution.
We are working on a lab in class. Students are to type their lab reports with the information that they currently have - Title, Purpose, Research, Hypothesis, Materials and Equipment, and Procedure. We will make observations tomorrow and complete the lab report.
Earth Science
Four States of Matter - Students are to read section 3.3 in the Chemistry packet, define the bold words, and answer questions 1 - 5 in section 3.3 assessment.
Those students with time-intensive projects should start their experiments by this coming weekend. We will be working on data collection and manipulation prior to and immediately following fall break. In addition, students are not collecting much information from their research. By reading books and magazine articles, students gather background information about their projects. I am needing parents to allow students to gain access to various resources by making visits to the library. Wikipedia and ask.com are NOT reliable sources. The internet should be used with caution.
We are working on a lab in class. Students are to type their lab reports with the information that they currently have - Title, Purpose, Research, Hypothesis, Materials and Equipment, and Procedure. We will make observations tomorrow and complete the lab report.
Earth Science
Four States of Matter - Students are to read section 3.3 in the Chemistry packet, define the bold words, and answer questions 1 - 5 in section 3.3 assessment.
Tuesday, September 29, 2009
Chemistry Continued!
Life Science
Students are working on their pre-lab for the Passive Transport experiment. Students need to complete the definitions in the research section of the lab report for homework.
Earth Science
Students need to complete the "Combining Matter" handout. It is due tomorrow. Also, students need to review the vocabulary for chemistry, sub-atomic particles for an element, and the atomic mass of an element. We will be having a QUIZ!
Students are working on their pre-lab for the Passive Transport experiment. Students need to complete the definitions in the research section of the lab report for homework.
Earth Science
Students need to complete the "Combining Matter" handout. It is due tomorrow. Also, students need to review the vocabulary for chemistry, sub-atomic particles for an element, and the atomic mass of an element. We will be having a QUIZ!
Friday, September 25, 2009
Thursday, September 24, 2009
Protons are (+), electrons are (-), and neutrons are neutral!
Life Science
We are continuing our discussion of introductory chemistry. Homework tonight is for students to create a blank data table using MS Word or Excel (or something similar) and to bring a printed copy to class tomorrow. This will be the data table that they will use to record their data during their experiment.
Earth Science
We have taken an in-depth look at the parts of the atom. Students are to read Section 3.2 of the handout regarding chemical bonding and defining all of the bold words within the section.
We are continuing our discussion of introductory chemistry. Homework tonight is for students to create a blank data table using MS Word or Excel (or something similar) and to bring a printed copy to class tomorrow. This will be the data table that they will use to record their data during their experiment.
Earth Science
We have taken an in-depth look at the parts of the atom. Students are to read Section 3.2 of the handout regarding chemical bonding and defining all of the bold words within the section.
Wednesday, September 23, 2009
Chemistry Continued!
Life Science
Students are learning about the four types of macromolecules associated with living things: proteins, carbohydrates, lipids, and nucleic acids. We are looking at nutrition labels and the information they provide about these compounds.
For homework, students are to complete answering the 10 questions for their science fair project and complete the bibliography notes for the sources used to obtain these answers.
Earth Science
We are diving into chemistry with an in-depth look at atomic structure of the elements. For homework, students are to complete reading section 3.1 of the handout, define the 10 bold terms in the section, and an answer questions 1-7 at the end of section 3.1. Students need to be prepared to share their answers during class discussion tomorrow.
Students are learning about the four types of macromolecules associated with living things: proteins, carbohydrates, lipids, and nucleic acids. We are looking at nutrition labels and the information they provide about these compounds.
For homework, students are to complete answering the 10 questions for their science fair project and complete the bibliography notes for the sources used to obtain these answers.
Earth Science
We are diving into chemistry with an in-depth look at atomic structure of the elements. For homework, students are to complete reading section 3.1 of the handout, define the 10 bold terms in the section, and an answer questions 1-7 at the end of section 3.1. Students need to be prepared to share their answers during class discussion tomorrow.
Tuesday, September 22, 2009
Introduction to Chemistry!
Life Science
In Life Science, we are moving on to the next section regarding the chemistry of life. The homework tonight is for students to cut out four nutrition labels for four very different foods and bring it to school tomorrow. We will use these labels during class. Also, students are to continue working on researching the answers to the 10 science fair questions.
Reminder: Sources should include at least 2 books, 1 magazine article, 1 interview, and 1 dictionary (use to look up definitions of terms). Make sure that internet sites are reliable sources of information.
Earth Science
We are discussing the history of chemistry in Earth Science. Based upon the readings, students are to create a TIMELINE of events regarding their contributions to scientific thought and their views about the basic structure of stuff. Below is a list of individuals to include on the timeline:
- Thales
- Pythagoras
- Empedocles
- Democratus
- Lucretius
- Socrates
- Plato
- Aristotle
Also, review the following vocabulary:
Element = simplest form of matter made up of atoms (with unique atomic structure); C, S, Fe, Zn
Atom = smallest particle of an element; C - made of 6 protons, 6 electrons, and 6 neutrons
Compound = substance made of two or more atoms and contains two or more elements; H2O
Molecule = substance made of two or more atoms chemically combined (not necessarily more than one element); O2, H2O
In Life Science, we are moving on to the next section regarding the chemistry of life. The homework tonight is for students to cut out four nutrition labels for four very different foods and bring it to school tomorrow. We will use these labels during class. Also, students are to continue working on researching the answers to the 10 science fair questions.
Reminder: Sources should include at least 2 books, 1 magazine article, 1 interview, and 1 dictionary (use to look up definitions of terms). Make sure that internet sites are reliable sources of information.
Earth Science
We are discussing the history of chemistry in Earth Science. Based upon the readings, students are to create a TIMELINE of events regarding their contributions to scientific thought and their views about the basic structure of stuff. Below is a list of individuals to include on the timeline:
- Thales
- Pythagoras
- Empedocles
- Democratus
- Lucretius
- Socrates
- Plato
- Aristotle
Also, review the following vocabulary:
Element = simplest form of matter made up of atoms (with unique atomic structure); C, S, Fe, Zn
Atom = smallest particle of an element; C - made of 6 protons, 6 electrons, and 6 neutrons
Compound = substance made of two or more atoms and contains two or more elements; H2O
Molecule = substance made of two or more atoms chemically combined (not necessarily more than one element); O2, H2O
Friday, September 18, 2009
The Weekend is HERE!
Life Science
Students have two items to work on over the weekend: (1) Review study guide for Chapter 1 exam and (2) begin answering 10 questions and complete bibliography notes for science fair project.
- The Chapter 1 exam will be given on MONDAY.
- The answers to the 10 questions and bibliography notes are due THURSDAY (extension given).
(Please note that the only homework for next Monday, Tuesday, and Wednesday will be for students to research answers to their 10 questions and record the sources in the bibliography notes.)
Science Fair
IMPORTANT: Students need to be sure that their 10 questions can be answered by researching information in books, articles, etc.... The questions should not be based on the findings of their experiment. This research is meant to provide the students with background information about their projects.
IMPORTANT: Sources should include at least 2 books, 1 magazine article, 1 interview, and 1 dictionary (used to look up definitions). Make sure that internet sites are reliable sources of information.
Earth Science
Next week: Students will be learning about minerals over the next two weeks. In addition, I will be incorporating computer mapping and satellite imagery into the minerals and rocks unit. First, we must learn about minerals and rocks. Then, we will study how they form and how we locate them. No homework this weekend for earth science.
Students have two items to work on over the weekend: (1) Review study guide for Chapter 1 exam and (2) begin answering 10 questions and complete bibliography notes for science fair project.
- The Chapter 1 exam will be given on MONDAY.
- The answers to the 10 questions and bibliography notes are due THURSDAY (extension given).
(Please note that the only homework for next Monday, Tuesday, and Wednesday will be for students to research answers to their 10 questions and record the sources in the bibliography notes.)
Science Fair
IMPORTANT: Students need to be sure that their 10 questions can be answered by researching information in books, articles, etc.... The questions should not be based on the findings of their experiment. This research is meant to provide the students with background information about their projects.
IMPORTANT: Sources should include at least 2 books, 1 magazine article, 1 interview, and 1 dictionary (used to look up definitions). Make sure that internet sites are reliable sources of information.
Earth Science
Next week: Students will be learning about minerals over the next two weeks. In addition, I will be incorporating computer mapping and satellite imagery into the minerals and rocks unit. First, we must learn about minerals and rocks. Then, we will study how they form and how we locate them. No homework this weekend for earth science.
Thursday, September 17, 2009
REPEAT: CHAPTER 1 Exams are coming up!
Life Science
Students are studying for the Chapter 1 exam by creating study guides. Today, we worked on producing concept maps to organize the information and identify links connecting the material. Homework is for students to generate a series of concept maps (at least three) or outlines on paper to illustrate these connections. Students will use their study guide to study for the exam on Monday.
Below is a list of concepts that we discussed during class:
Earth Science
Students are preparing for the Chapter 1 exam by using the guided questions to assist them in making their study guide. These questions are posted in yesterday's blog. Homework is for students to study for tomorrow's exam.
Students are studying for the Chapter 1 exam by creating study guides. Today, we worked on producing concept maps to organize the information and identify links connecting the material. Homework is for students to generate a series of concept maps (at least three) or outlines on paper to illustrate these connections. Students will use their study guide to study for the exam on Monday.
Below is a list of concepts that we discussed during class:
- Life
- 6 Characteristics of Living Things
- 4 Needs of Living Things
- Earth Conditions - today; 3.6 billion years ago
- Cells
- Cell Theory
- Scientists and experiments
- Microscopes
- Prokaryote
- Eukaryote
- Bacteria cell
- Plant cell
- Animal cell
- Cell parts
- Energy
- Chemotrophs
- Autotrophs
- Heterotrophs
- Photosynthesis
- Respiration
Earth Science
Students are preparing for the Chapter 1 exam by using the guided questions to assist them in making their study guide. These questions are posted in yesterday's blog. Homework is for students to study for tomorrow's exam.
Wednesday, September 16, 2009
CHAPTER 1 Exams are coming up!
Life Science
Following the presentation of projects, students will begin to work on the study guide for Exam #1. We will be working on this together in class. This will assist students in developing study strategies for test preparation. The exam will be given on Monday, September 21st covering Chapter 1.
Earth Science
Students should be reviewing the notes and materials covered for Chapter 1 regarding maps. Below is a study guide which students can use to prepare for the exam.
Earth Science Exam #1 Study Guide
Following the presentation of projects, students will begin to work on the study guide for Exam #1. We will be working on this together in class. This will assist students in developing study strategies for test preparation. The exam will be given on Monday, September 21st covering Chapter 1.
Earth Science
Students should be reviewing the notes and materials covered for Chapter 1 regarding maps. Below is a study guide which students can use to prepare for the exam.
Earth Science Exam #1 Study Guide
- What are the four major spheres of the Earth? Describe each.
- What are the two minor spheres that we discussed in class? Describe each.
- What are some uses of maps?
- What are the parts of a map? DOGS TAILS
- 50 States; Rocky Mountains, Appalachian Mountains,
- What are the three major map projections and how are they made?
- How are latitude and longitude used to locate a position on the Earth? What is the base of each?
- What is the difference between elevation and relief?
- If something has low relief, what does this mean?
- Can something with “low relief” be at high elevation? Why or why not?
- Interpret contour lines from a series of small map diagrams. Match profile with set of contour lines.
- Determine the contour interval on a topographic map.
- Calculate distance between two points using the scale.
- Draw a topographic profile from a map.
Tuesday, September 15, 2009
What on Earth? Where on Earth?
Life Science
Today, we discussed the possible origins of single-celled organisms. Urey and Miller conducted an important experiment which replicated the conditions of the early Earth. Their results yielded small chemical components which can combine to form proteins. Other similar experiments produced carbohydrates and nucleic acids (DNA). We covered the parts of prokaryotic cells as well as how eukaryotic cells may have developed. Homework is for students to complete their poster and paper for "The Cell is like... " project. All students will be presenting their projects to the class.
Science Fair - I have adjusted due dates for three parts of the science fair:
Answers to questions due 9/23/09
Bibliography notes due 9/23/09
Blank Data Table due 9/25/09
Earth Science
We are continuing to study topographic maps. The homework is for students to complete the last page of the topographic map packet - find the easiest path from one hill top to another. We will be having a test on Friday covering Chapter 1 - Maps, DOGS TAILS, and topographic maps.
Today, we discussed the possible origins of single-celled organisms. Urey and Miller conducted an important experiment which replicated the conditions of the early Earth. Their results yielded small chemical components which can combine to form proteins. Other similar experiments produced carbohydrates and nucleic acids (DNA). We covered the parts of prokaryotic cells as well as how eukaryotic cells may have developed. Homework is for students to complete their poster and paper for "The Cell is like... " project. All students will be presenting their projects to the class.
Science Fair - I have adjusted due dates for three parts of the science fair:
Answers to questions due 9/23/09
Bibliography notes due 9/23/09
Blank Data Table due 9/25/09
Earth Science
We are continuing to study topographic maps. The homework is for students to complete the last page of the topographic map packet - find the easiest path from one hill top to another. We will be having a test on Friday covering Chapter 1 - Maps, DOGS TAILS, and topographic maps.
Monday, September 14, 2009
This Week: Cells and Topo Maps!
Life Science
Students worked on their posters in class today. This is the only classtime provided to work on "The Cell is like..." project. The homework for tonight and tomorrow night will be to complete the poster and paper. Both the poster and paper are due on Wednesday. Students will present their posters to the class on Wednesday.
Earth Science
Is it a hill or a canyon? What is the slope? Students are working on creating topographic profiles using the contour lines on topographic maps. Practice, practice, practice is the best way to learn. It is a challenge to analyze spatial features, so students will have many opportunities to practice. Tonight, the homework is for students to create a topographic profile using the map in the packet (next to the last page). We will have a test on Friday covering topographic maps.
Students worked on their posters in class today. This is the only classtime provided to work on "The Cell is like..." project. The homework for tonight and tomorrow night will be to complete the poster and paper. Both the poster and paper are due on Wednesday. Students will present their posters to the class on Wednesday.
Earth Science
Is it a hill or a canyon? What is the slope? Students are working on creating topographic profiles using the contour lines on topographic maps. Practice, practice, practice is the best way to learn. It is a challenge to analyze spatial features, so students will have many opportunities to practice. Tonight, the homework is for students to create a topographic profile using the map in the packet (next to the last page). We will have a test on Friday covering topographic maps.
Thursday, September 10, 2009
Progress Reports are COMING SOON!
Life Science
Students have received the handout for "The Cell is like...." project. It will include a poster (of the analogy with labels), a paper, and a short presentation. The handout provides information about the requirements of the assignment as well as a grading rubric.
Earth Science
We are continuing to work with topographic maps. Tomorrow, we will have a short quiz covering the parts of a map (DOGS TAILS) and the vocabulary from Chapter 1.
Students have received the handout for "The Cell is like...." project. It will include a poster (of the analogy with labels), a paper, and a short presentation. The handout provides information about the requirements of the assignment as well as a grading rubric.
Earth Science
We are continuing to work with topographic maps. Tomorrow, we will have a short quiz covering the parts of a map (DOGS TAILS) and the vocabulary from Chapter 1.
Wednesday, September 9, 2009
It's Wednesday ALREADY!
Life Science
We are discussing the parts of the plant and animal cell during class emphasizing the function of the organelles. We are continuing to work on "The Cell is like..." project (see August 31st for more info). Students signed up for a specific analogy yesterday. Tonight, students will complete the following:
(1) Choose either the plant or animal cell to be represented by their analogy.
(2) Make a list of the parts of the cell
(3) Make a list of the parts of their analogy which will represent the parts of the cell (the part of the analogy and the part of the cell should have a very similar function).
Earth Science
We are still working with maps. This week is an adventure in exploring topographic maps - reading the elevation of the contour lines, identifying physiographic features, describing slopes (gentle or steep), and locating stream valleys. Tonight, students are to read about "Locating Yourself on a Topographic Map" and identifiy features #1 through 4 on the next topographic map in the packet.
We are discussing the parts of the plant and animal cell during class emphasizing the function of the organelles. We are continuing to work on "The Cell is like..." project (see August 31st for more info). Students signed up for a specific analogy yesterday. Tonight, students will complete the following:
(1) Choose either the plant or animal cell to be represented by their analogy.
(2) Make a list of the parts of the cell
(3) Make a list of the parts of their analogy which will represent the parts of the cell (the part of the analogy and the part of the cell should have a very similar function).
Earth Science
We are still working with maps. This week is an adventure in exploring topographic maps - reading the elevation of the contour lines, identifying physiographic features, describing slopes (gentle or steep), and locating stream valleys. Tonight, students are to read about "Locating Yourself on a Topographic Map" and identifiy features #1 through 4 on the next topographic map in the packet.
Friday, September 4, 2009
Thursday, September 3, 2009
Thursday - Oh, How Time Flies!!!
REMINDER: Tomorrow - Friday, September 4th is a half-day.
Life Science
We finished the microscope lab yesterday. Students viewed plant (potato or grass, algae) and animal (pond water) cells under the microscope. Tomorrow, they will have a short quiz on proper use and parts of the microscope. This information is included in their microscope packet. Also, we are beginning our in-depth look at the parts of the cell (organelles). Students have been introduced to a project which will assist them in learning about the parts of the cell and their functions: "The Cell is like a....." Project. Students have already been brainstorming about an analogy for the project. We will continue this project after the labor day weekend.
Science Fair - I am meeting with students individually today and tomorrow regarding their proposals. It is imperative that parents sign the proposal page to communicate their approval of the project.
Earth Science
Students made globes out of beach balls using various maps. Then, they cut the globes in order to convert them to flat maps. It was quite a challenge. This will lead us into our discussion of making maps, map projections, and distortion. Students are to finish their maps of the United States for homework. It will be collected tomorrow. We will continue studying and creating maps next week as well as learning about geographic information systems (GIS) and satellite imagery.
Tuesday, September 1, 2009
Lab/Activity Days!
Life Science
The students began the microscope lab in class. They practiced making wet mounts and viewed the letter "e" (printed on the copier in the teacher annex) at both low (40x) and high power (400x). All students received a packet which contained instructions along with questions to answer. The homework is to complete the magnification calculations and answer the conclusion questions (1-7).
Earth Science
We are converting globes to maps. Students are drawing the land masses of the Earth onto beach balls to make a globe. Then, they must cut the globes in order to create flat and useful maps. Tomorrow, students will present their maps to the class. The homework tonight is to read pages 25-39 in the textbook, define all of the bold words, and complete pages 8-14 in the workbook. (This was assigned during class on Monday. Students began working on it during class on Monday and then had Monday and Tuesday nights to complete.)
The students began the microscope lab in class. They practiced making wet mounts and viewed the letter "e" (printed on the copier in the teacher annex) at both low (40x) and high power (400x). All students received a packet which contained instructions along with questions to answer. The homework is to complete the magnification calculations and answer the conclusion questions (1-7).
Earth Science
We are converting globes to maps. Students are drawing the land masses of the Earth onto beach balls to make a globe. Then, they must cut the globes in order to create flat and useful maps. Tomorrow, students will present their maps to the class. The homework tonight is to read pages 25-39 in the textbook, define all of the bold words, and complete pages 8-14 in the workbook. (This was assigned during class on Monday. Students began working on it during class on Monday and then had Monday and Tuesday nights to complete.)
Monday, August 31, 2009
It is MONDAY!
Life Science
The homework for tonight is to brainstorm ideas for "The Cell is like a ......" Project. Students will come up with an analogy for the cell and the functionality of the parts of the cell. For instance, we discussed how a cell is like an amusement park. We identified the parts of an amusement park as well as their function - food court, chair lift, rides, control center, wall around the park, entrances/exits, garbage cans, people, etc... These parts can be analogous to the parts of a plant or animal cell and represent the function of the organelles and other structures. Since this example was discussed during class, students cannot use an amusement park, theme park, or water park for their analogy.
Tomorrow, we will begin the microscope lab in class. Mrs. Hill will be meeting with individual students to discuss their science fair proposals.
Earth Science
The final essay is due tomorrow (Tuesday, September 1st). The essay must be typed using the following format: 12pt, arial or times new roman font, 1-inch margins, and double-spaced.
We started Chapter 1 - Maps during class today. Chapter 1 must be read with bold words defined and workbook pages 8 through 14 completed by Wednesday, September 2nd. Our discussion of maps this week will include map projections and distortion, parts of a map, and reading and interpreting maps.
The homework for tonight is to brainstorm ideas for "The Cell is like a ......" Project. Students will come up with an analogy for the cell and the functionality of the parts of the cell. For instance, we discussed how a cell is like an amusement park. We identified the parts of an amusement park as well as their function - food court, chair lift, rides, control center, wall around the park, entrances/exits, garbage cans, people, etc... These parts can be analogous to the parts of a plant or animal cell and represent the function of the organelles and other structures. Since this example was discussed during class, students cannot use an amusement park, theme park, or water park for their analogy.
Tomorrow, we will begin the microscope lab in class. Mrs. Hill will be meeting with individual students to discuss their science fair proposals.
Earth Science
The final essay is due tomorrow (Tuesday, September 1st). The essay must be typed using the following format: 12pt, arial or times new roman font, 1-inch margins, and double-spaced.
We started Chapter 1 - Maps during class today. Chapter 1 must be read with bold words defined and workbook pages 8 through 14 completed by Wednesday, September 2nd. Our discussion of maps this week will include map projections and distortion, parts of a map, and reading and interpreting maps.
Friday, August 28, 2009
Welcome!
Life Science
Science Fair is HERE! Students have been working on choosing a project (a true experiment) for their science fair project. They completed the science fair planning guide. Many students completed the science fair PROPOSAL (pages 7-8 in the science fair booklet). ALL students must have these proposals completed and turned in on Monday, August 31st. You can find a list of all graded items at the bottom of the blog along with the associated due dates.
In class, we are beginning our unit on the parts of the cell. Students were assigned to read pages 34 through 42 in the textbook and define all of the bold words (14) in the reading.
Earth Science
We are continuing our discussion of productive science vs. useless speculation. Students have been discussing three hypotheses proposed to explain the extinction of dinosaurs. Based on class discussions of a piece written by Stephen Jay Gould, students are writing a 5-paragraph essay. The rough draft of the 5-paragraph essay is due on Monday, August 31st, and the final draft is due on Tuesday, September 1st.
Science Fair is HERE! Students have been working on choosing a project (a true experiment) for their science fair project. They completed the science fair planning guide. Many students completed the science fair PROPOSAL (pages 7-8 in the science fair booklet). ALL students must have these proposals completed and turned in on Monday, August 31st. You can find a list of all graded items at the bottom of the blog along with the associated due dates.
In class, we are beginning our unit on the parts of the cell. Students were assigned to read pages 34 through 42 in the textbook and define all of the bold words (14) in the reading.
Earth Science
We are continuing our discussion of productive science vs. useless speculation. Students have been discussing three hypotheses proposed to explain the extinction of dinosaurs. Based on class discussions of a piece written by Stephen Jay Gould, students are writing a 5-paragraph essay. The rough draft of the 5-paragraph essay is due on Monday, August 31st, and the final draft is due on Tuesday, September 1st.
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