Happy Holidays!

Have a wonderful  break and enjoy every moment!

Happy Holidays!

Cell Test

Students took the cell test. Any student not in class will have to make up this  test upon their return.
One more day:O:)

Cell Study Guide

Students received the cell study guide and should have completed this in class. If it is not finished it needs to be completed for homework. The cell test is tomorrow. I will be here at 7:30 ish to have a review session for the cell test. All students are welcome to come.

Key Terms and Concept Map

Students received both of these to complete. These are acting as study aids for the test on Wednesday. The test on Wednesday will cover all of Chapter 1 in the Cell book.

Cell and Its Environment

The rest of the Cell Projects were presented today. They were great!
 
Students then began reading pages 32-37 in their books and started working on the worksheet. This is homework!

There will be a test next week on chapter 1.

Cell Projects

Wow! What a wonderful assortment of cells! Students did a fabulous job with these projects. Unfortunatly we did not get to indulge in any of the edible cells today. My  students had to take a survey during their science class so we did not have time for all the presentations and sharing of cells. No problem as we will be able to have some treats tomorrow and this also allows all students to see all cells. 

Students received a copy of cell city analogy which they needed to read and complete by tomorrow.

Extra Credit: Create your own cell analogy using a different model other than the widget. Some ideas are school, factory, home. These extra credits are due Monday December 19th.

Fat Lab

Students did a quick fat lab. Students rubbed certain foods on a paper and determined which foods had the most fat by how translucent their papers became. They then compared their smudges with the food labels to determine whether fat free really is fat free.

Reminder: Cell Projects due tomorrow!!

Chemical Compounds in Cells

I am not in class today however, I am still finding time to post.
Students need to read section1.3 in their cell book - titled chemical compounds in cells. Students must complete the worksheet. This worksheet is homework if it was not finished in class today.

Reminder!!  Cell Projects due on Thursday!!

Egg speriment graph and conclusion

Students worked on graphing their egg-speriment. The graph needs to be two - one for mass and one for circumference. The conclusion needs to be a t least 5 sentences - 1 topic sentence, 3 supporting detail sentences and a conclusion sentence. Make sure to include three possible errors.

Thursday and Friday - Cell Coloring

Students should have turned in their onion/cheek cell lab sheet.

Students then began coloring the animal and plant cells. Students will need to use the book to help them with this. The diagrams are NOT identical to to the book. This color diagram will help as a visual when constructing the cell models.This is homework.

Cell Models due Thursday December 15th.

Cheek Cells and Cell Project

Students changed out their egg-speriment water to the liquid of their choice.

Students then made cells of their cheek cells by taking a swab on the inside of their mouth. We stained these and looked at them with the scopes. Drawings must be labeled and in color. Students will have a few minutes tomorrow to make another cheek cell slide and finish the high power drawings.

I assigned the Cell Project today. A model of a cell (edible or a hanging model) must be made at home sometime in the next week. This project is due Thursday December 15, 2011!! I included the requirements for the edible model. The non edible requirements are the same except the model would not be made of edible materials and must include a string (or a hanging mechanism) so that it can be hung up

The Incredible Edible Cell

You will be required to construct a model of a plant OR animal cell. All
models must be made out of edible materials that will remain fresh at least 3 days
without refrigeration. Avoid using materials that have an unpleasant odor or that
may be considered offensive! Nuts and nut butters MAY NOT be used
Each model must include all of the following organelles:
• Cell wall (if plant cell) • Ribosomes   Cell membrane • Mitochondria
• Nucleus (nucleoleus and chromosomes) • Vacuoles
• Cytoplasm • Lysosomes (if animal cell)
• Endoplasmic Reticulum • Chloroplasts (if plant cell)
• Golgi Bodies
Grading:
Grades will be based on the following questions:
Ö Is your name on the project?
Ö Is the cell type identified? Tell if it is a plant or animal cell.
Ö Is the model a 3-D representation of a plant or animal cell?
Ö Are all the organelles included? (10 for plants cells, 9 for animal cells)
Ö Are the organelles correctly labeled? Each organelle must be labeled with its
name and function. You may label each organelle or use a key.
Ö Are the relationships between the parts (if any) shown correctly? Are the
ribosomes on the endoplasmic reticulum? Is the endoplasmic reticulum
near the nucleus? If a plant cell, are the chloroplasts around the vacuole?
Ö Are the materials acceptable?

You may use the following materials, but they cannot count as part of the cell:
container, plastic wrap, paper, or toothpicks. Keep in mind that these projects will be
eaten after they have been graded!
BONUS: You could be awarded with a bonus (5 extra credit points) if your project is
selected to be the Most Accurate, Most Attractive, or Most Disgusting. Students will
vote to decide the winner in each category.

Onion Cells

Students had to redraw their onion cells. Onion Cells are not boxes or rectangles. Students had to look VERY carefully at their slides and redraw what they saw under low and high powers. Questions 1-7 on the onion sheet must be answered.

  Students MUST bring in a liquid of their choice for tomorrow to soak their egg!

Day 4 Egg-speriment and onion cells

Students put their eggs in colored water today.
Students must bring a liquid of their choice(as long as I OK'd it) for Wednesdays egg soak.

Students created onion slides to look at individual cells. The cells were stained so that students could see the cell membrane, cell wall, nucleus and cytoplasm. Students needed to sketch their cells. The grade will be heavy on the accuracy of their sketches. Students will finish the onion cells tomorrow and then start on the cheek cells.

Day 3 Egg-speriment

We corrected the worksheets from looking inside cells. Students then observed their eggs and changed the vinegar to water. There is no homework.

Looking Inside Cells

Students read pages 16-24 in the cell book. They must complete the worksheet. This is homework. Please use the on-line book. Remember that the username is one of three things: student ID# OR student ID# with a 0 at the end, OR the first 8 letters of first and last name. The password is 7Science.

Egg-Speriment

Students finished up microscopes on-line. If students did not finish this they must finish at home and turn it in tomorrow. We then began our egg-speriment. Students will be soaking an egg in various liquids to see how the egg changes in mass and circumference. Students will then try to figure out why these things occurred.

Cells and Microscopes on-line

Students accessed KidZone from the blog. From here they went to the cells and microscope section. I gave them a sheet and students have to access different sections of this section to find answers. We will finish this up tomorrow. There is no homework.

Discovering Cells

Students read pages 6-13 in our new book: Cells and Heredity. Students then need to answer the questions on page 13 in their spirals. This needs to be completed for homework if not finished. Make sure to use the Cell book if you are using the online text!

Microscope mini --stations

Today and tomorrow students worked on microscope mini stations. There are 6 stations that students rotate through. Each station deals with microscopes and microscope use. There is no homework.

Big E

Students continued learning how to use the microscope. Students worked on finding an "e" under low medium and high power. Students must develop these skills to be able to use the scope effectively when we look at plant and human cells and single celled animals.
Have a great weekend and stay warm!

Microscopes

Today students finished up parts and functions of scopes. They then had to pass a short quiz with a100% before they got to work with the microscope. Students began the activity "The Enormous E" and will finish this tomorrow.

Microscope Parts

Students received a microscope sheet. We filled in the parts and functions. Students must pass a microscope quiz on how to use the microscope BEFORE they can use a scope. The quiz will be tomorrow and we will review in class prior to the quiz.
Please check out the link on "Soap and Disease" under learning links. Very timely article.

Bacteria Virus Test

Students took the test today. It took them about 35 minutes. If you missed today then you need to schedule with me to make it up.

Tomorrow we start with microscopes: parts and function.

Review for Test

 Today we corrected two review sheets from Friday. Students are received the below questions in the form of a study guide to complete. Homework is to study for the test!

Bacteria/virus study guide                                    

1. What is a bacteriophage?
2. What are nonliving particles that invades cells called?
3. What is the process called when two bacteria exchange genetic material?
4. What is the name of harmful organisms that lives in a host?
5. What is the process called when food is broken down to release energy?
6. What is the name of the long whiplike structure on a bacteria? What is its function?
7. What is the chemical that only kills bacteria?
8. What is the poison called that bacteria produce?
9. Which cell part produces proteins?

10.What stimulates the body to produce chemicals that destroy viruses and bacteria?

11.What is produced to help bacteria survive in unfavorable conditions?

12.What does a virus need to do in order to multiply?

13.What is binary fission?

14.What is a prokaryote?

15.What is a eukaryote?

16.What is the difference between a hidden and an active virus?

17.Is a virus considered to be living? Why or why not?

18.What are 4 ways that bacteria can be helpful to humans?

19.Name four ways that infectious disease are spread and give an example of each.

20.Describe the structure of viruses and explain how they reproduce.

Key Terms and Concept Map

On Tuesday there will be a test on Bacteria, Viruses and Health - Chapter 2.
Students received two worksheets: key terms and Concept Map. They had time in class to work on these and anything that they did not finish they need to complete over the weekend.  Study these for Tuesdays test!!

Have a great weekend!

Disease Free Ads

Today students had a Veterans Day Assembly. The helicopters were late due to high winds. Therefore, all students missed 2nd period. All classes were shortened. In science, I took all that energy and channeled into students creating disease free podcasts. You can listen to these podcasts by clicking on the links to the right.

Bacteria. viruses, health

Students read pages 60-65 in book and answered all the questions on page 65. All answers should be written in their spiral. This is homework if not finished. Students also need to be thinking about what information that they would have in a 60 second radio advertisement that teaches kids how to stay healthy and avoid illness.

How does one get sick?

I was not in school yesterday. Students read pages 48-57 in their books on Bacteria. They then worked on a worksheet which they should have finished for homework.
Today we corrected those sheets. Students then were given cups with clear liquid. They exchanged droppers of liquid with 3 other students. I had "contaminated" one of the cups. After students exchanged the liquids I added a couple of drops of the testing liquid. The liquid turned pink if it was contaminated. This activity simulated how quickly disease can spread to/from individuals without us even knowing.

Disinfectant comparison wrap up

Students did their last observations of their petri dishes. Students needed to answer the 5 questions on the sheet plus6. List three errors that could have occurred and 7.Was your hypothesis correct or not and explain what did happen and why.
Extra Credit due Monday: Go to a store and look at soap products that claim to be "antibacterial' soaps. How do their ingredients differ from other soaps? Design an experiment to test how well these products control the growth of bacteria. You DO NOT need to carry out the experiment.

Wanted Poster Presentations

Today and tomorrow students will present their "Wanted Posters"
Students are reminded to speak loudly and clearly. Students are reminded NOT to READ their posters. The more information you know the better!

Wanted Posters Due / Bacteria Beans

Today is the start of 2nd quarter so everyone has an A right now!! Yippee! Try to keep that!
I collected the Wanted Posters today. Students will be presenting these to the class tomorrow.
We then did a short activity on the rate of multiplication in bacteria - one generation every 20 minutes!

Comparing Disinfectants

We corrected yesterday's worksheet.
Students then used petri dishes with agar to test the effectiveness of two types of disinfectant. Students swiped their fingers across table and swiped Section A, B, and C. In A they placed two drops of Lysol and in B they place two drops of a "green disinfectant. C is the control.
Students must write a prediction on the back of their paper explaining which disinfectant they think will work and why.
Reminder: Wanted posters are due on Monday!
To access your google doc go to the  Billings School homepage and you know how to get there.
As long as you shared your document with me one time you don't need to share it again.

Viruses

Students read Viruses Chapter 2 section 1. They must complete the worksheet for homework which is due tomorrow.
Remember that students also need to continue their research on their disease and that the disease "Wanted Poster" is due on Monday.

Disease Research and Poster

Students continued researching their disease today. Students MUST share their google doc with me. My e-mail address is:
gartonj@billingsschools.org. 
Students must create a "Wanted Poster" for their disease. This poster needs to be be NEAT and IN COLOR. All information that students found doing their research needs to be included in their poster. Today was the last day that we will spend in class working on this project - everything that is not finished needs to be completed at home. This poster is due Monday.

Disease Research

Today we spent the class period researching our disease. Below are some of the questions that you will need to find answers to. Students can copy these questions and paste them into their google doc!

1. Disease Name:
2. What type of organisms causes the disease (for example, bacteria, virus, protist, fungi, worm, etc.)?
3. What is the scientific name of the organism that causes the disease?
4. Picture or sketch of the organism that causes the disease or what the disease “looks” like.
5. What does the organism do to make someone sick (for example, is it producing toxins, destroying cells, absorbing nutrients, etc.)
6. How is the disease spread?
7. Is there a vector agent (a vector agent is an organism that spreads the disease, usually an insect)? If so, what is it?
8. In what part of the world was the disease first discovered or reported? Or What part of the world is the disease most common?
9. What are the symptoms of the disease?
10. What body systems or organs are most affected by the disease?
11. What is the treatment and/or cure for people with the disease?
12. What part of the population does the disease primarily affect (for example, elderly, women, young children, dogs, cats, plants, etc.)?

12. What is the disease’s historical importance (for example, did the presence of the disease cause migrations, kill a famous person, become a widespread epidemic, was it associated with major flooding in a region, etc.)? 
13. Is there a vaccine for the disease?  What is the immunization schedule? Are there any side effects and if so what are they?
14. Who discovered the vaccine and when? Have changes been made to the vaccine over the years?

Disease Detective

Today students took a short quiz on cell requirements and classification.

We  barely got started on our introduction to our disease research project. Students must choose 3  choices from the list below that they would like to research. Students will only be researching one disease but no two students can research the same disease. There are many other childhood diseases that I will accept ie. rubella, norovirus. Please ask your parents and grandparents for  information concerning childhood diseases.

Disease Detective

Bacterial Pathogen	Disease Name	Viral Pathogen	Disease Name
Bacillus anthracis	anthrax	Varicella  spp.	Chicken Pox
Bordetella pertussis	whooping cough	Vaicella spp.	Small Pox
Clostridium botulinum	botulism	Polio	poliomyelitis
Clostridium perfringens	gas gangrene	Hepatitis A
Clostridium tetani	tetanus	Hepatitis B
Corynebacterium diphtheria	diphtheria	Hepatitis C	HCV
Escherichia coli	acute pyelonephritis	Hantavirus	Hantavirus Pulmonary Syndrome
Francisella tularensis	tularemia or rabbit fever	Ebola	Hemorrhagic Fever
Hemophilus influenzae	meningitis	Legionella pneumophila	Legionnaires Disease
Lactobacillus acidophilus	cavities	SARS coronavirus	Severe Acute Respiratory Syndrom
Mycobacterium leprae	leprosy (Hansen's disease)	Parasitic  Pathogens	Disease Name
Mycobacterium tuberculosis	tuberculosis	Plasmodium spp.	Malaria
Neisseria meningitidis	spinal menigitis	Trypanosoma spp.	African Sleeping Sickness
Rickettsia richettsii	Rocky Mountain Spotted Fever	Leishmania donovani	Dum-Dum Fever,  kala-azar
Rickettsia prowazekii	typhus	Enterobius vermicularis	perianal pruritus (pinworm)
Salmonella typhi	typhoid fever	Nosopsyllus fasciatus (vector)	plague
Salmonella typhimurium	food poisoning	Ixodes  spp (vector)	Lymes disease
Shigella dysenteriae	dysentery	Giardia lamblia	Giardia
Streptococcus mutans	cavities	Tenia spp.	Tapeworm
Streptococcus pneumoniae	pneumonia	Trichinella spp.	Trichinosis
Streptococcus (group A)	scarlet fever	Fungal Pathogens	Disease Name
Streptococcus (group A)	rheumatic fever	Ringworm	Dermatophytosis
Treponema pertenue	yaws	Trichophyton rubrum	Athlete’s Foot
Vibrio cholerae	cholera
Yersinia pestis	Plague
Staphylococcus aureus	Staph infections

Wrap up

Today we went over last nights questions concerning Domains: bacteria, archaea, and eukaryote. Review of autotrophs, heterotrophas, prokaryotic and eukaryotic terms were also discussed. We then watched a short video to help wrap up this chapter.
Have a wonderful four days off!

Domains and Kingdoms

Today we read "Domains and Kingdoms" pages 26-29 in class. Students then had to answer all the quesitons on page 29. Answers should be in their spirals. They need to finish this for homework.
Students must also  do the Writing in Science activity on page 29. This is homework, too.

Shoe Classification

Students were having a bit of trouble grouping items and then breaking them down into much smaller groups so....today we took shoes. Students had to group them based on characteristics and then end with groups that had only one shoe in it. For homework students need to answer questions 1,2 and 5. They also need to write 2-3 sentences about what they learned about classification.

Finishing Up

Today we corrected yesterday's sheet from the Classification reading on pages 17-24.
We also finished up classifying the animal skins from Wednesday. Students needed to group these into two groups and then split them into 4 groups.

Skin Classification

Today we worked with 13 pelts that I got from Fish and Wildlife. Students had to go to each pelt and decide what their habitat is, what they eat, 3 qualitative descriptions and 2 quantitative measurements. On Friday, (I will not be at school on Thursday) they will group the animals based on characteristics of their choosing.

We corredted the worksheets on "What is Life"
Students then watched the first part of the Planet Earth video "The Great Plains". We are watching this video for two reasons: it is fall migration and this video depicts some of the largest migrations on earth and secondly, we are at the edge of the great plains of North America. Hopefully students will be looking up to try and witness first hand the migrations of numerous birds through our region and also compare animals of other plains to ours here in the US. There is no homework.

What is Life?

Students read in the book "Bacteria to Plants" Chapter 1 Section 1 - What is Life. Students have a worksheet to complete. This worksheet needs to be completed over the weekend.
Textbooks are available for checkout after school and must be brought back BEFORE 1st period the following day. If students choose not to use a text book then they may use the on-line version.

On-line book

Today students used computers to access the blog. They spent a few minutes looking around this site and alot of time feeding the fish!
I then introduced the on-line book to students. We set up their account so they are now all able to access the on-line book. All students should have written down their username (either their ID# or the first 8 letters of their name) and the password. The password is the same for ALL students. The homework tonight is to browse both the blog and the on-line book.

Dirt: Dead or Alive

Students were given a cup of dirt. They needed to classify the items found in the dirt into 6 groups. Students needed to sketch, in color, and label their items. Then students decided whether the groups were living, once living OR will be living, and never living. There are 4 questions that students need to answer. If this activity was not completed in class then it IS homework.

Study Guide for Test

Students got a study guide today. They had time to work on it in class and they must finish for homework. Students need to study for the test tomorrow. Papers, notes, books etc. cannot be used on the test!

M&M's

Today students continued with the m&m activity. They need to calculate % of each color, graph their colors and then they need to write a conclusion about their results. The conclusion MUST be in paragraph form ie complete sentences, capital letters and punctuation. This is homework over the weekend!

M&M's Scientific Method

Today we reviewed steps in the scientific method. I then paired students up to work on the M&M activity. They formed a question, collected information and created a hypothesis about how many and colors of m&m's are in a fun size bag of m&m's. tomorrow we will finish this activity and students must create a graph and write a conclusion. There is no homework tonight.

Scientific Method

Today was a shortened schedule and students classes were 20 - 25 minutes long. We reviewed steps of the scientific method and I introduced a new word - inference. Students were given a word search to complete.

Scientific Method

Students took notes on the scientific method. We watched two short video clips  from myth busters demonstrating the steps of the scientific method.

Qualitative vs Quantitative Observations

Today we discussed qualitative vs. quantitative observations. Quantitative observations are always expressed with a number and qualitative observations are expressed using the senses. there is No homework.

Metric Mass

Students continued to work with the triple beam balances today. There is NO homework. Have a great weekend!

Metric Mass

Students were introduced to the triple-beam balance adn began finding the mass of various objects. There is no homework tonight.

Volume discussion

Today we discussed some different scientists and their jobs. We also reviewed volume and it's unit of measure. Solids are represented by cubic meters  and liquid volume is represented by Liters. There is no homework tonight. Tomorrow students will begin work on measuring mass in the metric system. Students will learn how to use the triple-beam balance correctly in order to find the mass of various objects.

Volume Practicum

Today and tomorrow students will work on a volume lab practicum. This is basically a lab test. Students are graded on how well they work together, staying on task, use of quiet voices,  following directions, and safet procedures.

Volume Quiz

Students took an 11 point quiz on metric volume. If students were not here they will need to make it up upon return. Next week we will work with mass and grams. 
Have a great weekend!

Metric Volume

Today students finished Part C and Part D on their Volume Lab. Students should now understand what water displacement is and the process used to find the volume of irregularly shaped objects. Students should also understand that 1ml is the same volume as 1 cubic centimeter!
  There is no homework tonight UNLESS Part C steps and Part D was not finished.

Metric Volume

Students worked in groups today to practice estimating and measuring metric volumes. We will finish the rest of this activity tomorrow in class.

Metric Length

Today we went over the metric conversion sheet.
We then began measuring lengths of various objects and predicting different lengths of some. Students will need to finish this worksheet for homework.

Metric Conversions

Thank you to all the parents that came to last nights Open House. It was wonderful to meet you and I am looking forward to a great year. 
Today we talked about metric conversions ie meter to centimeter and how it is very easy to do just by moving the decimal. King Hector's Dog Diamond Doesn't Chew Meat is a wonderful way to remember the order of the metric units from largest to smallest.
Students do not have homework but they must understand how to convert so please practice over the weekend.

Graphing

Students worked on graphing their results form measuring their metric self. They need to finish the graph tonight if they didn't finish in class. Also, students need to answer the following 2 questions on the back of their graph:

1. Look at your graph and determine which part or parts have the biggest difference. Explain why you think this is. 
2. Look at your graph and determine which part or parts are the same. Explain why you think this is.

Table and class self averages

Today students worked on finding the average of 10 body parts. They first needed to find the average at their tables and then we collected all that data so that they could calculate the class average.
Tomorrow we will graph the results.

Measuring Metric Self

Welcome back from a great 3 day weekend.

Students were given a paper metric ruler which they had to cut out and tape together. this ruler will be used on numerous occasions throughout the school year so they need to keep it in their pocket folders.

Next students were given a worksheet entitled "measuring the metric self". For each part they must estimate BEFORE measuring. Be sure to include units. We started these in class but if they did not finish they need to finish for homework.

QUIZ

Students took  a quiz today about scientists and safety. Students also handed in their safety symbols. On Monday tardies and late work goes into effect.

We are off to a great start here at Will James and I know we are all looking forward to a fabulous three day weekend!

Safety symbols

Students took notes in their spiral on safety. We discussed appropriate attire and behavior while doing a lab. We also talked about the eyewash station, fire blanket and the fire extinguisher.
 I gave students a round piece of paper. On this they need to draw a picture of a safety symbol or issue. The picture needs to be neat and in color. This is due tomorrow.

Safety contracts

Students received safety contracts that must be signed by a parent/guardian and returned to me tomorrow. I must have these in order for students to participate in labs/activities.
We began to discuss lab safety procedures dos and don'ts

Scientist types

Spirals and signed sheets were due yesterday! Science spirals, for science ONLY, need to be brought to class every day!
Yesterday we set up the spirals with a Table of Contents and page numbers. The first entry is "About Scientists"
Students had to answer several questions such as behaviors scientists have ie observing, creating, careers that a scientist could have and then name scientists. These will be discussed in class today.

For homework tonight students need to finish the matching sheet of scientists and what they study.

What does a scientist look like?

Today students worked in groups to draw their version of what a scientist looks like.
For extra credit students may draw their own personalized version of what a scientist looks like. This drawing may be done on a piece of blank paper and it MUST be in color. This assignment is due Monday along with permission slip to post pictures on this blog.

Class Rules and Supplies

Students received a copy of class rules and supplies needed for science class. I also sent home a permission slip to allow students pictures to be posted. Students need their supplies and the permission slip returned to me by Monday the 29th.

Welcome to Will James!

Hello All and welcome to Will James Middle School! I am very excited to begin the 2011-2012 school year. I have many exciting labs and activities planned and am anticipating a wonderful school year.


Please check often as this site will be continually added to and updated.

Biome Projects

Students continue to work on their Biome Projects. Students will have time for last minute touches and the project will be finished on Monday.

I am working on trying to reschedule the Hatchery trip. I will let everyone know as soon as I know.

Fish Hatchery Trip

The Fish Hatchery Trip for Thursday has been canceled due to flash flood warnings and torrential rain. I am trying to reschedule and will let you all know as soon as I can.
So.....it better rain like cats and dogs!!

Biome Projects

Students are continuing research on their biomes. We have computers today, Friday and Monday.
We had our first butterfly emerge today!

Tomorrow is the field trip to the fish hatchery. Students MUST bring raincoats, warm jackets, water, lunch, snacks, and their Trout Book! Send wishes for sunshine!!

Biome Project

Students wrote their conclusion on seed growth.
Students then broke into groups to begin their Biome Project. Students will be working on this project all of this week and part of next.

Review seeds, gymnosperms and angiosperms

Students got a review sheet for tomorrows big quiz. Students need to make sure that they study tonight!!

Angiosperms

Students observed their seedling growth, the colored xylem in their celery and took notes on differences in conifer needles and cones.
Students then read pages151-157 on angiosperms(flowering plants) and worked on the worksheet which needs to be finished for tomorrow.
Tomorrow we need tulips to dissect so...if you can spare one or two from your yard that would be wonderful!! Lily, daffodil will work as well.

Gymnosperms

Continued with seed and butterfly observations.
Students read pages 146-151 in book and completed worksheet.
Have a great three days off!

Seed Plant Characteristics

Students continue to observe and record observations for bean/corn seeds and butterfly growth.
Today students read pages 136-145. They need to complete worksheet.

TWTHF

Tuesday- We finished watching the Thin Green Line.
Wednesday - Students planted bean and corn seeds.
Thursday - Students read pgs 104-111 in PLANT book. they then answered all questions on page 111.
Friday - Students labeled a seed diagram. We then set up our butterfly larvae and will watch the transformation from larvae into beautiful Painted Ladies Butterflies

Frog Dissection - External Anatomy

 Today students are working on the External anatomy of their frogs. Students have a shortened schedule today so they must finish labeling the diagram and filling in the chart for homework if they didn't finish in class. If you missed today please go to the link below to do a virtual frog dissection. You will be able to label and complete the chart of the dissection packet.

http://www.mhhe.com/biosci/genbio/virtual_labs/BL_16/BL_16.html

Frog Sandwich

Students finished their frog sandwich today. This, and all assignments from last week, must be completed in order to do the frog dissection tomorrow and Wednesday.

Frog Sandwich

Students received a packet to create a "frog sandwich". All organs were labeled during class. Students must color all organs and create a cover page for their frog sandwiches. This all needs to be complete by Monday in order to start with the frog dissection on Tuesday!

Amphibians

Students read Amphibians in their book - pages94-98.
They then worked on the worksheet. Books will no longer be available for checkout as I am missing 12!!
So students must use either the on-line book OR come in before or after school to complete work.

Reptiles

Students read in their books about Reptiles. They read pages 99-106 and answered all questions on page 106 in their spirals. We also discussed how garbage, plastic bags and water bottles, in particular affect wildlife and habitat. I googled images of these to show students and make them think about their usage of these items.

Heart

Today we reviewed our heart worksheet from last Friday.
The rest of this week we will be preparing for the frog dissection which we will do next week.

Fishes

Yesterday students took notes from a powerpoint on Fish. Today students read pages 86-92 in the book and completed a worksheet. If students didn't finish the worksheet they need to complete for HW.

Vertebrates

Students read pages 80-83 on Vertebrates. they then complete a simple one page worksheet.
Have a great 3 day weekend!

Test Chapter 2

Yesterday students did all questions pages 75-76. Today they took the test.

Mealworm Graphs

Students finished observing the stages of their mealworms. Questions and graphs were completed in class and if not then needs to be finished for homework.
There will be a test on Thursday covering Chapter 2 in the Animal Book.

Insects and insecticides

Students wrote a letter expressing their views on the best methods to control their particular insect that they researched. Their letter, and all their research including citing sources was shared with me via google docs

Insects

Yesterday students read pages 62-67 and answered all questions on page 67 in their spiral.
Today students read pages 68-69 on Battling Pest Insects. Students then researched a pest insect that affects a crop(s) in Montana. Students must continue to research their insect and ways to fight it.

Butterfly Camo

We corrected yesterdays insect worksheet.
Students were then given a paper butterfly which they had to color to blend into the classroom.

Insects

Students finished their circle graph on insects.
Students then read pages 55-59 on Insects and completed the worksheet.

Echinoderm Quiz

Students took an echinoderm quiz today.
We then started on our insect unit. Students calculated the percentage of each insect species on page 56 and figured the degree for each one. We will use this information to create a circle graph on Monday.

Echinoderm dissection

Yesterday students read information about echinoderms and completed the pre lab questions. They then observed and labeled the external parts of a starfish.

Today students continue with the sea star dissection and find the digestive system, tube feet, ampules and ossicles just to name a few of the internal features.

Tomorrow students will finish with the dissection and answer all the questions on the lab sheet.

Echinoderms

Students read Echinoderms in their science books pages 70-73. All questions of page 73 need to be answered in their spirals.

Tie up loose ends day

I was gone Thursday and Friday sooo....today we corrected the arthropod worksheet that students did on Thursday. These sheets were done in class after students read pages 47-54 in their books. We then finished watching the NOVA video on Venom. Students began watching that on Friday and we just finished it up today. Anyone can watch this video. Just type in NOVA in your search bar and then type in Venom in the NOVA search site. The video is called Venom:Nature's Killer.
Tomorrow testing begins. Make sure students get a good night's sleep and eat breakfast. The schedule will be adjusted so I will not see all students all days.

Mollusk and pop quiz

Students finished their clam models in class. If they didn't finish they need to complete for homework. Students then watched a short -10min- video clip on mollusks. After the video we had a pop quiz.

Clam Models

Students need to get every item colored and then cut out sides 1 and 2. Glue sides 1&2 white sides together.

Clam Models

Students observed and recorded data for their mealworms.
Students then received clam model sheets. They will be using color to identify the different parts of a mollusk, cut the pieces out and staple together to create a model of a clam. We are doing this together in class today and tomorrow.

Meal Worm Project

We corrected the Mollusk worksheet from yesterday.
Students then set up their Meal Worm Projects which they will be studying and recording data for the next several weeks.

Mollusks

I am not in class today, however I do know what students should be doing. Students need to read Chapter 2 section 1 and complete the worksheet on Mollusks.  Make sure to bring in tubs for tomorrow for the meal worm project.

Shell Classification

We were suppose to have started the Meal Worm Project today. However, students did not bring in tubs and I don't have enough. So....Hopefully students will have tubs by Friday so that we can start that project.
Today students were given a variety of shells. They needed to classify them into groups, explain why they put them in the groups they did, sketch them, explain how they think they move and how and what they eat.

Trout Tank Tests

Students took notes on the tests that they will be conducting on the tank water. Test include pH, ammonia, nitrate and nitrite levels. Students then performed one of the tests on the tank.

Test

Students took the Test on Chapter 1.

Please bring in empty margarine, salsa, cottage cheese etc. containers!
Have a great long weekend! 

Review for Test

We reviewed for tomorrow's test. Make sure to study tonight!

Study guide for Test

Today student's answered questions on pages 35- 36. ALL questions need to be answered.

Worms

Students read worms pages 26-32 and completed worksheet. The worksheet needs to be completed for homework if not finished. As always, the text can be accessed on-line under Learning Links. AND worksheets can be accessed and printed if you need to.

Trout Life Cycle

Students are continuing work in their trout books. Todays information included the trout life cycle and sketching the trout at the different stages. The information assignment was to add color to the life cycle sheet

Trout Books

Students created Trout books today. They each got 10 sheets of blank paper, folded them in half, punched holes in them and used a pipe cleaner to bind them. On the cover needs to be the title, a picture and students name and period. We took notes in the book today on some trout facts.

And the Debate Begins!

Students are completely engaged in debating - classes have been very lively! Some excellent points/ideas have been made and shared.

Coral Reef Debate

Students continued to work on debates. Students will be debating tomorrow - so they need to fine tune their arguments tonight and be ready to start when they walk in the door.

Coral Reef Debate

Students were assigned Pro and Con roles for our debate on whether to ban diving on coral reefs. Once students were in their groups they chose a Team Captain and split into two groups: the arguers and the rebuttal group. Each of these groups chose a Team leader. The Team Captain created a google doc which they shared with their members. Students should add facts (and sources) to their docs.

Coral Reef Research

Students used their textbooks to research information concerning coral reefs. Students will be participating in a debate about whether or not to ban diving on coral reefs. Students can go to www.PHSchool.com and use the web code ceh - 2010 to access more information. Also.  make sure to check out "Life in Peril" - the third link down under learning links on this blog.

Quiz

Students reviewed last nights homework on cnidarians, watched a short video and took a quiz.

Cnidarians

Students discussed and read - pgs19-23 - the section on cnidarians - jellyfish, polps, medusas. Students then answered ALL questions on page 23 in their spirals.

Sponges and "Soak It Up"

Students read pages 15-17 in the Animal book. They then sketched s aponge in their science spirals and labeled and defined the 4 parts of a sponge. Students then worked in groups to complete the "Soak It Up" activity on page 18. Students need to answer questions 1-4 on a separate sheet of paper and finish for homework.


The trout are growing bigger every day. We have had two that have jumped out of their nursery pen. So....we are in the process of sectioning off part of the tank so that they will have more space but won't get caught in the filter system by the uptake hose.

Animal Symmetry

Students read pages 12-14 on animal symmetry. We discussed the three types: bilateral, radial and no symmetry. Students completed the very easy review and reinforce worksheet (1 page). We watched a short powerpoint on animal symmetry as well.

The trout:  Are growing bigger every day. Hopefully someone will make a larger nursery pen for them until we are able to let them swim free.

Animal Movement

We corrected Friday's worksheet. Then students worked in groups and were given an empty water bottle, modeling clay, pipe cleaners and  Popsicle sticks. They needed to design an animal that moved other than flying, walking, hopping or swimming.  this activity gets the creative juices flowing and help students learn how to work collaboratively in teams.

What is An Animal?

We are in the new Animal Book - so if you use the on-line version make sure that you click the Animal Book - the one with giraffes on the cover. Today students read pgs 6-11 and worked on the worksheet. The worksheet needs to be finished over the weekend if it wasn't finished in class.

Please bring in empty pop cans and/or empty water bottles for Monday.

Animal Discussions

Today we reviewed all the objects that students looked at. We discussed animal characteristics and what makes them different from plants ie. animal cells, having to find and eat food, digesting food and having eukaryotic cell ie with a nucleus. We also discussed the importance of good observations, sketching skills and thoroughly answering questions by providing explanations.

Animal Mini Stations

Today and tomorrow students will spend time at 10 different stations. In each station is an object. Students must determine if the object comes from an animal or not. Students must also discuss and decide what makes an animal an animal. Students need to draw and label the various objects.

Pop Quiz

Students finished questions concerning Fossilized Footprints. Students then took a pop quiz on Darwin's Theory of Evolutions.

Extra Credit: Create a model of a fossil. Students may use plaster of paris to create an impression OR they may use layers of materials with different "fossils" in the layers. This project is due Tuesday the 18th and will NOT, I repeat, NOT be counted towards 2nd quarter grade.

Fossilized Footprints

Students worked collaboratively to make observations and inferences about pictures of imaginary  footprints that were found at an imaginary dig site. Students need to finish the questions for homework.

Day 8 Trout: Ooh. Lots of eggs have hatched. Very exciting time in the tank!

The Fossil Record

We discussed how all mammals have similar bony structures. Students read about the fossil record on pages 155-163. Students need to answer all questions on  page 163 EXCEPT 2c and 4b. Answers need to be in complete sentences and in their spirals.

Day 7 Trout! We have two eggs that have hatched!

Spoonbirds and Forkbirds

Students finished modeling birds. Students started work on creating a graph of both birds depicting change in population over time. The graph can be either a line or bar graph. Students MUST answer all the questions about this activity. Answers can go on back of the graph paper.

Day 6 Trout: We still have eggs. Have not seen any little ones yet.

Spoonbirds and Forkbirds

Whew! After being gone two days last week(1 due to training and the 2nd due to illness) it is great to be back!
Students were spoonbirds and forkbirds modeling why adaptations and extinctions occur.  Fun activity.

Trout Update: Today is Day 5 for our eggs. They should hatch in 5-8 days so any day now we should start to see little fry.

Vocabulary Squares

Students watched a short video on Darwin's Theory. Students need to finish the vocabulary squares that they started in class. The five words are adaptation, species, natural selection, selective breeding and evolution. For each word they must write a definition in their own words, write a sentence using the word and draw a picture, in color, depicting the word.

Darwin's Theory

Students read pages 138-145 in their books. Today's topic was on Darwin's Theory of evolution. Some of the things we discussed in class were species and natural selection vs. selective breeding. Students need to answer the questions on page 145 in their spirals.