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.