Test Corrections are due Wednesday June 6. 
Note: The test has been scaled to be out of 52 instead of 60. If already earned 52 or more points, you cannot earn more points with test corrections. If you do test corrections, you can only bring your test score up to 52 points maximum. 

Format for corrections attached below in case you need a refresher on how to do them! 

Environmental Human Impact Assignment:

Directions: Humans have a huge affect on the environment around them. Students will work individually or with one partner to create a PSA (1-1.5 minute video) or advertisement (poster) to highlight a particular environmental issue and encourage people to help the environment in some way. Due: Tuesday 6/5

Sample advertisements: https://beebom.com/most-powerful-and-creative-environmental-ads/
Sample PSA Video: https://www.youtube.com/watch?v=5Yj9FrrC1JQ

*Note: Students must bring their own device if they need it on Monday 6/4 and Tuesday 6/5 if they need it, or they can complete the necessary research at home and print out any needed material to bring to class. Unfortunately, they will not have access to chromebooks or printers during my class time for this assignment.*

Before beginning the video/poster, each student must first answer the following questions, handwritten on a separate sheet of paper. This will be submitted along with the project at the start of presentations on Tues, 6/5.

1. What is the issue?
2. Why is the issue important?
3. What is some specific data / statistics scientists have found from research on this issue?
4. How does the issue affect humans specifically?
5. How does this issue affect the environment and other animals?
6. What will happen if this issue is not fixed?
7. What can we do in our own lives to help fix the issue?

Students must also submit a bibliography
-Minimum 3 different websites or books must be cited* (For example, if you watch 5 different Youtube videos, YouTube only counts as 1 source) *This does not include sources for images used
-Wikipedia cannot be cited as a source (but can be used as a starting point to help you find other sources)
-Include website name and url
-Bibliography should be in alphabetical order
Example: Animal Planet. http://www.animalplanet.com/wild-animals/no-2-peacock-courtship-display/

 

List of possible topics: (Some topics may overlap, that's okay)

1. Pollution (physical trash, plastic, etc)

2. Deforestation

3. Air Pollution 

4. Water pollution (can be physical trash or chemicals)

5. Energy  Use (burning fossil fuels)

6. Water Use 

7. Animal Habitat loss (Can talk about overpopulation of humans)

8. Poaching / killing animals

9. Food Waste 

EXTRA CREDIT OPPORTUNITY- Download and print the attachment and follow the directions to complete daily. Friday, Saturday, and Sunday log will be checked on Monday 6/4.

 

Extra Credit: Daily Environmental Action Log

Directions: Humans have a huge effect on the environment around them. Even small actions can add up in a big way.  Students can earn up to 4 points per day by doing something to help the environment. Follow the steps below to complete the assignment:

1. Students must pick an environmental issue to address (you can only repeat an issue up to one time) and describe it in the “Issue” column.
2. Then they will complete an action that will help that issue and describe what they did in detail in the “Action column.” Each day must be a different action (for example, if you pick up trash as your action for one day, you have to do different actions the other 4 days)
3. Next, explain how that action helps the issue and what kind of effect it can have on the environment.
4. After each day, the parent should sign this log in the “signature” column to show that the student has completed the task.
5. Then, the log must be brought to school to be checked each day (Friday and the weekend will all be checked Monday).
6. The log must be turned in during or before class on Wednesday, 6/6 to get credit.

Sample ISN pages (They may be out of order but the page numbers on on each page) 

*If you were absent for some pages, please write ABSENT at the top above or next to the title. The students is still responsible for completing pages missed while absent, as per the guidelines given in the syllabus. 
*Please note that only lab and lecture notes/data can be copied. All other assignments must still be completed by the student as original work (This includes notes taken from reading articles.) 

In case you missed it: 5/24

Chromosomes and Karyotypes ISN pg. 152 (continued)

-Copy Notes: 

Chromosomes and Meiosis ISN pg.  151
-Copy the attached meiosis diagram with labels

Local (Environmental) Factors ISN pg. 156
-Copy Notes:

• DNA is not the only factor that affects the growth of organisms
• Organisms can be affected by local factors in their environment

In case you missed it: 5/30

Science Favorites- ISN pg. 160

Answer the following questions:

1. What was your favorite unit in science this year and why?

2. What was your favorite science lesson/activity this year and why? 

 

Science Favorites- ISN pg. 159

-Illustrate your answers to # 1 & 2 from page 160 

Reminder: ISN Check Thursday, 5/31

ISN Checklist (attached)

Table of Contents:

Peafowl Population CER 131
Peafowl Population Data 132
Original Courtship Ritual 133
Courtship Rituals in the Animal World 134
Plant and Seed Design 135 Plant and Seed Stations 136
Plant Reproduction CER 137
Flower Seeking Pollinator 138
Seeds and Seed Dispersal 139
Genetics KWL 141
Reproduction Videos 143
Pollination Puzzle 145
Bikini Bottom Genetics 147
Punnett Squares 148
DNA, Chromosomes, Genetics, & Traits 149
Chromosomes and Cell Division 151
Chromosomes and Karyotypes 152
Baby Lab 153
Mendelian & Non-Mendelian Genetics 154
Local (Environmental) Factors 155
Genetics Test Review 157
Science Favorites 159

Genetics Test! 
Don't forget the genetics test will be Wednesday May 30

The study guide and answer key are available on a previous post, be sure to study! 

Genetics Study Guide

Complete ALL questions on a SEPARATE SHEET of paper

Staple the answer sheet to the back of the study guide. 

Due Friday  5/25/18

 

Edit- Answer key now attached as well 

In case you missed it 5/17-5/18

Baby Lab ISN pg. 153

Follow the directions on the attachment and complete the table, picture, and questions #1-6 for your baby. (Note, Questions #3-6 are on the second attachment)

Pictures must be done by Tues. 5/22 for presentations

 

*Extra Credit: (Due Friday, 5/25. Up to 3 pts)

Draw a picture of your baby's parents (remember they are heterozygous for each trait, so the parents might not look like you) 

In case you missed it:

5/17-5/18

ISN pg. 154- Mendelian and Non Mendelian Genetics 

Lecture attached below. Copy notes. 

In case you missed it:

5/15-5/16

ISN pg. 150- DNA, Chromosomes, Genes, and Traits

Take notes on the following video (At least 5 bullet points)

https://www.youtube.com/watch?v=8m6hHRlKwxY 

ISN pg. 149- Complete the attached video recap worksheet based on the video and tape onto pg.149

 

ISN pg. 152- Chromosomes and Karyotypes

Take notes on the following video (At least 5 bullet points)

In case you missed it 5/14/18

 

ISN pg. 148- Punnett Squares

-Take notes and practice completing the punnett square

ISN pg. 147- Bikini Bottom Genetics

-complete the worksheet based on what you've learned about alleles and genes the past week

-When the worksheet asks about "purebred" they mean the homozygous, and "hybrid" refers to heterozygous)

-The worksheet also includes the answer sheet at the end so you can check your work

In case you missed it: 
ISN pg. 143-144: Reproduction Videos

 

Pg. 144 (right side)-

Watch both videos and take notes as you go

1. https://www.youtube.com/watch?v=fcGDUcGjcyk&t=7s

2. https://www.youtube.com/watch?v=HLYPm2idSTE&t=315s

 

Pg. 143 (left side)-

Complete the attached "video recap" worksheets and tape them onto page 143

 

ISN Spot Check!
You already know you need to have your ISN EVERYDAY 

But here's an extra reminder!
And on Fri 5/4 you get participation points just for having it, so be sure to bring your ISN to class

In case you missed it:

ISN pg. 141-142: Genetics KWL 

On page 141, split your page in half vertically (like a T chart)

Label the left "KNOW" and the right "WONDER" 

Under KNOW- list everything you already know or think you know about genetics, at least 5 things

Under WONDER- list everything you wonder (want to know) about genetics, at least 5 things

On page 142, write "LEARNED." This page will be filled as we go and learn more things about genetics throughout the unit

Pollinators video: https://www.youtube.com/watch?v=xHkq1edcbk4

Dandelion time lapse: https://www.youtube.com/watch?v=UQ_QqtXoyQw

 

In case you missed it 5/2-5/3

ISN pg 137-Plant Reproduction CER

Grade your rough draft according to the attached rubric. Tape the rubric onto pg 137

On a separate sheet (you can use the attached outline or write on a lined piece of paper), complete a second draft of your Plant Reproduction CERERER according to what you need to improve on the rubric to get full points. 

 

Complete in order:

1. Read "Seeds and Seed Dispersal" article
-Take notes pg. 140, at least 7 bullet points

-Copy and answer Review Questions #1-4 on pg. 139

 

2. Real "Pollination" article

-Take notes on page 140 

-(Be sure to clearly separate and label them "Pollination" so you know where the seed notes end and where the pollination notes begin)

-Copy and Define the 3 Vocabulary words on pg. 139 

 

In case you missed it:

ISN pg 137- Plant Reproduction CER

Copy down the question
Complete a first draft of the following CERERER:

Animal Courtship Research Mini Project (Rubric Attached Below)

With your group, you will research a particular animal species in which they use a particular strategy to attract a mate. (Note, COURTSHIP rituals are different from MATING rituals. This project is only about how the animals get the attention and attract a mate, not how they do the actual mating part)

Explain the trait or behavior and answer the following questions:
-Are the males different from the females, if so, how?
-What kinds of risks are the males taking to attract a mate?
-How much time do males devote to courtship?  How hard do they work?
-How impressive, elaborate, and involved are the males' displays of courtship?

Students can present their information in the form of a poster (large enough to present to the class, bigger than regular printer printer or construction paper), skit, PowerPoint, etc. (If you choose a different presentation method, you must get it pre-approved by Ms. Bolanos)

There must be visuals that show the male and female of the species, as well as the courtship strategy.

Students must also include a bibliography.

-Minimum 5 different websites or books must be cited* (For example, if you watch 5 different Youtube videos, YouTube only counts as 1 source)
*This does not include sources for images on your poster
-Wikipedia cannot be cited as a source (but can be used as a starting point to help you find other sources)
-Include website name and url
-Bibliography should be in alphabetical order
Example: Animal Planet. http://www.animalplanet.com/wild-animals/no-2-peacock-courtship-display/

My gmail for sharing google docs: [email protected]

In case you missed it Thursday 4/26: ISN pg. 136 (right)- Plant Seeking Pollinator
For this assignment, use the data on the "Plant Seeking Pollinator" lab sheet (attached below). This sheet should go on page 136. 
Choose one of the 6 pollinators and analyze the data to figure out what kind of flowers it is attracted to based on which ones it pollinated the most. Use this information to answer the 3 questions on the back of the lab sheet.

Use the "Pollinator profiles" sheet (attached below) to find out more information about your pollinator to help you answer the questions as well. Be sure to use complete sentences using the sentence starter provided on the sheet. 

In case you missed it: Wednesday 4/25- ISN pg. 136- Plant & Seed Stations
Fill out the Plant Observation Sheet (attached below) and tape to page 136 when completed. 

Take observations on each station (pictures attached below, link to seed video: http://safeYouTube.net/w/Upxd). Be sure to include all of these things in your observations:

-What does the plant and seed look like?

-Color?

-Shape?

-Texture? 

-Other facts / observations? 

Also, make a hypothesis for each station to answer the following question: Why do the plants & seeds have these attributes?

ISN pg. 134- Courtship Rituals in the Animal World

 

☆Star the most important part/ main idea of each paragraph
⚫ bullet point new vocab
-Be sure to define:
⚫Sexual Dimorphism
⚫Sexual Selection

 

ISN pg. 133- Original Courtship Ritual

4/18

ISN pg 131 (left)- Title: Peafowl Population CER

Question: Why has the peafowl population fluctuated every year?

(Note: Fluctuate means “rise and fall irregularly in number or amount” so you must talk about both)

Answer the question with a CER using at least 3 pieces of evidence from the 3 articles provided (at least one piece of evidence from each article

 

4/17

ISN pg 132 (right)- Title: Peafowl Data

-Tape the Peafowl data sheet on the top of the page

-Below it, create a T chart. Observations on the Left, Inferences on the right
-Read the 3 articles and complete the observation and inferences T-Chart that we created in class (Minimum 6 observations from the data, Minimum 2 inferences from each article, 6 total. The inferences should be helping you answer the focus question) 

 

 

Article 1: There's Fewer Peafowl in Rancho Palos Verdes...

Article 2: Rolling Hills Estates Journal...

Article 3: RHE to Consider Peafowl Crackdown

 

 

 Articles attached below

 

-Create a model of the human body of your main story character as they run the ultramarathon through the desert (See trailer:https://www.youtube.com/watch?v=v-e4bOLAuXg)

Model must include:

-How the cardiovascular system and respiratory system work together in your character to help them run

-At least 5 other effects running has on the body (sweating, increased temperature, etc)

 

 

Write a narrative (story, can be first person or third person) of a person running the ultramarathon through Death Valley. (See trailer) 
Story must include:
Setting- what the environment and landscape is like, the weather, temperature, etc
Character description- what their physique is like, how they’re dressed, etc
How the cardiovascular system and respiratory system work together in your character to help them run

 

-Create a trailer (or very very short film 3-4 mins) of one or more runners in an extreme environment (can be the desert or other extreme weather such as snowy/very cold) 

-Must include:

-Proper attire for environment

-Description of what happens to the character and why as they run the marathon (How the extreme environment is affecting them)

- MUST include at least one realistic internal body issue caused by running the marathon in the extreme environment and what organ systems are affected the most by this issue ((For example, dehydration, exhaustion, organ damage) You can make it dramatic!)

-Setting/ props/special effects that indicate the real life environment your story setting (ex: cacti and sand for dessert; toy fish, bubbles, goggles for underwater; layers and thick jackets and a large white sheet on the ground for cold and snowy, etc) 

(You can use the trailer we watched in class as inspiration)

-Can be put on a flash drive or uploaded on private to a YouTube account for viewing 

Organization & Systems Quiz Friday 4/13

 

Organization & Systems Quiz Study Guide due Wednesday 4/11

 

ISN Check pgs. 101-130

 

Table of Contents: 

 

Cell Membranes 101-102

Candy Membrane Labs 103-104

Diffusion 105-106

Specialized Cells 107-110

Organization of the Human Body 111-114

The Heart 115-117

Heart Labs 118

Mitral Valve Engineering Challenge 119-120

Homeostasis Simulation 121

Cardiovascular and Respiratory Systems 122

Ultramarathon Model 123

Ultramarathon Story 124

Reaction Times Lab 125-126

Touch & Reflexes 127-128

Organization & Systems Review 129-130

 

Organization and Systems Unit- Articles

Here are all of the articles we've read for this unit

 

ISN pg. 117- The Heart

Draw a basic model of the heart (does not have to be super fancy and detailed)

On the model include:

-label the 4 chambers

-label 2 valves (mitral and tricuspid)

-Draw the flow of blood

    -label oxygen poor and oxygen rich blood 

 

 

Pg 130- Organization and Systems Review (Lecture notes attached)
Pg 129- Organization and Systems Review

       -Create 3 possible test questions with answers for the right side content

       -Must be questions with more than just 1 word answers (no fill in the blank, no true or false, etc)

Touch & Reflexes

ISN pg. 127 (left)- Review Questions and Answers #1-7 and Vocabulary

ISN pg. 128 (right)- Notes, at least 7 bullet points

 

Compilation of all labsheets for this notebook check (101-130)

If you missed that day or lost your worksheet, print it out from below and put it on the corresponding page. Fill out any lab data from a friend or the student samples, also in the photos attached below. Write ABSENT at the top above or next to the title on the ISN page. 

Body Control Center Homeostasis Simulation

 

Go to the link below and read the directions. See how long you can keep your person alive by helping them to maintain homeostasis.

https://pbslm-contrib.s3.amazonaws.com/WGBH/conv16/conv16-int-bcc/index.html

 

Page 121: Title- Homeostasis Simulation

Write a reflection, copying and answering the following question: How easy/ difficult is it to keep the body at equilibrium or "maintain homeostasis" and why?

Page 122: Split in half horizontally. Title it: "Your Cardiovascular & Respiratory System"

Read the 2 attached articles. Take notes on page 122. Take notes on "Your Respiratory System" on the top half and "Your Cardiovascular System" on the bottom half. Makesure you have at least 5 bullet points for each article (10 total)

 

After Reading,use the simulation to answer the following questions on page 121, below your reflection. Be sure to copy and number the questions.

 

1. How does heart rate relate to blood delivery?

2. If you need more oxygen, should you increase or decrease respiration? Why? 

3. How does dilation affect blood pressure?

4. How does perspiration affect body temperature?

5. How do insulin and glucagon each affect blood sugar differently? (be specific)

 

ISN pgs 115-116

-Take Notes: at least 7 bullet points on pg 116 (right side)

-Review: copy and answer review questions pg 115 (left side)

-Vocab: copy terms and definitions from table pg 115 (left side)

Organization of the Human Body 

 

-Read “Organization of the Human Body”
-Take notes on ISN pg. 112 (right)
-Write Review questions & answers #1-6 and vocab on 111 (left)
-Organ Systems Table (DO NOT copy) pg 114 (right)
-Shabooya Roll Call on page 113 (left)
       -Line 2 and line 4 rhyme
       -3 different organs systems (besides the digestive system, must be different from example)
       -Keep it pg (no reproductive organs)

       -Teacher's example: 

 

 -Roll calls are due Tuesday 3/20

 

Here's a link to rhymezone: https://www.rhymezone.com/ to help you with the rhymes in case you need it. 

Don't forget, test corrections are due Tuesday 3/20 if you chose to do them (optional)

Make sure they are formatted correctly and you get a parent's signature if you got below 70%

Powerpoint for Lesson/Activities Thursday-Friday March 15-16

Also attached as a PDF

Make sure you complete the corresponding ISN pages indicated in the slides. 

Amoeba sisters video link (also in the powerpoint)

Class FAQs

Here's the link to the Jeopardy game from class if you need help finding the answers. They should also be able to be found in your ISN and the class syllabus. 

-Cell Transport Article goes on page 101-102

-Diffusion Article goes on page 105-106

Instructions in attached picture

Living Things and Cells Test Study Guide

Blank copy attached

Follow the directions given at the top and turn in before the test on Friday 3/9

Answer Key also attached. 

 

*Please note the answer key is for checking your answers, not for just copying answers down to fill in the study guide homework.*

 

 

 

 

the written portion must be in complete sentences, either on the back of the poster or on a separate sheet (can be typed or written).

 

 

 

In case you missed it: 

 

-Cell membrane lab- sorting 2 types of beans and rice using cups, paper, popsicle sticks, string, and tape to create a tool/contraption to help you sort.

The designs go on ISN pg 101

 

-Gummi Bear lab- ISN pg 103, split the page in half horizontally On the top halp, write a prediction: We put a gummi bear in a cup containing 100 mL of regular water and left it overnight. What will happen to the gummi bear and why?

ISN pg. 104- Record the before and after data on the gummi bear, with a picture labeling the height and width

Before: Gummi bear weight= 2.2 g, height = 1.8 cm, width=1.1 cm

After: Gummi bear weight= 8.8g, height= 3.5cm, width= 1.7cm

 

ISN Check moved to Wednesday 2/28

 

Even though the notebooks were due and should have been ready by Monday, we are doing the actual checking in class on Wednesday 2/28. Be prepared and bring your notebook! Don't forget to double check with the checklist and rubric (attached below for your convenience), and update your table of contents if needed.

 

Don't forget, the next ISN check will be Monday 2/26! 

The check will be from pages 71-100 (97-100 will be done in class this week!)

 

Weather Facts Notes 71-72

Let It Snow Acrostic Poem 73

Let It Snow 74

The Making of a Cloud 75-76

Air Masses Article Notes 77-78

Fronts Article Notes 79-80

Air Masses and Fronts (Haikus) 81

Air Masses and Fronts (Lecture Notes) 82-84

Robot Video & Article 85

Living or Non-Living Lab 86

Characteristics of Living Things 87-88

Living or Non-Living CER (Turned in today, will pass back later) 89

Living or Non-Living Checklist 90

 

Organism Relationships 91-92

 

Biological Classification 93-96

 

 Levels of Organization 97-98

 

Organelles 99-100

In case you missed it Wed 2/21

Lecture notes: ISN page 98- Levels of Organization

Atom- Makes up all matter; Has a nucleus in the middle made of protons and neutrons with an electron cloud on the outside

Molecule- Atoms bonded together

Organelle- Specialized structure in a cell with a specific function

Cell- Smallest unit of life (The smallest living organism) 

Tissue- A group of similar cells with a specific function

Organ- A group of tissues that perform a specific function

Organ System- A group of organs working together to perform one or more specific functions

Organism- A single entity that exhibits the characteristics of living things

Population- A group of organisms of the same species living in the same time and place

Community- A group of interacting populations of different species living in the same place

Ecosystem- Communities and their environments

Biosphere- All regions of the Earth that are inhabited by living things

 

ISN page 97- Levels of Organization

Directions:

-Write a poem in any style of your choice (can be one that we've done before or a new type) 

-Must be at least 15 lines long minimum (For example, if you choose to do a haiku, then 5 haikus are needed to have 15 lines. Or for an acrostic, 15 letters are needed for 15 lines.) 

-Each lined must have 3 or more words (or 5 syllables if you are doing a haiku)

-Remember: left side pages must always show depth of knowledge for what you learned about the information on the corresponding right side page

Sample ISN pages 71-100 
*Please note that some pages are missing or incomplete

**Students: If you were absent, you must still complete anything missed. For missed lecture notes and hands on labs done in class, they can be copied but for any other assignments including article notes (notes from reading you complete individually) and anything accessible electronically (such as the organelle lab sheet or characteristics of living things lab), you must complete the work on your own. The samples here are just a guideline. Do not copy them for assignments missed. If you are unsure whether or not something can be copied, please feel free to e-mail me and ask.*

In case you missed it:

2/22/18-ISN page 100

(If you were not in class and missed this lab, the sheet can still be completed online, just skip the column that asks for the related lab station. 

 

Go to this website and explore the different organelles. Fill out this lab sheet and write about each function (what the organelle does) as you go. 
http://learn.genetics.utah.edu/content/cells/insideacell/

 

ISN page 99

After researching the functions of the organelles, write 5 organelle analogies

-Use the "_____ is like ____ because..." format

Ex: The brain is like a computer because it stores memories and solves problems. 

(Note- the brain is an organ, not an organelle, this is just an example of using the format) 

ISN Checklist pages 71-100
Don't forget that the new rubric for scoring will also be used, similar to the one used and practiced in class earlier this month but adjusted for the greater number of pages. 

In case you missed it:Tuesday 2/20 Assignment and Extra Credit

You will be researching the classification of organisms. pick one plant and one animal (any real plant and animal you want besides humans, in existence or extinct) and complete page 1 of biological classifications sheet attached.

In case you missed it: Assignment and extra credit

 

Assignment: ISN pg 81
Open the attached powerpoint and follow the directions for creating air mass and fronts haikus. The video on slide 2 is just some fun examples of haikus to help inspire you.

If you can't access the ppt, open up the pdf version and use this link to watch the video: https://www.youtube.com/watch?v=K7-2_gUuWK4

These will be checked during the next ISN check (2/26).

 

*Extra credit:* DUE FRIDAY (I do NOT accept late extra credit since they're optional bonus points. If you are absent Friday, please e-mail your haikus to my e-mail: [email protected] I will not be in class Tuesday due to a meeting.)

 

-Complete on a separate sheet of paper

-Write up to 4 extra haikus (up to 1 point each)

-Extra bonus point if you complete all 4 

-Can be about any science topic we have learned this past school year

Notes on classification from Friday 2/16

Ppt lecture notes go on ISN pg. 94
White board chart (in attached photo) goes on page 93
Human Classification notes (attached png) goes on page 96

Happy Valentine's day!
This is our special valentine's lesson and activity in case you missed it:

Go through the powerpoint attached and watch the video and  follow the directions given 

(You do not have to make the valentine's card, just complete the one in your ISN)

If the powerpoint doesn't work, download the attached pdf version and use this link to watch the video on YouTube: https://www.youtube.com/watch?v=rNjPI84sApQ

The multiple choice/ fill in the blank section of the test was passed back Tuesday 2/6.  
If you left class without your test, make sure you pick it up if you plan on doing the corrections! 

Make sure to use the correct format for your test corrections or you will not get the full points possible. The guidelines for this should be on page 26 of your ISN (or can also be found in previous posts)

Compose a CER about one of the 9 lab stations using the attached outline sheet. 

-Each piece of evidence should refer to one of the 8 characteristics of living things. All 8 must be included in the CER. (But you only need one reasoning piece at the end to tie it all together, like a conclusion)

-In your evidence, you MUST cite only from what you observed in the lab. Refer back to the lab stations attached if needed. Pinpoint exactly where you saw/didn’t see each characteristic (Hint: It will be easier to provide evidence that an object does something rather than doesn’t do something, so you may want to choose a living object rather than nonliving) 

In class today:
We worked on filling in more of the blank left side pages in the ISN.

Keep in mind the criteria for what makes a good left side page.

(If you forget, check "Format 2.0" which should be on the last page of your ISN, or can also be found on a previous post here)

Page 75: The Making of a Cloud
Create a comic strip that tells the story of how a cloud is made.

-Must include the roles of temperature, humidity, and pressure

-Should be at least 6 panels long

 

Page 87: Characteristics of Living Things

-Draw a picture illustrating each characteristic of living things

-Each one can use a different organism as the example

-For example, for "Requires Energy" you could draw a person eating an apple

-Should have 8 pictures total

Living vs Nonliving Lab Stations

-Here is a compilation of all the stations from this lab. Use it to make observations to cite as evidence for your CER

-If you missed it, also use to complete the attached lab sheets.

-The lab stations sheet with the sketches goes on page 86 of the ISN.

-The lab sheet with the checklist of the 8 characteristics of living things goes on page 90 of the ISN. 

In case you missed it:

Characteristics of Living Things video 

Take notes on ISN page 88

In case you missed it:
On Friday 2/2 went over the guidelines for our Input and Output ISN format (as mentioned at the beginning of the year) Download the attachment "ISN Format 2.0 and copy down the notes on the last page of your ISN. 
Next, go to page 73 of your ISN. You need to create an "output" for the "input" on page 74, which is your Let it Snow lab. Create an acrostic poem using the word "weather" using the information you learned from the let it snow activity as well as the weather facts notes (page 71-72).

Here is a BAD EXAMPLE of an acrostic:

Wind

Equatorward temperature

A nice sunny day

Temperature

Heat

Earth has different types of weather

Relative humidity

 

This was a bad example because it didn't show any depth of knowledge or show any of what was learned from the lesson. 

 

Here is an example of a good "W"

Winds increase in speed and energy as the difference between the equatorward temperature and the poleward temperature increases. 

 

You can use this W and then try the next 6 letters yourself. 

 

After that is complete, look over the new ISN check rubric. Practice grading yourself with the rubric and the following checklist: 
*Note- we still have not done page 75 or 81*

On ISN page 85:
-Watch the following video: https://www.youtube.com/watch?v=NKcyRSJPgNI

-Write down a reflection- What did you think? How did it make you feel? Why?

 

-Then read the attached article

-Write down your reflection (still on page 85)
   -What did you think?
   -Did you find anything particularly interesting / thought provoking?
   -Are robots alive or can they be alive in the future? Why or why not?

Weather Test 1/31-2/1
To give students enough time to complete 2 CER sections, the test will be completed over the course of 2 separate class periods. 
Study guide for both sections will be passed out and completed in class on Monday 1/29

On 1/31, students will have entire class period to construct 2 free response answers in CER format

answering the following questions:

1. Why does the wind blow away from the ocean instead of towards it (on the California coast)? Use evidence from articles, labs, or demos from class to support your answer. 

 

 

 

Weather Study Guide Answer Key

CER Free Response Outline (optional, may be used to help you practice or revise your CERs) 

 

Here are some sample answers for the CERs to guide you. (These samples are also included on the attached study guide answer key)

*Note, students should still be answering these in their own words, not just copying the samples I've provided. 

 

Free Response in CER Format

Why does the wind blow away from the ocean instead of towards it (on the California coast)? Construct a CERER citing at least 2 pieces of evidence from any of the following articles, labs, or demos from class to support your answer. -specific heat lab      -specific heat article -hot & cold balloon lab      -hand bubbler -density chamber      -behavior of matter article      -thirsty candle lab -wind & air pressure article
Answers may vary. Here is a sample: (claim=blue, evidence =green, reasoning=red)
The wind blows away from the ocean instead of towards it on the California coast because of the difference in air pressure between the land and ocean. From the specific heat lab, we collected data and saw that over time sand heated up more quickly than water, and so the water stayed a lower temperature than the sand. This means that the air over the ocean, which is water, is also going to be a lower temperature than the air over the land. The behavior of matter article stated that matter expands when heated and contracts when cooled. This means that the cool air has molecules which are more densely packed, causing the pressure in the cold air to be high. On the other hand, the molecules in the warm air have more space in between them, making them less dense and lower pressure. From the hand bubbler demo and research, we saw that air will move to a place of high pressure to a place of low pressure. Similarly, the high pressure air over the ocean will move to the land where there's lower pressure air.

Here is a sample: (claim=blue, evidence =green, reasoning=red)
Areas by the ocean have milder temperatures because water has a very high specific heat compared to other substances such as rocks and wood. For example, from the specific heat article, we know that water has a specific heat of 4.18 while sand has a specific heat of .67 and wood has a specific heat of 1.76. This means that these substances heat up much faster than water. In the specific heat lab, we put sand and water and air under a heat lamp saw that the water heated up more slowly than the sand and air. This shows that in places by the ocean, the ocean will absorb the heat and keep the areas around it cool.

Weather Study Guide #1-15 due Tuesday 1/30

CER Free Response Outline (optional, may be used to help you practice or revise your CERs) 

-Complete your “Let it Snow” table and Questions. For days 6-7, make choose what weather to make

-Tape/ Glue "Let it Snow" sheet on ISN pg 74

-Take notes on "Weather Facts PDF" on ISN page 71-72

Density Chamber Demo (in case you missed it)

 

 

The red water is warm and the blue is cold. When they collide, the warm water ends up on top and the cold water ends up on the bottom because the cold water is more dense than the warm water. When matter is heated, it expands and the space between the molecules increases, causing the substance to become less dense. 

Fronts Reading

ISN Page 80- Take notes

ISN Page 79- Copy and answer Review Questions #1-3

Bonus Activity!
Simulate and quiz yourself on the results of different air mass combinations

ISN pages 45-54

 

*Please note: If you were absent, you must still complete anything missed. For missed lecture notes and labs, they can be copied but for any other assignments including article notes (notes from reading you complete individually), you must complete the work on your own. The samples here are just a guideline. Do not copy them for assignments missed.*

ISN pages 55-64

 

*Please note: If you were absent, you must still complete anything missed. For missed lecture notes and labs, they can be copied but for any other assignments including article notes (notes from reading you complete individually), you must complete the work on your own. The samples here are just a guideline. Do not copy them for assignments missed.*

ISN pg 65-70

 

*Please note: If you were absent, you must still complete anything missed. For missed lecture notes and labs, they can be copied but for any other assignments including article notes (notes from reading you complete individually), you must complete the work on your own. The samples here are just a guideline. Do not copy them for assignments missed.*

 

ISN Table of Contents and checklist pg 45-70. ISN Check is on Tuesday 1/23. Don't forget to bring your ISN completed with an updated table of contents up to at least page 70! 

 

Forms of Energy Review Notes 45-46

Water Cycle Video Notes 47-48

Processes of the Water Cycle 49-52

Format 53

Water Sources 54

Kinetic Energy & Temperature 55-57

Specific Heat Notes 58

Specific Heat Lab 59

Weather Video Notes 60

CER Practice 61-62

Specific Heat CERER 63

Hot & Cold Balloon 64

Wind Video Notes 65

Wind & Air Pressure Notes 66-67

Behavior of Matter Notes 68

Wind CERERER 69

Revised Wind CERERER 70

Air Masses and Fronts PPT
Take notes on ISN pg. 82-84
In class, we went over and took notes on the slides through "Occluded Fronts" 

ISN pg. 78

Read and take notes on Air Masses 

ISN pg. 77

Copy & Answer Air Masses Review Questions #1-3

 

I've also incldued the video we watched in class in case you missed/ want to rewatch it. 

Wind C-E-R-E-R-E-R (ISN pg 70)

Why does the wind blow away from the ocean instead of towards it (on the California coast)?

 

Complete your revised draft by the beginning of class Thursday 1/18
Use the feedback from the class discussion and peer review to create and complete, accurate and improved version of your first draft. 

 

Also attached: Behavior of Matter Article (in case you missed it or want to revisit for evidence)

 

 

Bring a disposable empty plastic waterbottle to class if you have one (if not, that's okay, we can find someone to share with)

 

Wind C-E-R-E-R-E-R (ISN pg 69)

Why does the wind blow away from the ocean instead of towards it (on the California coast)?

 

Complete your first draft by the beginning of class Tuesday 1/16
If you struggle, it's okay! This is just your first draft and we'll discuss it in class on Tuesday.

 

In case you missed it or want to watch it again:

How heavy is Air TEDed https://www.youtube.com/watch?v=VDf00z8sMFw

Make sure this is finished by Friday 1/12

In case you missed it or didn't finish in class Tuesday 1/9: 

-Watch the Bill Nye video and take notes on ISN page 65

-Read the Wind and Air Pressure article
-On ISN page 66-67, take notes and copy and answer the 3 review questions

Thirsty Candle Lab
In case you missed it:

https://www.youtube.com/watch?v=pyy_lup0F4c
Watch the video until 0:40. DO NOT watch past that point because the explanation given is incorrect.

 

How it works:

When the candle is lit, the air around it is warmed. When it is covered with the jar, the increased air volume in the small space causes the air pressure inside the jar to increase. As a result, air flows out of the jar, which is shown by the air bubble at 0:29-0:30. 

After a few seconds, the candle goes out because it has burned through the available oxygen. 
Once the candle is extinguished, the air is no longer warm, causing the air to "contract" (see behavior of matter article.) There is now lower air pressure inside the jar and so air and water come in, shown in the air bubbles at 0:34-0:38, to balance out the difference in pressure.

Writing Samples 
(You will get a copy of these for your ISN later)

 

Sample C-E-R
Question: What factor affects plant growth the most?

Sunlight affects plant growth the most. In the video, the plants tested with singing and reading didn’t show more growth than their control groups which didn’t have any singing or reading, but the plant that received sunlight grew much taller than the plant without. This shows that the sunlight affects the plant the most because that was the only factor that showed a difference from the control group and made the plant grow taller.

 

Sample C-E-R-E-R

Question: Why do areas by the ocean have milder temperatures? (less change between seasons/ day and night)
Areas by the ocean have milder temperatures because water has a very high specific heat compared to other substances such as rocks and wood. For example, from the article, we know that water has a specific heat of 4.18 while sand has a specific heat of .67 and wood has a specific heat of 1.76. This means that these substances heat up much faster than water. In the specific heat lab, we put sand and water and air under a heat lamp saw that the water heated up more slowly than the sand and air. This shows that in places by the ocean, the ocean will absorb the heat and keep the areas around it cool.

2. Complete 2 additional C-E-R-E-R paragraphs. These can be on any “Which is better?” question of your choice that we DID NOT already do in class. For example, “Which is better, cats or dogs?” or “Which is better, Skittles or M&Ms?”

These 3 C-E-R-E-Rs are due at the beginning of class. One extra C-E-R-E-R on any “Which is better?” question of their choice can also be turned in at the same time for up to 3 points of extra credit.

If you didn't finish in class:

Specific Heat article

ISN pg 58 (right side)

Read, take notes, copy and answer review questions

If you missed it in class:

Watch the following videos and take notes on page 60 of your ISN (use the bottom of page 59 if you run out of room) 

 

Weather vs Climate

 

Severe Weather

 

Weather Channels

Climate Zone Project and Rubric

The entire project, which consists of a poster, separate written portion, and a bibliography are due at the beginning of class Wednesday 12/13.

Projects will be presented 12/13 - 12/14. 

Water Cycle Study Guide

Edit: 12/11 Answer Key has been removed. Blank copy still available in attachments.

Kinetic Energy and Temperature
Take notes on ISN pages 55-57
Copy down and answer all review questions (3 for kinetic energy and 3 for temperature, 6 total) 

A reminder of how to do your test corrections (This should also be on page 26 of your ISN) 

Extra Credit:
Create a song about one of the following:
-The Water Cycle
-Forms of energy
-Another topic we have covered in science class this trimester (Have Ms. Bolanos approve your topic) 

Lyrics must be turned in by Tuesday 11/21. 

*Bonus points for performing your song (either in class or in a recording sent to Ms. Bolanos)

Extra credit is optional. Students can do as much or as little as they like, points are awarded based on effort and quality of work submitted. 

Students may work in groups but all must contribute to the song writing.

Tell the tale of your Incredible Journey!
-You can choose to start with a storyboard to help plan your journey or go straight into part 2

Part 2: Create your incredible journey as a story

-Include every step of the journey, start from 1 and end at 9.

-Explain how your molecule moved from one place to another. Be detailed and specific!
For example, don't just say that your liquid water evaporated into the sky and became a cloud, explain the process of how the sun heat up the water to turn it into vapor, and explain how the molecules condensed into a cloud.
Also, make it fun! Be creative! (But still plausible in this reality)

-Be sure to explain any state changes (solid to liquid, etc)

Options-

1. Mini book- max size is 5 half pages front and back plus a front and back cover (3 sheets of paper total)
2. Comic strip- max size is 2 pieces of paper front and back (2 sheets of paper total)
   

Incredible Journey Rubric
(This does not need to be completed, this is just for students to see what they will be scored on)

Title: Processes of the Water Cycle 

-Complete on page 49-52 of ISN

-Takes notes on the article
-Copy down vocab at the end

-Copy and Answer the 3 Review Questions at the end

Test tomorrow!
Be sure to bring your study guide and ISN!

Forms of Energy (Continued) articles in case you didn't finish in class

ISN Check #2

ISN Pages 21-44

 

*Please note: If you were absent, you must still complete anything missed. For missed lecture notes and labs, they can be copied but for any other assignments including article notes (notes from reading you complete individually), you must complete the work on your own. The samples here are just a guideline. Do not copy them for assignments missed.*

Energy Stations lab sheet for ISN page 30 (in case you lost your copy)

Unit 2 Test Study Guide and Answer Key

For period 3 only, if this was not finished in class

Why is it important to not be wasteful and to use materials appropriately and respectfully?

Use proper essay CER (claim, evidence, reasoning)  format with complete sentences:
-Complete a thesis
-Give at least 3 reasons to answer the question
-Complete a CER for each reason (each reason is your claim for the CER)

Articles from in class in case you did not finish (Take notes and answer review questions)
-Heat Conduction
-Thermal Conductors

Rube Goldberg blueprint ISN page 32 (right side page)

Optional: Bring materials for Rube Goldberg 
-All group materials must fit in 1 shoebox

 

Optional: Bring posterboard (only one per group)

Instructions for in class work Tuesday, 10/3/17
(To be completed for homework if it was not completed in class)

1. On Page 24 (right side) explain what the ball in cup activity had in common with the hand crank video.
   
   
2. On page 25 (left side) create a T chart with potential energy on one side and kinetic energy on the other side. Take notes on Forms of Energy reading on a T chart. Title this page “Forms of Energy” (See attached document for this reading)
   
   
3. On page 26 (right side), copy down how to do test corrections. (See attached document for instructions and format)
   
   
4. Go back to page 23 and 24 and label your ball in cup diagrams with the different types of energy present in each.

 Notebook Check (Re-Do) 

Science Unit 1 Test

Student sample of ISN Table of Contents and pages 1-22

 

*Please note: If you were absent, you must still complete anything missed. For missed lecture notes and labs, they can be copied but for any other assignments including article notes (notes from reading you complete individually), you must complete the work on your own. The samples here are just a guideline. Do not copy them for assignments missed.*

Unit 1 Study Guide #1-20 complete

Unit 1 Study Guide #1-15

Interactive Science Notebook ISN Notebook Check 1

                 Table of Contents: 

Tree Octopus Notes                                      1
Scientific Method + Hand Bubbler                 2
The Rule of Thumb                                        3
Lab Materials and Rules                                5
See the Rainbow, Make the Rainbow            7
Jelly Jumble                                                   9
Growth Mindset vs. Fixed Mindset                13
Measurement How To’s                                 15
Ice, Ice, Maybe                                              17
Density Chart                                                 19