Week of 4/17 to 4/19

Sorry for the delay in posting to the blog. It has been a busy week with grades due.

Lesson 1

Period 1, 2, and 3

Today’s LT: I can design and follow an experimental procedure that has an independent variable, dependent variable, and at least three controlled variables identified within the procedure.

WARM UP: Record two observations about this image. Record a question about this thing based on your observation. Your question CANNOT be “What is it?”

Warm Up Cell Image 1

AGENDA TODAY:

HOMEWORK: Cell-as-a-City-Activity

Lesson 2

Today’s LT: I can design and follow an experimental procedure that has an independent variable, dependent variable, and at least three controlled variables identified within the procedure.

WARM UP: Record two observations about this image. Record a question about this thing based on your observation. Your question CANNOT be “What is it?”

Warm Up Cell Image 2

AGENDA TODAY:

  • Going Over Widget HW: Cell-as-a-City-Activity
  • Plant Growth Inquiry
    • finish set up if needed
    • Data collection and watering
  • Survival Guide work time

Homework: Finish Cell-as-a-City-Activity

Lesson 3

Today’s LT: I can design and follow an experimental procedure that has an independent variable, dependent variable, and at least three controlled variables identified within the procedure.

WARM UP: Record two observations about this image. Record a question about this thing based on your observation. Your question CANNOT be “What is it?”

Warm Up Cell Image 3

AGENDA TODAY:

  • Survival Guide or Cell City Analogy Work Time
  • Plant Growth Inquiry
    • finish set up if needed
    • Data collection and watering

HOMEWORK: Study Organelles for a check in on Friday. CellTermsHandout

Test Corrections Overview

Here’s the video where I go over the questions I graded on the test. It is the same video for both tests. Just fast forward to the parts you need to complete corrections on. Watched the video and still not sure what to do for corrections? Come see me during office hours!

4/10/17

Monday 4/10: A-Day

Science Period 1, 2, and 3

Warm Up: Explain  something you learned about in outdoor school that you would like to know more about. What remaining questions do you have about that topic?

Plant Inquiry: Students returned to their plant inquiries preparing to do their planting during the next class period.

Test Returns and Corrections: I returned the climate tests. FINALLY! Sorry for the delay. Students have until Friday to complete corrections and their will be a retake opportunity Friday. However, corrections will allow your score to go up to a B.

HOMEWORK: Test corrections

Tuesday 4/11: B – Day

Period 4

Warm Up: Explain  something you learned about in outdoor school that you would like to know more about. What remaining questions do you have about that topic?

Plant Inquiry: Students returned to their plant inquiries preparing to do their planting during the next class period.

Test Returns and Corrections: I returned the climate tests. FINALLY! Sorry for the delay. Students have until Friday to complete corrections and their will be a retake opportunity Friday. However, corrections will allow your score to go up to a B.

HOMEWORK: Test corrections

Period 2 and 3

WARM UP – VARIABLES: What is the difference between an independent variable and a controlled variable. Give an example of each from your plant growth inquiry.

ACTIVITY – PLANT INQUIRY: Students continued to develop their experimental procedures and set up their experiment.

ACTIVITY – SURVIVAL GUIDE: I handed out an outline to creating an outdoor school survival guide. Students had about 15 minutes to work on it today. I also read over an example survival guide from last year.

HOMEWORK: TEST CORRECTIONS

OUTDOOR SCHOOL DEPARTURE TOMORROW

We depart tomorrow for outdoor school! Yeah!

 

Arrival time

Please arrive between 8:30  and 8:45 to drop off students and supplies. Earlier arriving students can wait inside the school until it is time to drop their supplies and go to class.

Return time

We get back Friday at some time between 1 and 1:30. We will notify the office when we are departing camp so they have a better sense of when we will arrive.

PLEASE PICK UP OR ARRANGE A PICK UP FOR YOUR STUDENT. STUDENTS CANNOT RIDE THE REGULAR SCHOOL BUS TO SCHOOL OR HOME FROM SCHOOL WITH THEIR GEAR.

Packing List

Outdoor School Packing List

Week of 3/20 to 3/24

Monday,  A-Day

Period 1, 2, and  3

Warm Up: Do cells get bigger as we grow?

PURPOSE: To think about how cells divide as we grow and to reflect on how things grow if cells remain small.

ACTIVITY: Students read a scenario about a kid who has a puppy that grows twice as big over a few weeks. They think about if the puppy’s cells got bigger or if the number of overall cells increased.

OUTCOME: Recorded opinion, discussion, and final recording of information that cells remain small because there is an advantage for cells to remain small (more surface area for the volume of the cell), so as things grow the cells divide and larger living  things generally have more cells.

Cell Discovery Notes Check

We reviewed what Prokaryotic and Eukaryotic cells have in common and how they are different. I then went around and checked off that student notes were complete.

WORK CHECK: “The Discovery of Cells”

Cell Organelles and Their Functions

Students worked on taking notes about cell organelles and their functions (purple notes sheet).

OUTCOME: Notes worked on but not completed for any class.

OUTDOOR SCHOOL FIELD STUDY BAG

I spoke with students about supplies needed for outdoor school: Outdoor-School-Zip-Lock-Bag

Homework: GET TOGETHER YOUR OUTDOOR SCHOOL ZIP LOCK BAG (turn into period 4 by Friday)

Tuesday B-Day

Period 4

Warm Up: Do cells get bigger as we grow?

PURPOSE: To think about how cells divide as we grow and to reflect on how things grow if cells remain small.

ACTIVITY: Students read a scenario about a kid who has a puppy that grows twice as big over a few weeks. They think about if the puppy’s cells got bigger or if the number of overall cells increased.

OUTCOME: Recorded opinion, discussion, and final recording of information that cells remain small because there is an advantage for cells to remain small (more surface area for the volume of the cell), so as things grow the cells divide and larger living  things generally have more cells.

Cell Discovery Notes Check

We reviewed what Prokaryotic and Eukaryotic cells have in common and how they are different. I then went around and checked off that student notes were complete.

WORK CHECK: “The Discovery of Cells”

Cell Organelles and Their Functions

Students worked on taking notes about cell organelles and their functions (purple notes sheet).

OUTCOME: Notes worked on but not completed for any class.

OUTDOOR SCHOOL FIELD STUDY BAG

I spoke with students about supplies needed for outdoor school: Outdoor-School-Zip-Lock-Bag

Homework: GET TOGETHER YOUR OUTDOOR SCHOOL ZIP LOCK BAG (turn into period 4 by Friday)

Period 2 and 3

WARM UP

ACTIVITY: MAKE COMPARISONS BETWEEN ORGANELLES  AND EVERYDAY ITEMS

A B
Nucleus

Cell Membrane

Cell Wall

Mitochondria

Chloroplast

Battery Charger

Car Engine

Doorway

Bones

Instructions

PURPOSE: We are working on better understanding cells through the use of analogy.

CLASS NOTES

ACTIVITY: We took notes from the textbook on cell organelle parts.

PURPOSE: To understand the main function of different cell parts.

HANDOUT: Cell-Organelle-Functions-NotesSheet

OUTDOOR SCHOOL INFO

ACTIVITY: Q and A with students about outdoor school

FIELD STUDY SUPPLIES: Outdoor-School-Zip-Lock-Bag

C-DAY

Period 1 and 4

WARM UP

ACTIVITY: MAKE COMPARISONS BETWEEN ORGANELLES  AND EVERYDAY ITEMS

A B
Nucleus

Cell Membrane

Cell Wall

Mitochondria

Chloroplast

Battery Charger

Car Engine

Doorway

Bones

Instructions

PURPOSE: We are working on better understanding cells through the use of analogy.

CLASS NOTES

ACTIVITY: We took notes from the textbook on cell organelle parts.

PURPOSE: To understand the main function of different cell parts.

HANDOUT: Cell-Organelle-Functions-NotesSheet

OUTDOOR SCHOOL INFO

ACTIVITY: Q and A with students about outdoor school

FIELD STUDY SUPPLIES: Outdoor-School-Zip-Lock-Bag

Period 3

WARM  UP

ACTIVITY: Answering prompt: How is a cell similar to a human body? Can you make a comparison between any organs and organelles?

OUTCOME: Making  connection that the cell consist of parts working together (organelle), just like the body has organs that work together to keep us alive.

VOCABULARY PRACTICE:

ACTIVITY: students worked in pairs quizzing each other on organelle terms and their functions.

HANDOUT: CellTermsHandout

NOTES AND EXTENSION

ACTIVITY: Students finished up their organelle function notes and then began on an activity making comparisons between a cell and a city that makes “widgets”

OUTCOME: Most students completed their notes. Students begin reinforcing their understanding of organelles through analogy. This is also practice for later when students will create their own analogies.

HOMEWORK: Study cell terms and put together your outdoor school zip lock bag.

 

Bill Nye Cells

Week of 3/6 to 3/10

Monday, A Day

Period 1, 2,  and 3

Warm Up

Activity:  jigsaw textbook reading on bacteria.

Purpose: we had discussed bacteria in the past, this was an opportunity to understand a little more about bacteria.

Outcome: written summary in  our journals on information we read about bacteria.

Seed observations

Activity: Recording observations and new questions about seeds we are growing in class.

Purpose: As we explore characteristics of living things and cells, we are conducting an inquiry about plant growth.

Outcome: Recorded entry into our journals.

Plant Communication Video

Activity: Watching  plant  communication video and recording notes.

Purpose: To gain a better understanding of how plants behave different than animals in order to survive.

Outcome: finished the video. Filled out notes sheet. We will have time in class tomorrow to discuss the notes before turning the handout in.

Handout: What Plants Talk About Worksheet

HOMEWORK: NONE

Tuesday, B-Day

Period 4

Warm Up

Activity:  jigsaw textbook reading on bacteria.

Purpose: we had discussed bacteria in the past, this was an opportunity to understand a little more about bacteria.

Outcome: written summary in  our journals on information we read about bacteria.

Seed observations

Activity: Recording observations and new questions about seeds we are growing in class.

Purpose: As we explore characteristics of living things and cells, we are conducting an inquiry about plant growth.

Outcome: Recorded entry into our journals.

Plant Communication Video

Activity: Watching  plant  communication video and recording notes.

Purpose: To gain a better understanding of how plants behave different than animals in order to survive.

Outcome: finished the video. Filled out notes sheet. We will have time in class tomorrow to discuss the notes before turning the handout in.

Handout: What Plants Talk About Worksheet

HOMEWORK: NONE

Period 2 and 3

Warm  Up

ACTIVITY – Recording a question  and experiment featured in the What Plants Talk About video.

PURPOSE – We are going to conducting our own plant experiment, this allowed us to begin thinking about how scientists  conduct experiments to answer questions they have.

OUTCOME – Recorded paragraph within our journal’s warm-up section.

Review of Global Circulation

ACTIVITY – Recording notes on global circulation  (review from last unit) and create flash cards.

PURPOSE – When I was grading the last tests (not done grading yet, sorry!) most students were not successful on the questions related to this topic. So, we are reviewing. Students will then practice on their own and we will retest for those concepts next week on Tuesday.

OUTCOME – Recorded notes on global circulation. Created flashcards.

Plant Observations

ACTIVITY – Making observations of our plants.

PURPOSE – In understand how living things function and how those functions relate to cells, we are growing and studying plants.

OUTCOME – Another record of plant growth in our journals.

HOMEWORK – STUDY GLOBAL CIRCULATION

Wednesday, C-Day

Period 3

Warm Up

ACTIVITY: Students read a scenario with an experimental set-up where there is more than one uncontrolled variable. They decide whether or not they can determine the outcome to the experiment. They then work with tablemates to redesign the experiment:

Two students create are experimenting with plant growth. They want to see if plants grow differently given different types of liquids. They plan on giving them water, vinegar water, vitamin water, coffee, or soda.

When they set up the experiment, they begin by placing the seeds (most are bean seeds but there are a couple pea seeds) in planting cups filled halfway with soil. Except, they run out of soil before they finish filling all the cups and so the last three cups they fill with sand. When watering, they forget to record how much of each liquid they gave the plants, and they end up giving each plant different amounts of the liquids. They also use up all the soda after first day and switch to a different brand of soda for the next time they water the plants. Same with the vitamin water, they started with one flavor and then switched to another.

In the end, the bean plants grown in the vitamin water are the tallest. The students conclude that the vitamin water worked the best. Is it really possible to determine an outcome from this experiment? Explain your thinking in your warm up section.

PURPOSE: To get students thinking about the reason behind having a single independent variable and controlling other variables in an experiment.

OUTCOME: Initial example-based understanding of the need to control all but one variable (as much as possible) in an experiment.

Variable Definitions

Activity: Students receive definitions, we read over them. We then use them, watching clips from films, and determine the IV, DV, and CVs for each scenario.

 

 

Purpose: To provide students with a more concrete definition of the terms: Independent Variable, Dependent Variables, and Controlled Variables.

Outcome: Students have an initial working definition of IV, DV, and CVs. Students have a handout with definitions and recorded notes from the videos.

HOMEWORK: STUDY GLOBAL CIRCULATION VOCABULARY (FLASH CARDS)

Period 4 and 2

Warm Up

ACTIVITY – Reviewing concepts of global circulation

PURPOSE – Students did not do well on two parts to the most recent test on global air circulation. We addressed this today.

OUTCOME – Initial ideas on vocabulary related to global circulation recorded on a notes sheet.

Global Circulation Notes and Note Cards

ACTIVITY – Recording notes on global circulation, making note cards, practicing with the note cards.

PURPOSE – Review concepts of global circulation again to prepare for a retest on the concepts next week.

OUTCOME – Flash cards on the topic.

HANDOUT – Global Circulation Notes

D-Day, Thursday

Period 1, 2, and 4

Period 3

Warm Up

ACTIVITY: Students read a scenario with an experimental set-up where there is more than one uncontrolled variable. They decide whether or not they can determine the outcome to the experiment. They then work with tablemates to redesign the experiment:

Two students create are experimenting with plant growth. They want to see if plants grow differently given different types of liquids. They plan on giving them water, vinegar water, vitamin water, coffee, or soda.

When they set up the experiment, they begin by placing the seeds (most are bean seeds but there are a couple pea seeds) in planting cups filled halfway with soil. Except, they run out of soil before they finish filling all the cups and so the last three cups they fill with sand. When watering, they forget to record how much of each liquid they gave the plants, and they end up giving each plant different amounts of the liquids. They also use up all the soda after first day and switch to a different brand of soda for the next time they water the plants. Same with the vitamin water, they started with one flavor and then switched to another.

In the end, the bean plants grown in the vitamin water are the tallest. The students conclude that the vitamin water worked the best. Is it really possible to determine an outcome from this experiment? Explain your thinking in your warm up section.

PURPOSE: To get students thinking about the reason behind having a single independent variable and controlling other variables in an experiment.

OUTCOME: Initial example-based understanding of the need to control all but one variable (as much as possible) in an experiment.

Variable Definitions

Activity: Students receive definitions, we read over them. We then use them, watching clips from films, and determine the IV, DV, and CVs for each scenario.

Purpose: To provide students with a more concrete definition of the terms: Independent Variable, Dependent Variables, and Controlled Variables.

Outcome: Students have an initial working definition of IV, DV, and CVs. Students have a handout with definitions and recorded notes from the videos.

HOMEWORK: STUDY GLOBAL CIRCULATION VOCABULARY (FLASH CARDS)

Thursday, March 2nd

Science class

We discussed our observations about living things worksheet and then turned it in. Here’s the worksheet: Living Object Observations

I handed out a copy of notes on the characteristics of living things: Characteristics OF LIVING THINGS

We made observations of our seeds we planted earlier in the week (today for period 4).

We began watching a video on how plants interact and communicate in their environment. Here’s a link to the video. ONLY period 3 has finished. Period 1 is 14:47 into the video. Period 2 is 12:20 into the video. Period 4 is 5:50 into the video.

Homework: Quiz Friday on Characteristics of Living Things

Martin Martin Presentation Link

https://docs.google.com/a/wlwv.oregonk-12.net/presentation/d/1qWJzMcq3-QtcjJh7XSzooJjI6PaP9qsdxnQZ6lot_N8/edit?usp=sharing

Outdoor School Parent Night Presentation

https://docs.google.com/presentation/d/1F0ap6L6YjuxddzUGWWZsq9IZkkQJd_EioSR-kJnWa2g/edit?usp=sharing