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

Week of 2/21/17 to 2/24/17

A Day

Period 1, 2, and 3

Warm Up: We discussed what characteristics of living things are shared in common by all living things. We thought about behaviors, needs, and physical structures.

We then worked on finishing the Weather and Climate test from last week.

Homework: None.

B Day

Period 2, 3, and 4

In class we began by discussion, “Is a Seed Living?” we then spent the day debating this idea. Afterwards we looking into and recorded notes on what the characteristics of living this is:

  1. All living things need energy (nutrients, minerals, food, oxygen, etc are needed for this energy).
  2. All living things grow and develop.
  3. All living things sense and respond to changes in their environment.
  4. All living things reproduce.
  5. All living things are made of one or more cells (we are going to explore this further)
  6. All living things show relationship to their offspring and “siblings”. In other words, they have DNA and pass traits on from generation to generation.

Homework: Have a conversation with your family about whether or not a seed is alive. Have them sign your planner confirming that the conversation happened.

C Day

Period 1

In class we began by discussion, “Is a Seed Living?” we then spent the day debating this idea. Afterwards we looking into and recorded notes on what the characteristics of living this is:

  1. All living things need energy (nutrients, minerals, food, oxygen, etc are needed for this energy).
  2. All living things grow and develop.
  3. All living things sense and respond to changes in their environment.
  4. All living things reproduce.
  5. All living things are made of one or more cells (we are going to explore this further)
  6. All living things show relationship to their offspring and “siblings”. In other words, they have DNA and pass traits on from generation to generation.

Homework: Have a conversation with your family about whether or not a seed is alive. Have them sign your planner confirming that the conversation happened.

Period 4

We spent the period finishing  up our Weather and Climate test.

Homework: None.

Period 3

In class we discussed if fire is living or not, concluding that it must not be living because it did not have all the characteristics of living things. We then began our activity of observing living things in different stations and recording what makes them living or not.

Homework: None.

Final Climate Test Study Guide Help

1. Compare and contrast radiation, conduction, and convection:

https://www.wisc-online.com/learn/natural-science/earth-science/sce304/heat-transfer-conduction-convection-radiation

2. Explain how the three types of heat transfer are involved in energy from the sun reaching the upper atmosphere:

http://www.srh.noaa.gov/jetstream/atmos/heat.html

Explain which way wind blows:

http://www.srh.noaa.gov/jetstream/synoptic/wind.html

4. Use your understanding of the difference in how land and water heat up and cool down to explain seasonal differences in the temperature of maritime and continental air masses.

Notes from Jones’ Class

Jone’s Lab Notes

5. Explain how warm air and cool air interact to cause tornadoes and explain why tornadoes happen so often in the central united states during the spring.

A good resource for this is your video notes on “Hunt for the Supertwister”

The basic idea: Tornadoes occur where warm and cold air masses are meeting and mixing. As the warm air rises and the cold air sinks around each other, they spin, causing a tornado. This happens within thunderstorms. In the spring the warm tropical air from the Gulf of Mexico is moving up into the US, running into the cold air that settled over the continent during the wintertime.

Here’s some more detailed information: http://www.weatherwizkids.com/weather-tornado.htm

THESE VIDEOS GO INTO WAY MORE DETAIL THAN YOU NEED TO KNOW. BUT, HERE THEY ARE IF YOU WANT TO WATCH THEM:

6. Correctly draw pressure belts and convection cells across the globe:

These should be on your Wind Notes. Here’s some more info to help:

Textbook Reading Wind

http://www.srh.noaa.gov/jetstream/global/circ.html

7. Explain how the sun’s energy strikes high latitudes different  than low latitudes and why high latitudes experience more extreme seasonal differences… Recognize these difference on temperature graphs:

This information should be on your green notes sheet from when we shared our lab with Mrs. Jones’ class. Here’s an online source with some of the same information:

http://www.platteville.k12.wi.us/biology/Chapter%2034%20Concept%2034_2.pdf

When we completed the recent quiz, we looked into these differences seen on weather graphs:

Weekly Check 10 Key

8. Explain factors affecting climate for an inland, coastal, high latitude, and low latitude location.

This is basically what we have been doing the last couple days. Looking at a locations  yearly temperature graph and precipitation graph, why does it look the way it does? For example if a place has low rain throughout the year, is it located inland and along  a high pressure belt where dry air is sinking?

Here are the factors that affect climate we discussed in class:

FACTORS AFFECTING CLIMATE FILLED OUT

We reviewed this today with the warm up. Here’s what we wrote down comparing Vermont to Portland:

Montpelier vs. Portland

9. Explain why global winds blow sideways and not just up and down from pole to equator:

On  the surface of Earth, winds move from areas of high pressure (Poles and 30 degrees N and S) to low pressure (equator and 60 degrees north and south). These locations are the pressure belts. The winds do not move straight up and down because the Earth is spinning while the winds move. This causes the winds to shift “off course”. We call this the Coriolis effect.

http://edtech2.boisestate.edu/johnfuller1/502/506_final_project/Adam/global_winds.html

ALSO, you can check out the coriolis effect videos again from previous posts. You are not required to know details on how the coriolis effect works. Just know that it makes winds and storms curve.

10. Often I fly a kite at the beach, why does the kite flow inland during the day? How would it change at night?

The land heats up faster than the water, so the land (warmer) has lower air pressure relative to the ocean (cooler). So the wind moves from the high pressure out at sea to the low pressure inland. This causes a wind. How big the temperature difference affects how big the wind is. At night, the land cools down and can get colder that out over the ocean, so the direction of the wind switches.

http://climate.ncsu.edu/edu/k12/.breezes

Week of 2/13 to 2/17

A-Day

Period 1, 2, and 3

Warm Up: 2 observations and 1 question based on this video:

Work Completion Check: Wind Reading Notes. Textbook Reading Wind Wind Reading Notes Sheet

Hand Out: STUDY GUIDE for test on Friday: Global Heating Study Guide.WALSH.VERSION

Main Activity: Reading jigsaw on Factors Affecting Climates: FACTORS AFFECTING CLIMATE

Homework: Complete some of the study guide prompts.

B-Day

Period 4

Warm Up: 2 observations and 1 question based on this video:

Work Completion Check: Wind Reading Notes. Textbook Reading Wind Wind Reading Notes Sheet

Hand Out: STUDY GUIDE for test on Friday: Global Heating Study Guide.WALSH.VERSION

Main Activity: Reading jigsaw on Factors Affecting Climates: FACTORS AFFECTING CLIMATE

Homework: Complete some of the study guide prompts.

Period 2 and 3

-Sharing and filling out of “Factors Affecting Climate” notes:

FACTORS AFFECTING CLIMATE FILLED OUT

-Explanation  on how to complete “Factors that Affect Climate” main assignment and then independent work time (yellow sheet).

Homework: Continue to work on the study guide.

C-Day

Period 1 and 4

-Sharing and filling out of “Factors Affecting Climate” notes:

FACTORS AFFECTING CLIMATE FILLED OUT

-Explanation  on how to complete “Factors that Affect Climate” main assignment and then independent work time (yellow sheet).

Homework: Continue to work on the study guide.

Period 3

-Warm Up Comparison of Portland Oregon and Montpelier Vermont,  looking at why the climate might be different between the two locations. We discussed these differences:

  • Prevailing winds from over the ocean for Portland vs. from over the land for Vermont.
  • Slightly higher altitude for Vermont, so colder.
  • Vermont is more impacted by the Continental Polar air mass in the winter, so they have colder and drier winters.
  • Portland is more impacted by the Maritime Polar air mass in the winter, so we have cool but not as cold winters that are rainier.
  • Vermont has “continental” summers that are more humid and wetter. Portland has drier summers.

We then broke up the “Factors that Affect Climate” assignment and had groups focus on a specific location. We then began sharing this information out.

HOMEWORK: Finish study guide (it will be worth a couple points extra credit on the test).

2/7/17 – 2/8/17

A Day

Period 1, 2, and 3

In class we discussed the connection between high pressure, low pressure, and wind. There was a warm-up handout for this that went into student journals (see me for the handout if needed)

We then spent 15 minutes  working on reading notes on wind: Wind Reading Notes Sheet

We then began working on understanding better the Coriolis  Effect: Global Winds and Coriolis

Homework: None

B Day

Period 4

In class we discussed the connection between high pressure, low pressure, and wind. There was a warm-up handout for this that went into student journals (see me for the handout if needed)

We then spent 15 minutes  working on reading notes on wind: Wind Reading Notes Sheet

We then began working on understanding better the Coriolis  Effect: Global Winds and Coriolis

Homework: None

Period 2 and 3

In class we spent the warm up looking at RADAR weather video for today and observing the direction today’s storm was moving. We observed it was moving from SW to NE, following “westerlies” winds experienced in our latitude (45 degrees N)

We then finished the Global Winds and Coriolis assignment. To complete the assignment we watched the following videos:

HOMEWORK: Finish writing on Coriolis worksheet if not done. Sentence starter for last written part on the backside: “Wind moves from _______________ to __________________ . Because of the coriolis effect, that movement changes so from ______ degrees to ________ degrees the wind move ________________ direction and from _________ degrees to ___________ degrees the wind moves _________________ direction.”

C Day

Period 1 and 4:

In class we spent the warm up looking at RADAR weather video for today and observing the direction today’s storm was moving. We observed it was moving from SW to NE, following “westerlies” winds experienced in our latitude (45 degrees N)

We then finished the Global Winds and Coriolis assignment. To complete the assignment we watched the following videos:

HOMEWORK: NONE

Period 3

In class we finished up our WIND NOTES: Wind Reading Notes Sheet

If you did not finish, then you need to do so outside of class. Here is a digital copy: Textbook Reading Wind

D – Day

Period 1, 2, and 4

In class we finished up our WIND NOTES: Wind Reading Notes Sheet

If you did not finish, then you need to do so outside of class. Here is a digital copy: Textbook Reading Wind

HOMEWORK: finish wind reading notes.