I will do my best to give a daily update and include digital copies of any hand-out given in class. Find the date that you may have missed and it should be linked to the PowerPoint used that day - which provides warm ups, notes, general information. - A.Garris
**I have asked folks to sign up for my REMIND class through the app, but so few have done that - I'll just send out reminders through the team version.** |
Monday and Tuesday - June 10-11, 2019
These are our last days of school. Although they are official days, they will be rather off from our "normal" workdays. Lockers should already have been cleaned out. Students who choose to come to school will not be allowed to bring back-packs or lunch boxes. If you wish to bring a lunch, please use a disposable bag to contain your lunch. Any paper and pencil needed will be provided by the teachers - no notebooks, binders, backpacks, large purses will be allowed.
Tuesday will be an early release day across the district. For us, this means that our buses will roll out at 12:20. Please be aware - so your student will know his/her afternoon transportation plan.
Tuesday will be an early release day across the district. For us, this means that our buses will roll out at 12:20. Please be aware - so your student will know his/her afternoon transportation plan.
End of year review - 6/6/19
Last chance to review some information through quizizz.com. Try these updated codes that should last through next week:
Motion = code 709237
Structure of the Atmosphere and Human Impact = code 986272
Protists = code 915273
Human Body Systems Quiz = code 696485
Punnett Squares and Pedigrees = code 643578
Weather Review #1 = code 030359
Motion = code 709237
Structure of the Atmosphere and Human Impact = code 986272
Protists = code 915273
Human Body Systems Quiz = code 696485
Punnett Squares and Pedigrees = code 643578
Weather Review #1 = code 030359
Wednesday - 5/22/19
Checklist:
1. As a class, we will check the "Reading Weather Maps" packet. Make sure that is turned in!!
2. EOG Song - listen using this link...listen again.
3. MobyMax challenge - Sci (10)
4. Weather Words - define the terms on the back of your Warm Up page should be filled in. The textbook is a great resource.
5. Extreme Weather - use the links below or the ones in the PowerPoint.
-What is extreme weather? Watch the video to find out. Be sure to write it down.
-How do hurricanes spin? Watch this video - take notes.
-Tornadoes...how are they made? Watch this video and take notes.
1. As a class, we will check the "Reading Weather Maps" packet. Make sure that is turned in!!
2. EOG Song - listen using this link...listen again.
3. MobyMax challenge - Sci (10)
4. Weather Words - define the terms on the back of your Warm Up page should be filled in. The textbook is a great resource.
5. Extreme Weather - use the links below or the ones in the PowerPoint.
-What is extreme weather? Watch the video to find out. Be sure to write it down.
-How do hurricanes spin? Watch this video - take notes.
-Tornadoes...how are they made? Watch this video and take notes.
Wednesday - 5/15/19 "SwaGRRR" day is Friday...sunscreen/hats are great ideas!
We will have computers.
Checklist for today:
1. Work through the PowerPoint notes on air masses and fronts. You MUST complete your notes.
2. There are BrainPop videos to watch on WEATHER. Remember that our username is "carrington1" and the password is "cougars"! (This might be a good time to review heat transfer with the BrainPop game about states of matter ( https://www.brainpop.com/games/statesofmatterbasics/)
3. Go to the SciJinks site and learn about weather maps. IF you finish, you may go to their games and work with the weather games.
**A GREAT article talking about how to study. It addresses ADHD, but it seems pretty "spot on" for all learning styles.**
Tuesday - 5/14/19
Students continue to "keep eyes on the prize" by following our calendar. We are working through the last unit - Atmosphere and Weather. By the end of May, we need to finish our classroom tests and review the ENTIRE semester for our NCFE (North Carolina Final Exam - for science). Our classroom days are challenging as we ALL get a little antsy and we will be missing a bit of time to celebrations such as SWAGRRR day on Friday, May 17th. The hope is that we will realize that and make the best of our instructional time - full attention and participation.
Today we reviewed and collected the Energy Transfer in the Atmosphere cut/paste (quiz grade). We then learned about winds - caused by uneven heating of the earth and found on small scales (local winds) as well as large scales (global winds). Students took notes - Winds. We will be working on the computers tomorrow and need to learn about air masses/fronts so that we can start interpreting weather maps.
Today we reviewed and collected the Energy Transfer in the Atmosphere cut/paste (quiz grade). We then learned about winds - caused by uneven heating of the earth and found on small scales (local winds) as well as large scales (global winds). Students took notes - Winds. We will be working on the computers tomorrow and need to learn about air masses/fronts so that we can start interpreting weather maps.
Monday - 5/13/19
Students always begin with review - of the states of matter, the composition of the atmosphere, the atmospheric layers, and how density and pressure are related...all becoming factors in our weather. Today we moved into heat transfer through radiation, conduction, and convection. We took notes and showed a few demos - all encouraged by the class discussion. I have disallowed the term "sucks" from their vocabulary - and proven why it is scientifically incorrect. They should be able to use other - more appropriate terms - to describe our demonstrations. Please ask them about helium vs. sulfur hexafluoride.
HW: Finish cut, color, and paste of the methods of heat transfer. It will be collected tomorrow for a quiz grade.
HW: Finish cut, color, and paste of the methods of heat transfer. It will be collected tomorrow for a quiz grade.
Friday - 5/10/19
Students were able to review density and pressure. We "played" with syringes and foam cubes. Students should have been able to write out their observations - including the ability for air to COMPRESS, the change in the size of the container (volume) changed the density and the pressure, air pressure can be used as a force (push or pull).
All students should be able to explain - using the terms pressure and density - how we were able to get a boiled egg into a bottle as well as out.
All students should be able to explain - using the terms pressure and density - how we were able to get a boiled egg into a bottle as well as out.
Thursday - 5/9/19
Students were given time in class yesterday to work on the Atmospheric Layers cut/paste assignment - which I said would be a quiz grade. Those who did not finish in class were allowed to work on it at home as it was due at the beginning of class. Our students are not putting in their best efforts and I saw several who wanted to work on the Atmospheric Layers TODAY - instead of working on today's lesson. I did provide an additional few minutes - but was disappointed in the time lost because folks are putting in the efforts during class or at home.
After collecting the Atmospheric Layers, we moved on to density and pressure - as it relates to the air of our atmosphere. Students were asked to take notes. The Density and Air Pressure notes here should offer some guidance as to what information is most helpful. I asked students to write out their own notes (I did not give a worksheet) because they really need to look toward the 8th grade expectations.
We used a few demonstrations to help understand density - like going from all students seated at lab tables to cramming the class into a 5x5 square. We didn't actually do this, but visualized - because it would be CRAZY cramped. This shows density and leads to air pressure. Lots of students in a small space shows higher density. As they spread out, lower density. We can compare this to the layers of the atmosphere. Lower levels are smaller and yet have more air molecules - this creates higher density and higher air pressure.
I challenged the students to use what we learned to get a boiled (peeled) egg into a bottle without damaging the egg or the bottle. We were able to successfully do that, but the homework assignment is to be able to tell the class how to then get the egg OUT of the bottle - without damaging the egg or bottle.
After collecting the Atmospheric Layers, we moved on to density and pressure - as it relates to the air of our atmosphere. Students were asked to take notes. The Density and Air Pressure notes here should offer some guidance as to what information is most helpful. I asked students to write out their own notes (I did not give a worksheet) because they really need to look toward the 8th grade expectations.
We used a few demonstrations to help understand density - like going from all students seated at lab tables to cramming the class into a 5x5 square. We didn't actually do this, but visualized - because it would be CRAZY cramped. This shows density and leads to air pressure. Lots of students in a small space shows higher density. As they spread out, lower density. We can compare this to the layers of the atmosphere. Lower levels are smaller and yet have more air molecules - this creates higher density and higher air pressure.
I challenged the students to use what we learned to get a boiled (peeled) egg into a bottle without damaging the egg or the bottle. We were able to successfully do that, but the homework assignment is to be able to tell the class how to then get the egg OUT of the bottle - without damaging the egg or bottle.
Friday - 5/3/19
If you did make up work from your progress report- be sure to TURN IT IN!
In class, students were given an option to test using Task Cards (an activity we started yesterday as a review) or the more traditional multiple choice, scan-tron version. Most chose to take the more traditional variation - but a few opted for Task Cards. I will grade whichever the student has chosen to do. We also finished out a week of Mental Math...averaged them and turned them in.
Students were given progress reports yesterday, so I reminded them to turn in missing work. A few needed to turn in his/her genetics project - and I'm glad to say that I have had several notifications of these "pinging" my box all day.
In class, students were given an option to test using Task Cards (an activity we started yesterday as a review) or the more traditional multiple choice, scan-tron version. Most chose to take the more traditional variation - but a few opted for Task Cards. I will grade whichever the student has chosen to do. We also finished out a week of Mental Math...averaged them and turned them in.
Students were given progress reports yesterday, so I reminded them to turn in missing work. A few needed to turn in his/her genetics project - and I'm glad to say that I have had several notifications of these "pinging" my box all day.
Thursday - 5/2/19
**Review for Friday's test on Forces, Motion, and Energy. We've spent the least amount of time on simple machines so I am linking some great demo videos for anyone who might like to watch and get a little better idea of how each type of simple machine helps make work "easier" or more effective.
Inclined plane
Wedge
Lever
Wheel and Axle
Pulley
**We also include the screw in our list of simple machines...but a screw is similar to an inclined plane that has been wrapped into a cylinder shape.
PROGRESS REPORTS - Students should have a progress report from each teacher. Please know that any assignment that has a zero or is missing CAN BE MADE UP. It's the student's responsibility to make up missing work - and it needs to be done in a timely manner. Teachers are typically available before school (7-7:30) and after school (2:30-3)...please just ask!!
Inclined plane
Wedge
Lever
Wheel and Axle
Pulley
**We also include the screw in our list of simple machines...but a screw is similar to an inclined plane that has been wrapped into a cylinder shape.
PROGRESS REPORTS - Students should have a progress report from each teacher. Please know that any assignment that has a zero or is missing CAN BE MADE UP. It's the student's responsibility to make up missing work - and it needs to be done in a timely manner. Teachers are typically available before school (7-7:30) and after school (2:30-3)...please just ask!!
Wednesday - 5/1/19
No school - teacher rally
Tuesday - 4/30/19
We are still behind in the overall race to cover material for our physics unit. I'm not sure that we are all as focused in class and so our instructional time is not being used for instruction as often as it should. Please remember to have paper/pencil ready and "keep your head in the game" so that we can make the best use of our time.
Today we are reviewing friction and gravity briefly before moving to work, power, and simple machines. There are a LOT of calculations. Please be sure to always read the question - and then read it again - to be sure of what you are being asked. When you are sure of what is being asked, then write the formula needed and plug in the information that you know. I will provide a formula page for any of my classroom tests, but this may not be available for the standardized tests.
Today we are reviewing friction and gravity briefly before moving to work, power, and simple machines. There are a LOT of calculations. Please be sure to always read the question - and then read it again - to be sure of what you are being asked. When you are sure of what is being asked, then write the formula needed and plug in the information that you know. I will provide a formula page for any of my classroom tests, but this may not be available for the standardized tests.
Monday - 4/29/19
We are in the last days before our unit ends and then we have only ONE MORE UNIT before the school year ends. It is VERY important to come to school with paper and pencil - ready to learn - so that we can make the most of our time together. The teachers are trying not to overload students with work outside of class - not too much homework - but we can't do that if the instructional time in class is not valued, respected, and kept focused. Please encourage your student to STAY FOCUSED
Friday - 4/26/19
Although we SHOULD be studying Newton's Laws by this point, we continue to struggle with staying on task. We are still working on Friction and Gravity - making sure that all notes have actually been completed. We will have to forego our lab as time is not on our side.
Students SHOULD have the checklist from Thursday completed - excluding the 4th item=Friction Lab. We are collecting the Speed Machines take home test from Monday as well as Joey's graph. We will be sure to review friction and gravity before moving to Energy - types and transfer.
Students SHOULD have the checklist from Thursday completed - excluding the 4th item=Friction Lab. We are collecting the Speed Machines take home test from Monday as well as Joey's graph. We will be sure to review friction and gravity before moving to Energy - types and transfer.
Thursday - 4/25/19
Checklist for today:
1. Forces notes WS (use yesterday's ppt)
2. Joey's trip to the beach graph...use a straight edge!! Turn in to Ms.Garris before moving on.
3. Gravity Notes (use today's ppt)
4. Friction lab - Shoe Challenge...did not do because we were still making up time from yesterday. : (
1. Forces notes WS (use yesterday's ppt)
2. Joey's trip to the beach graph...use a straight edge!! Turn in to Ms.Garris before moving on.
3. Gravity Notes (use today's ppt)
4. Friction lab - Shoe Challenge...did not do because we were still making up time from yesterday. : (
Wednesday - 4/24/19
Review previous vocabulary.
Turn in Christy's graph - checked and returned in class.
Quiz on motion - 3 questions
Forces notes - follow the PowerPoint for today (linked to today's date) or here.
Try the PhET Skate Park to help investigate how to answer the focus questions for today:
1. How do we make an object move (create motion)?
2. How do we make an object NOT move?
3. What factors cause motion to be faster, slower, or in a given direction?
**You can start with the "intro" at the skate park and play around. Then move to the "Friction" and "Playground" settings - but think about the focus questions and apply what you learn to your answers. WRITE YOUR ANSWERS DOWN!!**
Turn in Christy's graph - checked and returned in class.
Quiz on motion - 3 questions
Forces notes - follow the PowerPoint for today (linked to today's date) or here.
Try the PhET Skate Park to help investigate how to answer the focus questions for today:
1. How do we make an object move (create motion)?
2. How do we make an object NOT move?
3. What factors cause motion to be faster, slower, or in a given direction?
**You can start with the "intro" at the skate park and play around. Then move to the "Friction" and "Playground" settings - but think about the focus questions and apply what you learn to your answers. WRITE YOUR ANSWERS DOWN!!**
Tuesday - 4/23/19
Reviewed vocabulary - speed, velocity, acceleration.
Learned about graphs of speed (distance and time): took notes on Distance Time Graph Notes WS and saw "generalized" graphs (no numbers) to talk through patterns/trends
Compared a given graph to a story about Tom - to determine which story best matched the given graph.
Classwork/HW:
1. Take home test - Speed Machines WS - was given Monday and will be collected on Friday. Please be sure to give formula, substitution, and answer with unit for EACH problem.
2. Christy's trip to the zoo WS/graph - students used the information given in the story about Christy to graph the trip to the zoo.
Learned about graphs of speed (distance and time): took notes on Distance Time Graph Notes WS and saw "generalized" graphs (no numbers) to talk through patterns/trends
Compared a given graph to a story about Tom - to determine which story best matched the given graph.
Classwork/HW:
1. Take home test - Speed Machines WS - was given Monday and will be collected on Friday. Please be sure to give formula, substitution, and answer with unit for EACH problem.
2. Christy's trip to the zoo WS/graph - students used the information given in the story about Christy to graph the trip to the zoo.
Monday - 4/22/19 Happy EARTH Day!
Students reviewed their metric conversions and the calculations for speed (and distance and time). They were given a take-home test that will be collected on Friday, 4/26/19, called Speed Machines. I expect the front and back of the worksheet to be completed - without help. Students are allowed to use a calculator, but should write out the formula, substitution, and final answer with unit - for EACH question.
**Please note that the first question asks about a NASCAR racer - and assumes that it is Jeff Gordon, but does not actually say that. Students will need to know that on the back side of the worksheet.**
We learned about speed (instantaneous, average, constant), velocity, and acceleration...practicing each. Students were also introduced to the graphing of speed and we will continue that tomorrow.
Time was given in class to get started on the Speed Machines take-home test. Several students chose to simply sit and play - not work.
**Please note that the first question asks about a NASCAR racer - and assumes that it is Jeff Gordon, but does not actually say that. Students will need to know that on the back side of the worksheet.**
We learned about speed (instantaneous, average, constant), velocity, and acceleration...practicing each. Students were also introduced to the graphing of speed and we will continue that tomorrow.
Time was given in class to get started on the Speed Machines take-home test. Several students chose to simply sit and play - not work.
Friday - 4/19/19
No school - holiday
Thursday - 4/18/19
No school for students - teacher workday.
Wednesday - 4/17/19
Students reviewed the calendar - showing how few days are remaining - and we definitely need to focus during every moment of the class time together!
We turned in the Mental Math/Warm ups for the week - but not before making sure to properly label them. For today/Wednesday, FREEBIE. For Thursday, "No school - teacher workday." Friday, we have "No school - holiday."
During class today, we collected the Length Lab AND the Metric Mania - and both should have been completed as classwork Tuesday and/or homework Tuesday night. We were hoping to have Cougar Mountain (positive behavior reward time) in the afternoon, so the class schedule was slightly shortened. We did not review the Length Lab as a group, but rather jumped into some review and notes - about the magic triangle of speed = distance / time. After taking a few notes, I asked each table (four) to write out and try a "challenge." They were asked to take a plank, regular class supplies, and a pencil to create a ramp and have the pencil roll down. The goal was to have it roll 30 cm beyond the ramp's end. The activity involved measurement, building, a little play time, and experimentation. I was glad to see folks forget to measure - so they were glad to see the pencil roll and then suddenly disappointed that they had no way to show/prove the distance rolled. This trial / error is very helpful in the learning process. Does the ramp need to be higher or lower? How should we measure the distance rolled? How should we measure the height/size of the ramp?
We turned in the Mental Math/Warm ups for the week - but not before making sure to properly label them. For today/Wednesday, FREEBIE. For Thursday, "No school - teacher workday." Friday, we have "No school - holiday."
During class today, we collected the Length Lab AND the Metric Mania - and both should have been completed as classwork Tuesday and/or homework Tuesday night. We were hoping to have Cougar Mountain (positive behavior reward time) in the afternoon, so the class schedule was slightly shortened. We did not review the Length Lab as a group, but rather jumped into some review and notes - about the magic triangle of speed = distance / time. After taking a few notes, I asked each table (four) to write out and try a "challenge." They were asked to take a plank, regular class supplies, and a pencil to create a ramp and have the pencil roll down. The goal was to have it roll 30 cm beyond the ramp's end. The activity involved measurement, building, a little play time, and experimentation. I was glad to see folks forget to measure - so they were glad to see the pencil roll and then suddenly disappointed that they had no way to show/prove the distance rolled. This trial / error is very helpful in the learning process. Does the ramp need to be higher or lower? How should we measure the distance rolled? How should we measure the height/size of the ramp?
Tuesday - 4/16/19
I was disappointed to realize how few students completed the SIX problems about metric conversion that were given for homework. I collected, graded, and returned them today - with entirely too many 40's! We worked together in class, had examples - that some didn't write down, and time was given in class!!
As I was looking over the Metric Mania work from yesterday, students SHOULD have been working to complete the Length Lab where they were measuring the lines, boxes, shapes - to practice measurement and the conversion of metric units like centimeters to meters.
HW:
Metric Mania - I graded the front so students need to complete the back.
Length Lab - time was given in class, it should be completed (front and back) and ready for Wednesday morning.
**Time was given in class so students could practice and ask questions with me nearby. I offered for students to borrow a ruler as needed - especially since the measuring needs to be done in metric units. **
As I was looking over the Metric Mania work from yesterday, students SHOULD have been working to complete the Length Lab where they were measuring the lines, boxes, shapes - to practice measurement and the conversion of metric units like centimeters to meters.
HW:
Metric Mania - I graded the front so students need to complete the back.
Length Lab - time was given in class, it should be completed (front and back) and ready for Wednesday morning.
**Time was given in class so students could practice and ask questions with me nearby. I offered for students to borrow a ruler as needed - especially since the measuring needs to be done in metric units. **
Monday - 4/15/19
Students began our Forces, Motion, and Energy unit. We talked about how to describe motion - is it moving? Is it moving forward or side-to-side? Is it moving fast or slow? How can we be more scientific? If we include measurement, describing motion can be more accurately described - so let's include distance covered as it changes position and the time it takes to change position (or cover that distance). I use this time to teach about the metric system and expect my students to use the metric system in our measurements. The students learn the "ladder" or "stair-step method" for metric conversion. We worked in class doing examples together - and students were expected to finish the FRONT ONLY of the Metric Mania worksheet.
Friday -4/5/19
Students will learn a little bit more about sex-linked traits (practicing their Punnett Squares - but specifically tracking traits on the gender/sex chromosomes). Class time will be given for the finalization and submission of the slide presentation that each student should be doing on their Genetic Disorder of choice. If time allows, we will talk about pedigrees - the final portion of our unit before testing.
All seventh grade students will have their math benchmark test on Monday - and this may alter our schedule a bit. The ELA benchmark will be on Tuesday - again altering our schedule. My hope is that we can finalize our unit and test on Wednesday of next week.
TEST on Genetics, Wednesday - 4/10/19
All seventh grade students will have their math benchmark test on Monday - and this may alter our schedule a bit. The ELA benchmark will be on Tuesday - again altering our schedule. My hope is that we can finalize our unit and test on Wednesday of next week.
TEST on Genetics, Wednesday - 4/10/19
Thursday - 4/4/19
See Wednesday! Students will review Karyotypes, "weird genetics" (genetic engineering and human intervention), and then have time to work independently on the computer. Please be reminded that the guidelines for the Genetic Disorder Project were given on paper and can be found on the Genetic Disorder Project web page (see tab at top right of this page). I do NOT want students to do Google searches as I do not see them as appropriate. I have supplied "safe" sites and images through links at the bottom of the Genetic Disorder Project page. Please use those - and be sure to include them in your bibliography.
I am checking for parent signatures on project papers - as I feel it is the student's responsibility to communicate with home. The final slide presentation will be due tomorrow, Friday, 4/5/19. Students WILL have some time in class to work on Friday.
I am checking for parent signatures on project papers - as I feel it is the student's responsibility to communicate with home. The final slide presentation will be due tomorrow, Friday, 4/5/19. Students WILL have some time in class to work on Friday.
Wednesday - 4/3/19
Students will continue to work on their projects. The Smiley Face Genetics project will be turned in at the beginning of class. We will then review KARYOTYPES - since all students should have learned about them yesterday. Finally, we will move to the computers for more independent work.
Today's checklist:
1. Turn in Smiley Face Genetics project.
2. Review KARYOTYPES - and think about how they could help indicate a genetic disorder.
3. On the computer, finish the notes/worksheet on Inheriting a Genetic Disorder. This worksheet was given in class Tuesday and the information is in the PowerPoint for Tuesday AND Wednesday. You will be asked to watch a video about cystic fibrosis. In case the link doesn't work from the PowerPoint, here's a link to the same video (cystic fibrosis).
4. Get started on your independent research for your Genetic Disorder Project. You will be given a worksheet showing guidelines, but you will find the links (and the guidelines) on the Genetic Disorders Project page (see the tabs at the top of this page).
Today's checklist:
1. Turn in Smiley Face Genetics project.
2. Review KARYOTYPES - and think about how they could help indicate a genetic disorder.
3. On the computer, finish the notes/worksheet on Inheriting a Genetic Disorder. This worksheet was given in class Tuesday and the information is in the PowerPoint for Tuesday AND Wednesday. You will be asked to watch a video about cystic fibrosis. In case the link doesn't work from the PowerPoint, here's a link to the same video (cystic fibrosis).
4. Get started on your independent research for your Genetic Disorder Project. You will be given a worksheet showing guidelines, but you will find the links (and the guidelines) on the Genetic Disorders Project page (see the tabs at the top of this page).
Tuesday - 4/2/19
Students will turn in the Smiley Face Genetics (from yesterday). I will check for the genotype and phenotype. I will return it by the end of class for them to draw the offspring, if they did their part earlier.
Students will then learn about KARYOTYPES by going through today's powerpoint...and taking notes on their own.
We will complete the Smiley Face Genetics drawing project today! (I will collect them on Wednesday)
While I look over the initial Smiley Face Genetics project, students will move through Weird Genetics (also in powerpoint) and then begin learning about Inheriting a Genetic Disorder (fill in these notes from today's powerpoint).
Hopefully, this Cystic Fibrosis video link will work or this link for the original one.
This week will be working in class to complete our Genetic Disorder Project (guidelines here - due Friday).
*We have a website, though it is older, that gives the basic information and has LOTS of safe websites to use! Click here.*
Students will then learn about KARYOTYPES by going through today's powerpoint...and taking notes on their own.
We will complete the Smiley Face Genetics drawing project today! (I will collect them on Wednesday)
While I look over the initial Smiley Face Genetics project, students will move through Weird Genetics (also in powerpoint) and then begin learning about Inheriting a Genetic Disorder (fill in these notes from today's powerpoint).
Hopefully, this Cystic Fibrosis video link will work or this link for the original one.
This week will be working in class to complete our Genetic Disorder Project (guidelines here - due Friday).
*We have a website, though it is older, that gives the basic information and has LOTS of safe websites to use! Click here.*
Monday - 4/1/19
We are back from Spring Break and hopefully ready to tackle the last quarter. Grades for 3rd quarter should be finished, so we really have an opportunity for a clean slate.
Today in class, students will review genetics/heredity. We will view the BrainPop videos (again) and quiz.
Students will pair up to create a Smiley Face Genetics offspring project. We should be able to finish that in class on Tuesday...IF students have done their part.
Today in class, students will review genetics/heredity. We will view the BrainPop videos (again) and quiz.
Students will pair up to create a Smiley Face Genetics offspring project. We should be able to finish that in class on Tuesday...IF students have done their part.
Friday - 3/22/19 (Spring break next week!)
Students are reviewing the genetics unit - focusing on Punnett Square practice and vocabulary. They SHOULD have done the front of their Bikini Bottom Genetics WS last night and we will review together in class. They will then be asked to do that back practice problems on their own today in class.
When we return from spring break, we will quiz using BrainPop - video and quiz for Heredity and Genetics (20 questions total).
When we return from spring break, we will quiz using BrainPop - video and quiz for Heredity and Genetics (20 questions total).
Thursday - 3/21/19
After reviewing the Alien Flower and Mendel notes, we practiced our vocabulary with SpongeBob cartoons. We then learned how to fill in and use a Punnett Square. All classes should have 1-5 on the Bikini Bottom Genetics WS completed. They do NOT need to finish the back side.
Wednesday - 3/20/19
Students will review their Alien Flower worksheet/activity from yesterday. We will then be working in smaller groups. Half the students will move to the computers and work through Mendel notes. The other half will work on an extension of the Alien Flower activity - building chromosomes from pipe cleaners and beads.
The checklist for today:
1. Finish the Alien Flower worksheet (four charts). Be sure to show your bead/pipe cleaner "chromosome" to Ms.Garris for checking.
2. Mendel notes should be filled in (use the PowerPoint for today to find the notes). Again, check with Ms.Garris to show completion.
3. Bikini Bottom genetics worksheet -
-Practice your new vocabulary by labeling the letter combinations as "HOMO-zygous" or "HETERO-zygous"
-When you are told the letter combination or GENOTYPE, determine the PHENOTYPE - how that gene combo will look on the outside.
-When given the PHENOTYPE, determine which possible genes could make that look...that's GENOTYPE.
4. Go to a Punnett Square game site (click here) and find some practice!!
The checklist for today:
1. Finish the Alien Flower worksheet (four charts). Be sure to show your bead/pipe cleaner "chromosome" to Ms.Garris for checking.
2. Mendel notes should be filled in (use the PowerPoint for today to find the notes). Again, check with Ms.Garris to show completion.
3. Bikini Bottom genetics worksheet -
-Practice your new vocabulary by labeling the letter combinations as "HOMO-zygous" or "HETERO-zygous"
-When you are told the letter combination or GENOTYPE, determine the PHENOTYPE - how that gene combo will look on the outside.
-When given the PHENOTYPE, determine which possible genes could make that look...that's GENOTYPE.
4. Go to a Punnett Square game site (click here) and find some practice!!
Tuesday - 3/19/19
Students are learning lots of new and BIG words, but it's important to truly practice them. Today we are learning a little about genetics by creating a bead/pipe cleaner chromosome representation. The activity is all about "alien flowers" - and we are observing how they look (phenotype) and determining what we can about the genes that created that look (genotype). The genes (beads) are then put on the pipe cleaner to help visualize chromosomes. Each flower was created through sexual reproduction - so it must have genetic information from a mother and from a father. When we look at leaf shape, we have instructions from the mother and the father. When we look at stem height, we have information from the mother and the father...and so on. Which instructions are used depends on which are DOMINANT and which are RECESSIVE. On some occasions, students notice that two different genes both seem to show - like genes for a white flower and genes for a black flower and the offspring shows as a grey flower. This is an example of two dominant genes - and they both show. We call that incomplete dominance. These patterns are shown through the PowerPoint and practiced in class.
Monday - 3/18/19
From mitosis to meiosis, we are reviewing and moving forward. Meiosis creates sex cells - like the sperm and egg. Each sex cell or gamete has only 50% of the information needed to create the organism. We call them HAPLOID.
Students review mitosis and meiosis by creating a Venn diagram with given statements.
After our review, we learned about Gregor Mendel, the Father of Genetics. He was able to use his job as a gardener to set up experiments and collect data. Based on his data, he determined patterns for basic inheritance that we use today. Mendel helped us to understand traits, alleles, dominant, and recessive. We are learning these terms as well as genotype and phenotype, heterozygous and homozygous. Please ask your student so they can practice. The Mendel and Inheritance notes were not finished in class today, but we will re-visit them later in the week.
Students review mitosis and meiosis by creating a Venn diagram with given statements.
After our review, we learned about Gregor Mendel, the Father of Genetics. He was able to use his job as a gardener to set up experiments and collect data. Based on his data, he determined patterns for basic inheritance that we use today. Mendel helped us to understand traits, alleles, dominant, and recessive. We are learning these terms as well as genotype and phenotype, heterozygous and homozygous. Please ask your student so they can practice. The Mendel and Inheritance notes were not finished in class today, but we will re-visit them later in the week.
Friday - 3/15/19
After our career talk, I'm impressed with the student re-focus. I feel as though students took our discussion seriously as we were not discounting any career or job options, but rather talking about how to plan the path to achieve these goals. Now, we need to maintain that focus - so I hope to be able to say, "Are you helping to move toward your goal? Are you helping others to move toward their goal?"
During class we re-visited the science topic of mitosis and expanded to include meiosis. Students created their puzzle to work through the steps/phases. We noted the similarities and differences in comparison to mitosis. Meiosis is used to create sex cells - only half as much genetic information. This is important because we can then combine these sex cells or gametes to create totally new genetic combinations. These new combinations or differences should be seen as strengths.
We created a T-chart to compare mitosis and meiosis side-by-side. Please review at home!
During class we re-visited the science topic of mitosis and expanded to include meiosis. Students created their puzzle to work through the steps/phases. We noted the similarities and differences in comparison to mitosis. Meiosis is used to create sex cells - only half as much genetic information. This is important because we can then combine these sex cells or gametes to create totally new genetic combinations. These new combinations or differences should be seen as strengths.
We created a T-chart to compare mitosis and meiosis side-by-side. Please review at home!
Thursday - 3/14/19
Checklist:
1. Any missing or make up work that has been completed should be turned in. We are NOT working on this in class, but this is a gentle reminder for work to be turned in as the deadline is tomorrow.
2. Career interests - students will follow a PowerPoint and watch some of the embedded video to prompt thoughts about possible careers and the path needed to reach the goal. We will have paperwork to guide us.
Arts and Communication video
Business Management video
Health Sciences video
Human Services video
Science, Technology and Engineering video
Natural Resources/Agriculture video
3. Meiosis - puzzle and notes.
1. Any missing or make up work that has been completed should be turned in. We are NOT working on this in class, but this is a gentle reminder for work to be turned in as the deadline is tomorrow.
2. Career interests - students will follow a PowerPoint and watch some of the embedded video to prompt thoughts about possible careers and the path needed to reach the goal. We will have paperwork to guide us.
Arts and Communication video
Business Management video
Health Sciences video
Human Services video
Science, Technology and Engineering video
Natural Resources/Agriculture video
3. Meiosis - puzzle and notes.
Wednesday - 3/13/19
We will have a little bit of time on the computers and students are expected to look at their PowerSchool grades to create a list of items to make up...and get started!!
After creating a make up work plan, we will go to Cells Alive! online and review mitosis. The hope is to start comparing mitosis to meiosis. They sound alike, but create very different results.
Checklist:
1. Check your science grades in PowerSchool. Create a list of missing items and FIND them - work on filling in the zeros. TIME LIMIT!!!!
2. Go to Cells Alive! website and review mitosis. You can also look at meiosis.
3. Mitosis vs. Meiosis Amoeba Sisters video
4. Mitosis vs. Meiosis Epic Rap Battle
5. Together we will cut/review/paste our new meiosis puzzle.
After creating a make up work plan, we will go to Cells Alive! online and review mitosis. The hope is to start comparing mitosis to meiosis. They sound alike, but create very different results.
Checklist:
1. Check your science grades in PowerSchool. Create a list of missing items and FIND them - work on filling in the zeros. TIME LIMIT!!!!
2. Go to Cells Alive! website and review mitosis. You can also look at meiosis.
3. Mitosis vs. Meiosis Amoeba Sisters video
4. Mitosis vs. Meiosis Epic Rap Battle
5. Together we will cut/review/paste our new meiosis puzzle.
Tuesday - 3/12/19
Students were on a slightly different schedule today. We altered the 7th and 6th grade schedules so that our 7th grade ELA and Math teachers might use the afternoon to do more extensive planning without the need of substitute teachers. The 7th grade students then had 1A, 2nd, 3rd and 4th - before having their electives in the afternoon. It was different, but I was impressed at how well the students handled it. I guess since they had the schedule last year (as 6th graders) they were more used to.
In class today, we finished the mitosis notes, saw two videos about the "mitosis hand jive" (Bill Ry and Ms.Loralee)- just to help folks remember the phases of mitosis, watched the BrainPop video on mitosis and then quizzed. Students are asked to come up with their own mnemonic device to remember the steps of mitosis. A mnemonic device is typically a word or sentence that helps with memory. The most classic one for this group of students is "PEMDAS" or "Please Excuse My Dear Aunt Sally." The words actually make a sentence, but the first letter of each word is assigned to help remember to do the given math problem in a certain order: Please = parenthesis; Excuse = exponents; My Dear = Multiply/Divide; Aunt Sally = Add/Subtract. My students were given the example: Iguanas Pee More Accurately Than Cats. Each word connects to a phase within mitosis = Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis. Be sure to WRITE DOWN your own mnemonic for IPMATC tonight.
In class today, we finished the mitosis notes, saw two videos about the "mitosis hand jive" (Bill Ry and Ms.Loralee)- just to help folks remember the phases of mitosis, watched the BrainPop video on mitosis and then quizzed. Students are asked to come up with their own mnemonic device to remember the steps of mitosis. A mnemonic device is typically a word or sentence that helps with memory. The most classic one for this group of students is "PEMDAS" or "Please Excuse My Dear Aunt Sally." The words actually make a sentence, but the first letter of each word is assigned to help remember to do the given math problem in a certain order: Please = parenthesis; Excuse = exponents; My Dear = Multiply/Divide; Aunt Sally = Add/Subtract. My students were given the example: Iguanas Pee More Accurately Than Cats. Each word connects to a phase within mitosis = Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis. Be sure to WRITE DOWN your own mnemonic for IPMATC tonight.
Monday - 3/11/19
Friday - 3/8/19
Thursday - 3/7/19
See Wednesday - all items on the checklist are repeated today...PLUS:
1. BrainPop - find the MITOSIS video and quiz. Remember that you can watch multiple times and quiz more than once, but you must do the paper quiz, too!
2. Watch this MITOSIS video by the Amoeba Sisters.
3. Pick up a puzzle and see if you can write out the number of the boxes as they happen. (See Ms.Garris for example). Sorry, I don't have a digital copy of the puzzle available.
We saw a cool (not-protist) critter in our pond water this morning! Check it out here.
1. BrainPop - find the MITOSIS video and quiz. Remember that you can watch multiple times and quiz more than once, but you must do the paper quiz, too!
2. Watch this MITOSIS video by the Amoeba Sisters.
3. Pick up a puzzle and see if you can write out the number of the boxes as they happen. (See Ms.Garris for example). Sorry, I don't have a digital copy of the puzzle available.
We saw a cool (not-protist) critter in our pond water this morning! Check it out here.
Wednesday - 3/6/19
Today we will see protists and other things through a microscope - but we will do a little bit virtually and a little bit in reality. By the end of class today, students should have:
1. Completed the protist quiz through Quizziz.com using the code 809652. Be CAREFUL - you need to list your name (first and last) to get credit for your quiz.
2.Watched the BrainPop microscope video...and taken the PAPER quiz. (Feel free to practice the quiz digitally first.)
3. Played through the BrainPop - Virtual Microscope Lab. Please remember that we will NOT being use an "oil immersion" lens.
4. Gone through the tour and practice Virtual Microscope Lab - observing and recording what they see as the "e" slide and the onion slide.
5. Intro to Microscope Lab: Answer questions and record observations (words and sketches) about letter "e," prepared slides of plant/animal, and the cool stuff we saw in pond water in a real microscope - with Ms.Garris
**As an update, students were able to get through a large portion of the work, but we will continue tomorrow (Thursday). I was able to get at least three tables through the real microscope lab. All classes saw protists (living), but only about three groups had significant time on the microscopes.
1. Completed the protist quiz through Quizziz.com using the code 809652. Be CAREFUL - you need to list your name (first and last) to get credit for your quiz.
2.Watched the BrainPop microscope video...and taken the PAPER quiz. (Feel free to practice the quiz digitally first.)
3. Played through the BrainPop - Virtual Microscope Lab. Please remember that we will NOT being use an "oil immersion" lens.
4. Gone through the tour and practice Virtual Microscope Lab - observing and recording what they see as the "e" slide and the onion slide.
5. Intro to Microscope Lab: Answer questions and record observations (words and sketches) about letter "e," prepared slides of plant/animal, and the cool stuff we saw in pond water in a real microscope - with Ms.Garris
**As an update, students were able to get through a large portion of the work, but we will continue tomorrow (Thursday). I was able to get at least three tables through the real microscope lab. All classes saw protists (living), but only about three groups had significant time on the microscopes.
Tuesday - 3/5/19
Students reviewed cells/organelles. We are now comparing plant cells, animal cells, and protists. We did not even realize the existence of the cell without some help from the tool known as the microscope (micro = small; scope = look at...in our case, visual tool). In order to use the microscope, we need to know the basic parts - so that's what we learned today. No single person is given credit for inventing the microscope because variations were being discovered all across the world at similar times. We give Robert Hooke credit for recording his observations of dead cork cells - and calling them "cells." We give Anton van Leeuwenhoek credit for recording observations of living/moving cells - though we no longer use his term "animal-cules."
The parts and functions were discussed as were the proper procedures for using a microscope. We then took some time to watch video of proper procedure as well as some great photography of what a microscope might reveal. Things look very different under extreme magnification.
We will quiz on protists Wednesday. Students will also have a chance to use both laptops - for virtual microscope practice - and a real microscope.
The parts and functions were discussed as were the proper procedures for using a microscope. We then took some time to watch video of proper procedure as well as some great photography of what a microscope might reveal. Things look very different under extreme magnification.
We will quiz on protists Wednesday. Students will also have a chance to use both laptops - for virtual microscope practice - and a real microscope.
Monday - 3/4/19
We had our ColorBlast fundraiser assembly today. Please ask your student about it - and share through social media. $30 will get them into the fundraiser party - and they can be in the ColorBlast (or not).
During science, we earned Canes Cash for reviewing the organelles of the cell. We reviewed the protists - with notes and youtube visuals. Students had an opportunity to see protists photographed through a microscope. Students should be able to list the way each protist moves, whether it makes its own food, and how it reproduces. We are only focused on the amoeba, paramecium, euglena, and volvox - though there are many protist categories.
During science, we earned Canes Cash for reviewing the organelles of the cell. We reviewed the protists - with notes and youtube visuals. Students had an opportunity to see protists photographed through a microscope. Students should be able to list the way each protist moves, whether it makes its own food, and how it reproduces. We are only focused on the amoeba, paramecium, euglena, and volvox - though there are many protist categories.
Friday, 3/1/19
On Friday, students were given a second opportunity to work on their cells/organelles quiz. They were shown a picture of the cell - with the functions of each organelle labelled. They were asked to write each function and then give the name of that organelle. I provided a rather challenging answer - as it wasn't in our original notes. Students were given "Centriole: found near the nucleus and helps during cell reproduction." I still had students who did not write in the given function - much less give the organelle. They will have a 2nd chance today.
After trying again on the cells/organelles quiz, students worked to finish their protist grid. Although information was easier to find on the amoeba, paramecium, and euglena, the information on the volvox is less obvious. I provided support material for all four.
Progress reports were given in all classes today. Please be sure to review protists AND make a plan to fill in the zeros left by missing work. This should be done in a timely manner.
After trying again on the cells/organelles quiz, students worked to finish their protist grid. Although information was easier to find on the amoeba, paramecium, and euglena, the information on the volvox is less obvious. I provided support material for all four.
Progress reports were given in all classes today. Please be sure to review protists AND make a plan to fill in the zeros left by missing work. This should be done in a timely manner.
Thursday - 2/28/19
Students did not progress as far as I had hoped yesterday. Although they had time to finish their "Cell is Like a School" assignment with time to spare, many chose to socialize - thus slowing progress. I gave the deadline of completing that task BEFORE class today. It will be collected today!
Hopefully, today we will move into the Protist Web Adventure and use the links that I provided Wednesday. I will repeat the links today. Students will have a paper chart and will need to fill in the information based on what they find from the listed websites about each protist.
A few have asked about the "paper" version - as they were less enthusiastic about reading through the websites. That paper version of info is here (though it doesn't include volvox).
Amoeba (uh-ME-buh):
https://www.enchantedlearning.com/subjects/protists/amoeba.shtml
www.mcwdn.org/Animals/Ameba.html
Paramecium (pair-uh-ME-see-uhm):
www.mcwdn.org/Animals/Paramecium.html
www.microscope-microscope.org/applications/pond-critters/protozoans/ciliphora/paramecium.htm
Euglena (you-GLE-nuh):
www.mcwdn.org/Animals/Euglena.html
https://www.britannica.com/science/Euglena
Volvox (VAHL-vahx):
www.britannica.com/science/Volvox
http://www.microscopy-uk.org.uk/mag/indexmag.html?http://www.microscopy-uk.org.uk/mag/artdec03/volvox.html
Hopefully, today we will move into the Protist Web Adventure and use the links that I provided Wednesday. I will repeat the links today. Students will have a paper chart and will need to fill in the information based on what they find from the listed websites about each protist.
A few have asked about the "paper" version - as they were less enthusiastic about reading through the websites. That paper version of info is here (though it doesn't include volvox).
Amoeba (uh-ME-buh):
https://www.enchantedlearning.com/subjects/protists/amoeba.shtml
www.mcwdn.org/Animals/Ameba.html
Paramecium (pair-uh-ME-see-uhm):
www.mcwdn.org/Animals/Paramecium.html
www.microscope-microscope.org/applications/pond-critters/protozoans/ciliphora/paramecium.htm
Euglena (you-GLE-nuh):
www.mcwdn.org/Animals/Euglena.html
https://www.britannica.com/science/Euglena
Volvox (VAHL-vahx):
www.britannica.com/science/Volvox
http://www.microscopy-uk.org.uk/mag/indexmag.html?http://www.microscopy-uk.org.uk/mag/artdec03/volvox.html
Wednesday - 2/27/19
We are following a slightly different clock schedule today so that we can have an assembly this afternoon. This means that instructional time is that much more precious! Our first activity is called "A Cell is Like a School." Students will demonstrate knowledge and understanding of the cell parts and functions by comparing them to jobs within a school. Students were given a "schoolhouse" and inserts with job descriptions. I'm including a picture example in my PowerPoint. Scissors, glue, and time were provided during class. Those who did not finish in class will need to complete at home tonight as homework.
We have studied plant cells and animal cells. Now we are adding PROTISTS. Students will be looking up information about four specific types of protists: amoeba, paramecium, euglena, and volvox. We will compare and contrast the parts - to each other and to plants and animals.
Use the links below to find information (and pictures).
Amoeba:
https://www.enchantedlearning.com/subjects/protists/amoeba.shtml
www.mcwdn.org/Animals/Ameba.html
Paramecium:
www.mcwdn.org/Animals/Paramecium.html
www.microscope-microscope.org/applications/pond-critters/protozoans/ciliphora/paramecium.htm
Euglena:
www.mcwdn.org/Animals/Euglena.html
https://www.britannica.com/science/Euglena
Volvox:
www.britannica.com/science/Volvox
We have studied plant cells and animal cells. Now we are adding PROTISTS. Students will be looking up information about four specific types of protists: amoeba, paramecium, euglena, and volvox. We will compare and contrast the parts - to each other and to plants and animals.
Use the links below to find information (and pictures).
Amoeba:
https://www.enchantedlearning.com/subjects/protists/amoeba.shtml
www.mcwdn.org/Animals/Ameba.html
Paramecium:
www.mcwdn.org/Animals/Paramecium.html
www.microscope-microscope.org/applications/pond-critters/protozoans/ciliphora/paramecium.htm
Euglena:
www.mcwdn.org/Animals/Euglena.html
https://www.britannica.com/science/Euglena
Volvox:
www.britannica.com/science/Volvox
Tuesday - 2/26/19
Students were given some 'Cane Cash for correct answers as we orally quizzed on cell parts (and spellings). This is still a work in progress. We (again) connected with our egg model of the cell - concluding that the increase or decrease of mass proved that substances can go into or out of the "cell"/egg. We were representing the selectively permeable membrane fairly well! Items that are too large - paint, syrup - cannot go in, but water can.
We then used another layer of comparisons by comparing the cell to a city using the Cell City grid. Students "walked the walls" to get information about how the endoplasmic reticulum is like a road or how a mitochondria is like an energy factory. Although most information was provided, each student was required to actually explain the analogy. For example, I want them to explain WHY we say the cell membrane is like a gate-keeper. I need to know why we did NOT compare the cell membrane to a rainbow or a goldfish. The slides used for information can be found in the PowerPoint linked to today's date. Students WILL be asked to compare the jobs of the cell to other things - like roles within a school.
We then used another layer of comparisons by comparing the cell to a city using the Cell City grid. Students "walked the walls" to get information about how the endoplasmic reticulum is like a road or how a mitochondria is like an energy factory. Although most information was provided, each student was required to actually explain the analogy. For example, I want them to explain WHY we say the cell membrane is like a gate-keeper. I need to know why we did NOT compare the cell membrane to a rainbow or a goldfish. The slides used for information can be found in the PowerPoint linked to today's date. Students WILL be asked to compare the jobs of the cell to other things - like roles within a school.
Monday - 2/25/19
Students reviewed the cells. They SHOULD have finished coloring in both the plant and animal cells last week - as well as the grid about plant cell organelles. Unfortunately, I saw many students who did not finish last week. I was hopeful that by giving the weekend to work on it, all would be finished - and that was not the case. Those who made good use of their time had great notes to help during the QUIZ about cell organelles. Those who did not, may want to look through previous posts to fill in whatever missing information.
After quizzing on the names of the organelles (as identified by picture and function), students re-visited the "egg-speriment" in which we took off the shell and then soaked eggs in different solutions. We were able to see which eggs increased their weight and which decreased, and then make logical inferences as to why each increased or decreased. The data shows (factually) whether it increased or decreased, but we can make inferences about what caused the increase or decrease.
Homework - as an extension of the plant/animal cell coloring, students should be completing the animal cell grid tonight.
After quizzing on the names of the organelles (as identified by picture and function), students re-visited the "egg-speriment" in which we took off the shell and then soaked eggs in different solutions. We were able to see which eggs increased their weight and which decreased, and then make logical inferences as to why each increased or decreased. The data shows (factually) whether it increased or decreased, but we can make inferences about what caused the increase or decrease.
Homework - as an extension of the plant/animal cell coloring, students should be completing the animal cell grid tonight.
Friday - 2/22/19
Students SHOULD have colored in the plant cell parts. I did not dictate colors, but asked that the student choose a color for each organelle and then use that color on the organelle name listed as well as the illustration - to create a visual match. In class, we were going to fill in the grid on the back which listed the organelles and asked for the function of each and then a comparison. As the grid was a bit tougher to do without a textbook, the plan was for coloring to be done OUTSIDE of class so the textbook could be used during. Unfortunately, many chose not to do the homework and were behind. This created a pile-up of work as they needed to then fill in the function grid. I added the coloring in of the animal cell for the weekend - so those who did not do their homework earlier are now suffering through several assignments at once. This was not my intent, but I feel it is a necessary consequence to learn to do the work in a timely manner. And the original work was COLORING!! The newest page added (as of today) is the animal cell coloring page.
**Destiny - look for "urinary" on the BrainPop site to find the topic of the excretory system. Watch the video (12 times, if you want) then practice the quiz. Remember, username is carrington1 and the password is cougars.
**Destiny - look for "urinary" on the BrainPop site to find the topic of the excretory system. Watch the video (12 times, if you want) then practice the quiz. Remember, username is carrington1 and the password is cougars.
Thursday - 2/21/19
Students discussed their "egg hypothesis" as we updated on the status of the egg in vinegar. We will continue to do a little to the egg(s) each day.
Students watched a Discovery Ed video in regards to cells. We were looking to introduce the cell theory, the importance of microscopes, and the similarities/differences in basic cells. We checked over the Lesson 2-Cells worksheet. Students were assigned a Plant Cell Coloring page for homework. Tonight students should color code the key by coloring each term with a different color - but then coloring in the organelle that matches that name with the given color. Please be done with the coloring portion (not the grid on the back) before class tomorrow.
Students watched a Discovery Ed video in regards to cells. We were looking to introduce the cell theory, the importance of microscopes, and the similarities/differences in basic cells. We checked over the Lesson 2-Cells worksheet. Students were assigned a Plant Cell Coloring page for homework. Tonight students should color code the key by coloring each term with a different color - but then coloring in the organelle that matches that name with the given color. Please be done with the coloring portion (not the grid on the back) before class tomorrow.
Wednesday - 2/20/19
Due to a wintry weather mix, school is on a 2-hour delay. We begin classes at 9:25 and will still dismiss at 2:20. This will shorten classes, but we should still see all three core subjects.
In science, students will reflect on yesterday's test on body systems and go through some discovery activities to help introduce our next topic - cells. They were asked to define four terms yesterday (prokaryotic, eukaryotic, cytoplasm, and mitochondria). Today we will (hopefully) use lenses to magnify, talk through the Cell Theory, and begin using a chicken egg as a comparative analogy to a cell.
Please ask your student what they believe will happen to the egg in vinegar.
Checklist:
1. Finish the work assigned yesterday!! You should have defined four terms: prokaryotic, eukaryotic, cytoplasm, and mitochondria. You were also given a worksheet titled "Lesson 2 - Cells." Please be sure to complete the front and the back.
2. We will put an egg into a vinegar bath. Everyone must individually write out your HYPOTHESIS. Write at least one (preferably three or more) sentence explaining what you think will happen to the egg - how it will look and feel and smell - when you see it again tomorrow. Each person will need their own copy of the hypothesis - but it's okay if your version is similar to the others in your group.
3. Go to this site (microscopy 4 kids) and check out cool images. You are a "kid" and although you may look at any of the available images, I want you to find "cells" and look for a brain cell. There's also a movie about white blood cells that I'd like for you to watch. Finally, on this site, search for "brainbow" - and write down what the picture is showing.
4. Look up "what a bee sees" (no youtube videos) to see the Ultraviolet patterns found within so many plants - that humans CAN'T see without filtered photography. So why is it important to have microscopes?
5. Go to this site (a virtual microscope) and practice working with a microscope ONLINE! It's a virtual microscope, but it takes you through the steps of a real microscope. Try looking at the letter "e" first. Remember to follow the tutorial (helpful hints given by the tutor).
In science, students will reflect on yesterday's test on body systems and go through some discovery activities to help introduce our next topic - cells. They were asked to define four terms yesterday (prokaryotic, eukaryotic, cytoplasm, and mitochondria). Today we will (hopefully) use lenses to magnify, talk through the Cell Theory, and begin using a chicken egg as a comparative analogy to a cell.
Please ask your student what they believe will happen to the egg in vinegar.
Checklist:
1. Finish the work assigned yesterday!! You should have defined four terms: prokaryotic, eukaryotic, cytoplasm, and mitochondria. You were also given a worksheet titled "Lesson 2 - Cells." Please be sure to complete the front and the back.
2. We will put an egg into a vinegar bath. Everyone must individually write out your HYPOTHESIS. Write at least one (preferably three or more) sentence explaining what you think will happen to the egg - how it will look and feel and smell - when you see it again tomorrow. Each person will need their own copy of the hypothesis - but it's okay if your version is similar to the others in your group.
3. Go to this site (microscopy 4 kids) and check out cool images. You are a "kid" and although you may look at any of the available images, I want you to find "cells" and look for a brain cell. There's also a movie about white blood cells that I'd like for you to watch. Finally, on this site, search for "brainbow" - and write down what the picture is showing.
4. Look up "what a bee sees" (no youtube videos) to see the Ultraviolet patterns found within so many plants - that humans CAN'T see without filtered photography. So why is it important to have microscopes?
5. Go to this site (a virtual microscope) and practice working with a microscope ONLINE! It's a virtual microscope, but it takes you through the steps of a real microscope. Try looking at the letter "e" first. Remember to follow the tutorial (helpful hints given by the tutor).
Tuesday - 2/19/19
Students started class with their daily Mental Math practice. I call math questions aloud and students must do the math calculations in their head (mentally) - and only write the final answer and unit. We are hoping to practice listening as well as basic math skills.
After Mental Math, we reviewed body systems (with a reminder of Mrs.Nerg-C and nutrients). I had folks listen to Schoolhouse Rock clips about the digestive, circulatory, and nervous systems. We tested - 28 multiple choice and an additional 16 extra credit opportunities. After putting in their best efforts and looking back over their test answers, students could then define the four key terms found on page 286 (prokaryotic cell, eukaryotic cell, cytoplasm, and mitochondria). Students SHOULD be able to sign onto their NCEdCloud account and find the McGraw-Hill app (far right in this illustration, but may be placed differently per person) to access the textbook online. If they struggle with that option, they can always look up the terms in a dictionary (even an online dictionary).
After Mental Math, we reviewed body systems (with a reminder of Mrs.Nerg-C and nutrients). I had folks listen to Schoolhouse Rock clips about the digestive, circulatory, and nervous systems. We tested - 28 multiple choice and an additional 16 extra credit opportunities. After putting in their best efforts and looking back over their test answers, students could then define the four key terms found on page 286 (prokaryotic cell, eukaryotic cell, cytoplasm, and mitochondria). Students SHOULD be able to sign onto their NCEdCloud account and find the McGraw-Hill app (far right in this illustration, but may be placed differently per person) to access the textbook online. If they struggle with that option, they can always look up the terms in a dictionary (even an online dictionary).
In addition to the four definitions, students were given an introductory worksheet - Lesson 2 Cells. Although I am posting the document in a manner that shows many resource pages, students were only asked to do pages 1 and 7. 2-6 are great resources and 8-9 may be done later.
Monday - 2/18/19
Students will report to a NEW 1A class at 7:30am. We will still report to homebase/homeroom between 7-7:30. The new assignments were shared during class Thursday and Friday, but will also be posted on Monday morning.
Friday - 2/15/19
Students reviewed the nervous, endocrine, and musculoskeletal systems. A digital copy of the notes can be found under Thursday - 2/14/19. I was disappointed that so many were not actually checking over work (reviewing), but rather filling in the information for the first time. This indicates that despite multiple days of independent opportunities to complete the work - these students had nothing to show. We will be testing Tuesday - so I hope they are ready.
The newest topic was also the last official body system before testing - REPRODUCTIVE! Students were very uncomfortable talking about the penis and vagina, but it's important to realize the proper vocabulary. We focused on the function and parts - in a most academic way. Please feel free to call if you have questions. Students filled in notes - reproductive notes - and there is extra/supplemental information in the PowerPoint linked to today's date.
The newest topic was also the last official body system before testing - REPRODUCTIVE! Students were very uncomfortable talking about the penis and vagina, but it's important to realize the proper vocabulary. We focused on the function and parts - in a most academic way. Please feel free to call if you have questions. Students filled in notes - reproductive notes - and there is extra/supplemental information in the PowerPoint linked to today's date.
Thursday - 2/14/19
Students quizzed yesterday. After quizzing, they were asked to be sure to update their Human Body System Chart- so it should now include nervous, endocrine and immune system notes. After updating, we moved into the musculoskeletal system (muscles and bones). These notes are best started by using the textbook, but can also be found in the PowerPoint for Wednesday and Thursday of this week.
Wednesday - 2/13/19
Students quizzed on the first four major body systems that we have studied (DECR - Digestive, Excretory, Circulatory, and Respiratory). We will test on ALL of the body systems in our unit on Tuesday of next week (2/19/19). After quizzing, students were asked to use the Tuesday notes on the nervous and endocrine systems to update their Human Body Systems Chart (page 2 = nervous/endocrine). The newest information is about the musculoskeletal system (muscles and bones), but most did not get to that today.
Tuesday - 2/12/19
Students will go through the PowerPoint for today (linked to the date above) and fill in notes about the Nervous and Endocrine systems. After getting the notes, go to BrainPop and watch videos (username = carrington1; password = cougars). As usual, please watch the video on nervous and endocrine systems and practice the quiz online. I will then ask for a paper copy of the quizzes.
Monday - 2/11/19
Finally, I'm back from family proceedings. Hopefully, we can get back on track. From what I was told by my team of teachers, Thursday and Friday were a little rough. We had no sub in place so the team teachers were forced to absorb my classes. This is a great hardship, but it's made even worse when our students are not showing respectful behavior.
In hopes of gathering all students to a more common level, I'm using today to review Respiratory System notes - and take a BrainPop quiz (about the respiratory system). The BrainPop video was shown in class, but you can go to the site on your own. The username is "carrington1" and the password is "cougars" - and we can all share the same code.
In hopes of gathering all students to a more common level, I'm using today to review Respiratory System notes - and take a BrainPop quiz (about the respiratory system). The BrainPop video was shown in class, but you can go to the site on your own. The username is "carrington1" and the password is "cougars" - and we can all share the same code.
Friday - 2/8/19
Again, I'm out (2nd day) due to a death in the family. I apologize for my absence.
Students will be split - some are attending the field trip while others opted to stay in school. I anticipate there will still be a large number of students in class. We will review the systems covered (parts, function, and how they maintain homeostasis) - quizzing soon! We will then be watching a video focusing on the problems that can arise from the use of tobacco...problems for respiratory and other systems. Students will watch and answer questions. If time allows, there may be a quiz - be ready!
Students will be split - some are attending the field trip while others opted to stay in school. I anticipate there will still be a large number of students in class. We will review the systems covered (parts, function, and how they maintain homeostasis) - quizzing soon! We will then be watching a video focusing on the problems that can arise from the use of tobacco...problems for respiratory and other systems. Students will watch and answer questions. If time allows, there may be a quiz - be ready!
Thursday - 2/7/19
I'm not at school due to a death in the family. The students should be reviewing the body systems that we have already learned (digestive, excretory, circulatory) and then learning about the respiratory system. I plan to quiz on these systems soon - so be ready!
As we review each system, we are learning the parts, function, and how the systems work to maintain homeostasis. Part of today's lesson is to watch a video about heart attacks - what's actually happening and what are the causes. The next system is the respiratory system - so students will take notes (fill in from the PowerPoint).
HW: Review notes - be ready for a quiz.
As we review each system, we are learning the parts, function, and how the systems work to maintain homeostasis. Part of today's lesson is to watch a video about heart attacks - what's actually happening and what are the causes. The next system is the respiratory system - so students will take notes (fill in from the PowerPoint).
HW: Review notes - be ready for a quiz.
Wednesday - 2/6/19
Today we will finish up the heart diagram and circulatory notes. We have computer time so students will use the link (from today's date) to follow the notes, watch Schoolhouse Rock "Do the Circulation," and watch/quiz with BrainPop. I expect the heart diagram to be labeled, colored in, and show the flow of blood. I expect a paper quiz (from BrainPop) about the circulatory system. These products should be done by the end of class today.
Tuesday - 2/5/19
Students will try to catch up with their study of human body systems. We will review digestive and excretory - finishing the paper models. As time permits, we will move into the circulatory system. My expectation is that students will know the parts and function of the system - as well as some higher level application like how to care for the body and how systems work together to maintain homeostasis.
Collected: Paper guts (model of the digestive system), Quiz on excretory system (from BrainPop)
In class: should have completed the model of the PROCESS of the excretory system, introduced circulatory notes/heart diagram
HW: Review all system notes, label the left/right of the heart, be ready to take notes/color tomorrow.
Collected: Paper guts (model of the digestive system), Quiz on excretory system (from BrainPop)
In class: should have completed the model of the PROCESS of the excretory system, introduced circulatory notes/heart diagram
HW: Review all system notes, label the left/right of the heart, be ready to take notes/color tomorrow.
Monday - 2/4/19
As Ms.Garris returns, we will review what was covered on Thursday and Friday. Students should be able to identify the function of the digestive system - and the parts. We will look over the paper model that should be finished. Students should also be able to identify the function and parts of the excretory system. We will create a paper model of the process (showing parts and steps) for the urinary portion of the excretory system today.
Update: I was disappointed that so many students had not finished the homework from THURSDAY of last week!! We spent time in class putting together the paper model of the digestive system. This means that our class time was taken and today's lesson was not given proper attention. The effect is that we push work home to be completed - and a lack of homework completion started this problem. Please be sure to finish work as it truly makes a difference. My only option is to penalize a grade for incompletion. The paper model of the EXCRETORY system will be addressed in class on Tuesday.
Update: I was disappointed that so many students had not finished the homework from THURSDAY of last week!! We spent time in class putting together the paper model of the digestive system. This means that our class time was taken and today's lesson was not given proper attention. The effect is that we push work home to be completed - and a lack of homework completion started this problem. Please be sure to finish work as it truly makes a difference. My only option is to penalize a grade for incompletion. The paper model of the EXCRETORY system will be addressed in class on Tuesday.
Friday - 2/1/19
Ms.Garris was absent. Students were asked to quiz - on class expectations, body organization, and the digestive system (15 questions on scan-tron). Students reviewed a little and then moved forward learning about the excretory system. Although sometimes called the urinary system, it actually includes more than the kidneys and bladder. Waste can be excreted through skin and lungs - thus they are included, too. Students should have watched a BrainPop video (urinary system) in addition to taking Excretory notes in class. We will check the digestive artwork (from Thursday) as we review on Monday.
HW: Complete the digestive cut/color/paste given Thursday, review excretory notes, be ready to determine the path/process of the excretory system in paper model form on Monday.
HW: Complete the digestive cut/color/paste given Thursday, review excretory notes, be ready to determine the path/process of the excretory system in paper model form on Monday.
Thursday - 1/31/19
Students will take themselves through the PowerPoint (linked to today's date) and fill in notes. After the notes, students will go to www.brainpop.com and watch the Digestive system video. By the end of class, all students should be able to turn in a paper copy of the digestive system quiz from brainpop AND be working to color in/cut/assemble a "paper guts" model of the digestive system. I will check the paper model on Monday, 2/4/19.
www.brainpop.com
username: carrington1
password: cougars
www.brainpop.com
username: carrington1
password: cougars
Wednesday - 1/30/19
Students reviewed MRS.NERG-C...the cute way to remember all the criteria to check to see if something would qualify as truly living. After, we made a foldable to help understand the levels of organization in the body. The smallest unit of life is the cell - so we must build from there. Cells build up to tissues. Tissues work together to create organs. Organs work together to create an organ system. Several organ systems can work together for a complete organism. Our foldable was made with green and white paper - and featured a few notes on each level. We will be zooming in (or focusing) on the organ system level next.
Tuesday - 1/29/19
After reviewing procedures, we actually "quizzed" on the Garris rules page. I use quotes because students were allowed to look at the Garris rules page as they answered questions. It's important for students to know, acknowledge, and practice our expectations in order to set themselves up for success. I need for students to have supplies and be ready. I need for students to listen and do their best. If we can each handle our own "business" then we will have a very productive and safe learning environment. Please note that I have supplies (paper/pencil) to loan, but this should be a once-in-a-while occurrence and not a daily issue.
Today students were introduced to MRS. NERG-C. This is not a person, but a cute way to remember the list of characteristics that must be met in order for something to be considered living.
M-Movement
R-Respiration (gas exchange)
S - Sensitivity to stimulus
N - Nutrition/nutrients
E - Excretion (waste management)
R - Reproduction
G - Growth
C - Cells
Today students were introduced to MRS. NERG-C. This is not a person, but a cute way to remember the list of characteristics that must be met in order for something to be considered living.
M-Movement
R-Respiration (gas exchange)
S - Sensitivity to stimulus
N - Nutrition/nutrients
E - Excretion (waste management)
R - Reproduction
G - Growth
C - Cells
Monday - 1/28/19
Our first day of the new semester! I'm excited to meet a new group of students as I join the Hurricane team. I will do my best to provide extra support through this digital page. Please feel free to contact me through written note, email, or phone. My preferred method of communication is email as I can process and respond even late at night when a phone call would be considered rude. I have a family and appreciate your consideration of my time with them.
Today in class we learned about the general expectations for class: wait at the door to be greeted, come in and get ready quietly, do your best to be an independent learner, follow the GRRR of our school PLUS the extra "R" that I've added - "Really Careful."
Several handouts were given:
1. Garris rules - green paper. Please review rules and expectations. Parent/guardian and students should sign and return by Wednesday.
2. Remind - a page that shows how to sign up for Ms.Garris's science class on the remind app and get notifications.
3. Nameplate/tent - a worksheet that will be folded to create a nameplate or name tent. It asks for information so that I can get to know you.
4. Word dissection WS - a word bank to help us build vocabulary by dissecting (cutting apart) the word to learn word parts.
Today in class we learned about the general expectations for class: wait at the door to be greeted, come in and get ready quietly, do your best to be an independent learner, follow the GRRR of our school PLUS the extra "R" that I've added - "Really Careful."
Several handouts were given:
1. Garris rules - green paper. Please review rules and expectations. Parent/guardian and students should sign and return by Wednesday.
2. Remind - a page that shows how to sign up for Ms.Garris's science class on the remind app and get notifications.
3. Nameplate/tent - a worksheet that will be folded to create a nameplate or name tent. It asks for information so that I can get to know you.
4. Word dissection WS - a word bank to help us build vocabulary by dissecting (cutting apart) the word to learn word parts.