Science Project 2.0 Begins

It's time to dive in to finding our answers and solving problems on our own. 

Here's the link to all the latest information on the science project...

September 2016

This month we have deeply explored the elements of  scientific methods and experienced first hand how scientists work. We have experimented, investigated, modeled our hypotheses, analyzed data and drawn logical conclusions throughout a variety of hands-on activities.  If you were absent the lab. activities will soon disappear, so don't wait to come in and make them up!

Thinking Like A Scientist

This week we have been introduced to some of the skills that scientists use:
asking scientific questions and making observations!
We have taken our Safety Quiz and will be ready for more exciting investigations next week!

Nervous System Basics

Today we are getting to know our learning styles, a little bit more about our brain, and how it works. Use the sidebar on my website to navigate to your assignment today, Nervous System Basics.

supplies for 2016-2017

Welcome!

If you are checking out what's coming up in class, then I like you already!

SUPPLIES:
For your scientists' notebook, you have a choice of a 3 ring binder that's 1 inch thick, or a big spiral notebook. Keep your science notebook just for science. We'll be recording our observations and ideas in there with lots of color and pizzaz!

The list of supplies for success includes:

a thin (1 inch), 3-ring science binder or a big (8 1/2" X 11") spiral notebook with at least 100 pages of binder paper ,
a couple (2) of pens and pencils,
a pencil sharpener (preferably with a shavings guard),
glue sticks
a highlighter and
4 different colored pencils or markers (no permanent markers)

OPTIONAL:

earbuds so that you can listen to videos, tutorials, etc. on your own.

tape, scissors, tissues, hand sanitizer, 

 

and a good attitude! 

Moving to Google Classroom

By popular demand, most assignments have been moved directly into Google Classroom. Check it out!

Peer Notebook Evaluation

Due Today: Notebook Peer Evaluation

Read over the Inter Active Notebook Scoring Guide on p.5 in  your notebook.

Reflect on your own progress.
Log in to Google Classroom.
Write your reflection on p.92 in your notebook.

When you finish, turn in your notebook to the box and pick out someone else's to grade.

Heredity and Genetics

This month we continued to grow Brassica rapa and study their traits, pollinate their flowers and investigate the probable outcomes using our knowledge of genetics.
We solved many Punnett Squares and calculated probabilities.
Mr. Swaggerty helped us to use genetics to determine how to put together our fuzzy friends, the Fuzzensteins!

Evolution Unit

We have been busily investigating Mendelian Genetics with our Fast Plants, exploring the factors that lead to natural selection, Darwin's Theory, and the multiple lines of evidence that scientists use to determine evolutionary relationships. We have put together some branching diagrams for canines, pandas, and plants, too!

This week we have been exploring the evidence of life on Earth in the past.  Each day in class, we have travelled back in time to explore the fossil evidence of the era and have made illustrated postcards from our "trips."

Fast Plant Data

We are collecting data on our fast plants. Use the form in Google Classroom to describe the traits in your plants!

Photosynthesis & Light

Today we used our red filters to decode the hidden messages in our color coded mosaics.
How is this related to leaves and photosynthesis?

Which frequencies of light are reflected and absorbed by leaves?  How do they capture this energy?  What do they do with it in the process of photosynthesis?

We are modeling the leaf structure and diagramming the flow of molecules and energy through a leaf, explaining the mind-blowing magic of photosynthesis, turning air and water into the molecules that make up all of us!

Plants without Seeds and Plants with Seeds

Last week we examined closely how seedless plants get nutrients and transport them in their tissues to produce energy.  We looked closely at the structures that have helped them to adapt on land after comparing them to ancestral forms of algae. We compared and contrasted mosses and ferns in lab, both of whom use spores for reproduction.  On Friday, we started growing our own seed plants.

This week we are looking at the germinated sprouts and examining what is in a seed!  Bring your curiosity and powers of observation to class daily!

Microbes: Unseen Wonders!

We are watching a part of a NOVA video called Intimate Strangers about antibiotic resistance.

Use these video review questions to help you focus on the major ideas.  Enjoy the animations!

Microbes: Creators of the Future

Unseen Wonders

1. Microbes total weight is more than all ________ and _________combined.  Microbes are protozoans, fungi, _______ and ________.
2. Where do they live?

Resistance Fighters

3. What part of bacterial cells are weakened by penicillin?
4. Why do mutations (random genetic _______) affect bacteria so quickly?
5. What does the helmet represent on the spherical blue bacterium cartoon?
6. How does antibiotic use actually help bacteria become better able to survive in the long run?
7. What percentage of microbes can survive in a laboratory setting?
8. What is a plasmid?
9. What is the significance of the “zone of clearing” around the paper dots soaked with antibiotics?
10. From where do we get antibiotic medicines?  Explain how they are produced.

Handshake vs. Fist Bump

Make your prediction about which is a safer greeting.  Use the "If..., then ... because...." hypothesis format.

Watch the video to describe the results of the experiment! Video results

We are reviewing viruses and bacteria and disease transmission today.

Where do cells come from?

We don't have any direct evidence, but we do have some indirect evidence from observations and experiments that have led to some interesting theories.
Take notes in your notebook on p143- Evolution of Cells video review
p. 144- 145 Redi's and Pasteur's experiments, and video notes on the two videos linked here:

Viruses- Alive or Not?

After you set up your notebook and describe the the parts of a virus, please go to google classroom to start working on your Virus Notes.
 For the last 15 minutes of class, we will debate our essential question:
Is a virus alive? What evidence do you have to support your claim?