Color Cell Diagrams

Students worked on diagrams of cells to color. This will help them when they begin their cell projects.
Reminder: Extra Credit - their own "Cell Analogy" due Wednesday January  2.
Reminder: Cell Project due Monday January 7

Happy Holidays!

Organelle Quiz

Students took a quick quiz on cell organelles.
Students then did a cell city analogy. Students also received  diagrams of cells to color (which we will do in class tomorrow) that they can use to help them when they do their cell projects.

Extra Credit: Students can write a cell analogy and then state how their items relate to the cell organelles. This is due Wednesday January 2.

Cheek Cells

Today students created slide of their own cheek cells.
They observed them on low and high powers, drew what they saw and answered questions about their cheek cells.

Onion Cells

Students handed in their egg-speriment graph and conclusions.
Students then made a slide of an onion and looked at it's cells with the microscope. Students drew and labeled what they could see. Students then answered the onion questions on their sheet. The questions are homework if they are not finished.

Egg-Speriment Graph and Conclusion

Students finished their egg graphs and then wrote a statement for each liquid explaining what happened to their egg. Students must use the terms osmosis, diffusion and possibly active transport in their reasoning.
Students also needed to list 3 possible errors.
If students did not finish then this is homework.

Egg Speriment graph and write up

 I was not here yesterday but students read and completed a worksheet from pages 32-37.
Today we corrected those sheets.
Students finished their egg speriment today.
We then graphed our egg and students will write their conclusion on Monday.
There is no homework.

Diffusion

Students put their eggs in their own liquid. It will be in that liquid for two days as I won't be in class tomorrow.
Students then looked at pages 32-33 and took notes on diffusion.

Cell Theory

We read pages 8-10  and students took notes on the cell theory.
Students MUST bring in their liquid tomorrow for their Egg-speriment

IMPORTANT
The date for the cell project has changed!
 It is not due until Monday January 7th   - huge sigh of relief!

Cell Project

Students put their eggs into colored water today. Students must bring in their liquid (as long as its OK'd by me) on Wednesday the 12th.
We corrected our cell worksheets today.
Students received instructions for the cell project. Students must make either a hanging model of a cell OR and edible cell. This assignment is due Monday Dec 17th.

Cell worksheet

Today and tomorrow are half days for students. Students had their morning classes today and tomorrow they will have their afternoon classes.
Students did an observation on their egg.
Students then were given their worksheets to complete using pages 16-24. If students do not finish this it is homework which is due Monday.

Egg-Speriment Day 3 and cell organelles

Students changed their liquid from vinegar to water today. We then read in the book pages 19-22 and took notes on more of the organelles.  There is no homework tonight.

Egg-Speriment Day 2 and cell organelles

Students observed and measured their egg today for day 2.
We then read pages 16-18 about a few organelles and took notes on these: cell wall, cell membrane, and the parts of the nucleus.
There is no homework.

Egg-Speriment

We are starting our cell unit today. Students will use an egg as a model of a cell.
This egg-speriment will show how substances pass in and out of cell membranes.
Students will need to bring in 125 ml of a liquid of their choice on Wed. 12th.

Protist and Fungus Test

We had our test today.
There is no homework.
Have a great weekend!

Study Guide Review

We reviewed some of the questions from the study guide. Students continued to work on them the rest of the class.Tomorrow is the test!
I will have a study/review session from 7:30 - 8:00 tomorrow morning.
All students need to study tonight!!

What's for Lunch? Ballon lab

Students wrote up the balloon lab today.
Students answered questions 1-5 on page 97 and turned them in.
Students then began the next assignment which is a review or study guide of protists and fungi.
Students began to answer the following questions on pages 99-100
1-5
6,7,9,10
11,13, 15-18
21-25
Students should be done through question 10 and we will finish the rest in class tomorrow.
There will be a test on Friday.

Whats for lunch?

Students worked on Day 2 of the yeast lab. Balloons were placed over the bottles and circumferences were measured. We will finish this lab up tomorrow. There is no homework.

"What's for lunch" lab

Students set up their yeast lab so that tomorrow when they come in they will be all ready to actually begin the activity. There is no homework

Bread mold conclusion

Students worked on their conclusion for their Bread Mold experiment. They needed to write three paragraphs. The first paragraph needs to state the problem and their procedure. The second paragraph needs to explain their results and state 3 possible errors. In their third paragraph they needed to explain what they would do differently next time. This was finished in class but it is homework if they did not finish.

Fungi

We corrected our worksheets and then watched a short video on fungi.
There is no homework.

Fungi

Students finished reading fungi pages 88-95 and then started the worksheet in class.
If students did not finish the worksheet it is homework.

Fungi

We began to read about Fungi pages 88-95. Students took notes in their spirals.
Students also made observations about their bread.
There is no homework.

Bread Experiment

Students designed a simple experiment to grow mold on bread. They wrote a step be step procedure, designed a chart, and began the experiment. There is no homework.

Animal Intelligence

Students watched a video on animal intelligence.
http://www.pbs.org/wgbh/nova/nature/what-animals-thinking.html
There is no homework.

Protist Pop Quiz

Students had a pop quiz on protists today. Students were given some time to study before the quiz.
Stay warm and safe this weekend.

Protist Microscopes

Students use microscopes to look at various protists.
For each protist they had to sketch, in color, state the specimen, state the power of magnification and list two characteristics of their protist.
There is no homework.

Protists

We corrected the protist worksheets.
We then watched a few video clips on protists
 Students will need to bring a small (about 20oz)  plastic water/pop/juice bottle to class for an experiment next week. If you have extras please send them to class.

Protists

Students continued to read protists pages 74-83 in their book while taking notes.
Students then received a worksheet to complete. This is homework if they did not finish in class.

Protists

We began reading Protists pages 74-83. We read about Animal -like protists and took notes on them. Tomorrow we will finish reading and then the students will be given a worksheet to complete. There is no homework tonight.

Chapter One

We corrected Chapter One book review today.
We then read a couple of articles in Science World about lions and black footed ferrets.
There is no homework.
Have a great weekend!

Chapter One Open Book Review

Students turned in their brine shrimp labs
Students then used their books to complete Chapter One Review pages  35-36.
Answers must be written in complete sentences in their spirals
The questions that students need to answer are:
1,2,3,4
6,7,8,9,10
11,12,15,20
22,23,24,25
If students did not finish in class they must finish for homework.

Brine Shrimp

Today is Day 3 of brine shrimp experimentation. Students need to finish their observations and then answer the questions. If they did not finish the questions then they need to do so for homework.

Brine Shrimp

Day 2 of Brine Shrimp salinity tests.
There is no homework.

Brine Shrimp

Students used their knowledge of the scientific method, and metric measuring to begin a lab study on the effects of salinity on the viability of brine shrimp eggs.
There is no homework.

Skin Classification

Students finished looking at all of the skins. They then needed to group the animals into groups explaining what characteristics they used to group them the way that they did.
This is homework if it is not finished.

Skin Observation and Classification

Students observed 13 different pelts. For each pelt they needed to write both qualitative and quantitative observations. Students also needed to decide, based on their observations, what the habitat of the animal is and what they might eat for food. Students will finish observing the pelts tomorrow.
There is no homework tonight.

Domains and Kingdoms

We took notes on the 3 Domains. Students read pages 26-29. 
Make sure that you complete the google doc assignment from yesterday!!!

Google Docs

Students were in the library today and learned how to access, create and share documents.

Students need to go to the school website to access the google docs.
Students username is:   firstname . lastname       All lowercase, no spaces, use your full first name(no nicknames)
Student password is your student ID#. If your student ID# is only 5 numbers than add 3 zeros at the beginning because your password must be eight digits.

Create your document. You must answer these questions in your google doc.
1. What is classification and why do scientists use it?
2. What is the saying to remember the levels of classification?
3.  What are the real names of the levels?
4. What is binomial nomenclature?
5. What is so unique about species?

Share your document with:
dolesa@billingsschools.org
gartonj@billingsschools.org

Dichotomous Keys

Students worked with a dichotomous key to identify the names of various objects. Students then began work on creating a dichotomous key for the six potato chips.
There is no homework. 
Have a great long weekend!

Classification

Students finished reading pages 17-24 in the plant and bacteria book. They then received a worksheet that goes along with the reading. This worksheet is homework if it wasn't finished in class.

Reminder for online book access:
Username is: student ID#  -  a very few had to put a zero at the end of their number
Password is: 7Science    -  make sure the s is capitalized

Classification

We corrected Fridays sheet and then began to read in our books pages 16-24.
Tomorrow we will complete a worksheet on these pages.
There is no homework.

Classification and Kingdoms

We went to the computer lab today.
Students went to www.sciencespot.net and clicked on Kid Zone.
From here they had to go to 6 different sites and find answers to questions.
This is homework if not finished

Potato Chip Classification

Students were given 6 types of potato chips. They had to classify the potato chips into two groups. For each group they had to explain why they grouped them the way that they did. From here they had to divide them into smaller groups (explaining why) until eventually there was only one potato chip in each group with a description of their characteristics.
There is no homework

Martian and the Car

Students read a short story on the "Martian and the Car." We then had a very quick debate about the characteristics that the Martian thought made the car a living thing. Quite fun. 
There is no homework.

Catch up day

Students were able to finish up "Enormous E" and microscope stations.
Students were also able to finish work on yesterdays assignment which was to:
Read pages 7-14
Answer 1a,c 2a,b,c and 3a,c in spiral
If not done with these questions it is homework.

Microscope Stations

Today was the last day for stations.
All stations should be completed along with the "Enormous E"
There is no homework.

Microscope Stations

Students continued with their microscope stations.

Microscope Stations

Students continued with their mini-stations today.
There is no homework.

Microscope Mania Stations

Students continued with microscope stations today.
 I added a station which gets the students on to the online book. Not all students got to this station today.
All Students passwords are 7Science.
All students usernames will be 1. student ID OR 2. student ID with a 0 at the end OR 3. The first eight letters of their names. By Friday ALL students should be registered with the online book.

Microscope Mania Stations

We started Microscope Mania Stations today. These stations will take between 3 to 4 days to complete them all. This is all classwork

Microscope Quiz

Students took a microscope quiz. When students passed the quiz with a 100% they began work on the lab titled "The Enormous E"
This lab will be continued on Monday.

Have a great weekend!

Microscope Procedures

Students took notes on Microscope Procedures.
Tomorrow they will have their quiz and then be able to work on The Enormous e.

Homework is to study microscope parts, functions and procedures.

Microscope Parts

Students received an image of a microscope. We labeled the parts and wrote down their function. Students will have a quiz this week on microscopes. In order to use the microscope they must pass the quiz with a 100%.
Students must know:
1.  The name of the scope parts and their function
2.  The four reasons the image might be black
3.  The proper procedure to use a scope.

Lab Practicum Part B

Students worked with same partners that they worked with on Friday.
Students completed Lab Practicum Part B today. This involved using the graduated cylinder and following directions to accurately measure and mix colored water to create 6 test tubes with the same amount of water but  6 different colors.
There is no homework.

Lab Practicum

Students worked on the first part of a lab practicum today. Practicums are designed to test student skills to effectively complete a lab. They are graded on: following directions, voice level, staying on task and working cooperatively plus competently completing their lab.

Their homework is to have a great weekend!

Quiz

Students took a quiz today on metrics, scientific method and safety.
There is no homework.

Volume

Students finished up volume lab.
 Students determined how much each line on various graduated cylinder was worth.

Tomorrow there will be a short quiz on scientific method, safety and metrics.

Volume by water displacement

Students worked in groups to figure out how to measure the volume of irregularly shaped objects.
There is no homework.

Yellowstone Video

Students watched a video on Yellowstone National Park. There were to take notes in their spiral on interesting facts.
Tomorrow we will finish the volume lab.
Later this week there will be a quiz on scientific method, safety and metric.

Bullying Conclusion

As a group, students wrote their conclusion to the bullying data that they have collected over the past few days.All students collaborated and ended up writing the same conclusion. There is no homework.
Have a great weekend.

Metric Volume

Students worked on using metric volume. They estimated the volume of various object and then used beakers and graduated cylinders to find the exact measurement.
There is no homework.

Metric Mass

Students completeted the metric mass lab today. There is no homework.
Tomorrow we will start on metric volume.

Metric Mass

Students learned how to use the triple beam balance. We did part of the lab today and will finish the rest tomorrow.
Students also received a bullying sheet. This is a follow up to the bully unit done in their English classes. Students will use the scientific method to generate a hypothesis, collect information and write a conclusion. Students have until Friday to collect data on bullying behavior they observe from Will James students.

Metric Self

Students made a paper metric ruler. They then used it to estimate and measure different body parts. Whatever they did not finish in class is homework
.
I also did a spiral check today - students did very well on that!

M&M graph and conclusion

Students finished their graph and conclusion for the M&M Lab.
Over the weekend students must work on their word search and their definitions. The definitions they must define are: charts, conclusion, control, graph, hypothesis, inference and variable. All definitions MUST be in your own words.

M & M lab

Students used the scientific method to determine the number and colors of candies in a fun size packet of M&M's. Students must finish the calculations tonight if they did not finish that in class. Tomorrow we will graph and write the conclusion.

Scientific Method

Students took notes on the steps of the Scientific Method.
There is no homework.

Science Equipment and descriptive words

Students completed a sheet on science equipment that they will be using this year. They will be quizzed on this.
Students then worked in groups to come up with as many adjectives as they could to describe sight, taste, smell, touch and sound.
There is no homework

Characteristics of Living Organisms

Students finished up the activity from yesterday.
We then took notes on the Characteristics of Life which are:
G - gets energy
G - grows and develops
G- gets chemicals
R - reproduce
R - respond to stimulit
R - requires cells
and the Needs of Living things
1. Food
2. Water
3. Habitat
4. Stable internal conditions

Have a GREAT 3 day weekend!

Dirt: Dead or Alive

Dirt: Dead or Alive!  Students worked in groups and classified. what they found in the dirt. Students were required to make 6 categories for their findings. They then needed to sketch and label what they found.

Scientist of every discipline must be able to sketch and label their observations so this activity will be graded on detail and neatness.

Tomorrow we will finish this lab in class so there is no homework tonight.

Safety Symbols

We finished taking notes on safety rules.
Students were then given a round circle on which they need to draw in color a safety symbol. This is homework if not finished.

Students that have NOT handed in their signed safety contract tomorrow during class will NOT be able to participate in the days activity

Safety Rules

Students took notes on safety rules in the classroom. We will continues with these notes tomorrow.

Students received a safety contract which they need to bring home and have their parent sign.
Students will not be able to participate in any labs or activities until I receive this contract.
It is due tomorrow!

What does a scientist look like?

What does a scientist look like?
Students worked in groups on a drawing of a scientist.

There is no homework.

Class Expectations

Students received a copy of my class rules and expectations.
Students must have two items signed by parents: the class rules and permission to post picture on this blog.
Students must have a single subject spiral and a pocket folder/accordion folder/1" 3 ring binder for science only.

All these items are due on Monday August 27th.

Welcome to Will James

Hello All and welcome to Will James Middle School! I am very excited to begin the 2012-2013 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 Paragraphs

Students need to use their notes from the Biome presentations. Students then need to write 3 paragraphs. Each paragraph needs to be on a different biome  and they may  not write about their own, since they are already experts on their own!

This is homework if it wasn't finished in class..

Presentations continue

Students continue to present their Biome Projects.
Some of them are excellent!
I am learning alot.
Way to go 7 Silver!

Biome Project Presentations

Students presented their biome projects.
We will continue with presentations tomorrow, too.

Biome Projects

Students continue to work on their biomes. Whatever is not finished in class today needs to be completed over the weekend. When students walk into class on Monday everything must be completed. Students will be presenting their pyramids and powerpoints on Monday.
Have a great weekend!

Biome Project

Students continued to research their biome today.
Here are a couple links to help with research

 http://www.thewildclassroom.com/biomes
 http://www.ucmp.berkeley.edu/glossary/gloss5/biome

Biomes

1. Grasslands
1. Savanna
2. Temperate
3. Steppes
2. Forests
1. Tropical
2. Temperate
3. Boreal or Taiga
3. Aquatic
1. Freshwater

                                                              i.      Ponds and Lakes

                                                            ii.      Rivers and Streams

                                                          iii.      Wetlands

2. Marine

                                                              i.      Oceans

                                                            ii.      Coral Reefs

                                                          iii.      Estuaries

4. Deserts
1. Hot and Dry
2. Semi-arid
3. Coastal
4. Cold
5. Tundra
1. Arctic
2. Alpine

Biomes

Students began work on their Biome Project today. Most are working in groups of 2-4 and there are some solos. This project is due next week.

 Biome Research Project

1.  Describe where in the world your biomes are located – include latitudes and longitudes. What is the main biome and are there other types that fall into this category. Briefly explain the difference.

What are the physical features of your biome? Does your biome have layers in it? If so what are they?

Describe the climate of your biome including temperatures and precipitation.

2.  Describe what lives and grows in your biome.  List at least 3 plants and 3 animals that live here. Describe how they survive in your biome (ie. where exactly they live, what they eat, what their shelter is like) and explain their adaptations that enable them to live in your biome.

3. Biome Importance. What is so important about your biome? Why is it important to the planet? What would the impact be to the planet if your biome was completely destroyed?

4. Biome threats.  What if any are the threats to your biome? You must explain this in detail (not just pollution but explain what happens to the biome) including consequences to your biome.  How can these threats be lessened? Again, this needs to be in detail.

Are there any plants or animals on the endangered species list? If so, what are they, why are they threatened, and what is being done to protect them?

Products

1. Write a report or create a ppt  - minimum of three sources, at least 1 book
2. Create a pyramid
3. All group members must participate equally     

Movie "The Thin Green Line"

Students finished watching the movie. They then turned in their KWL's except for 6th which opted to do notes and 5 questions.
We also put our Painted Lacy Chrsaylids into their butterfly habitat.
Tomorrow we will begin our Biome Project

The Thin Green Line

Students watched the first half of the movie "The Thin Green Line" which is about amphibians and the cause of their decline. Students needed to take notes on the movie. We will finish the movie on Monday.
Students handed in their "Frog Sandwich" and the Frog Dissection sheet.

Frog Dissection

Day 2 : Internal frog. Students identified the internal structures of a frog
Homework: Students must finish the questions and label the frog diagram.

Frog Dissection

Day 1 Frog Dissection: Students looked at the external frog structures and the structures on the inside of the mouth.
Homework: Students must finish labeling the mouth diagram and complete the chart on frog part functions and locations.
Tomorrow is Day 2 and Internal Structures!!

Frog Sandwich

We labeled the frog sandwich today.
Students then began to color their frog sandwich.

Homework is to finish adding color to their frog sandwich

Students MUST have the frog sandwich complete BEFORE class tomorrow and MUST have have questions 1a,b,c and 2a from page 98 answered BEFORE class. If these are not done then students will NOT do the dissection.

Amphibibans

Today is the start of mini unit on amphibians.
 Students read pages 94-98 on amphibians and then answered 1a,b,c and 2a. This MUST be turned in.
Next students received their Frog Sandwich packets. We did the first page on this. Tomorrow we will complete.
BOTH of these assignments need to be completed and turned in on Wednesday in order to qualify for the dissection. I f I do not get these than students will NOT do the dissection.

Test

Students took the test today.
On Monday we will start our frog unit.

Have a great weekend!

Study Guide

Students worked on a plant/insect study guide. The test will be mostly plants with a few questions on insects. I will be here in the morning for a study session for any student that would like to attend.
Study tonight!

Plant/Insect/Duck/Trout Stations

I'm back!
Students rotated between 5 stations. Two stations were on plants, one for butterflies, one trout and the last one was our ducklings. Students had to make observations at each of the stations. At the trout station they needed to make an acrostic poem for rainbow trout. We will continue with the stations tomorrow.

There will be a plant/ insect test on Thursday.

Flower Dissection

Most classes did a great job of bringing in their flowers. In several classes all students had their own flowers to dissect. Students must finish answering the questions on the flower dissection which is on the back of their answer sheet.
Tomorrow we will review angiosperms and gymnosperms.

Extra Credit: Students may do the exact same lab with a different type of flower (no tulips)
                     Due Tuesday May 1st.

Gymnosperm and Angiosperm

I am not in school today. But.....students should have read the sections titled gymnosperms  and angiosperms. I believe that is pages 146-156 which is in the plant book. They then need to complete the worksheet. This is a lot of reading and there are four pages to the worksheets. So....there is homework if they are not finished.

Reminder: Please bring in tulips for tomorrows class!

Gymnosperm Conifer Inquiry

Students went to five stations. At each stations there was a different conifer. Students needed to write qualitative and quantitative observations concerning the needles and cones. For this activity students needed to be VERY observant. After all five stations they then must put the five sample into 3 groups and explain why they grouped them the way they did.
There is no homework

I need tulips, daffodils, lilies or iris for lab on Wednesday. Each table needs a minimum of two flowers to do this activity.

Quick Pop Quiz

We reviewed monocots and dicots and then student took a pop quiz.
Have a fabulous weekend!

Monocot or Dicot

Students observed their seeds, celery and trout. We then did a worksheet together on monocots and dicots - monocots have 1 cotyledon (corn) and dicots have 2 (beans)
Students need to  fill in one line underneath each picture using the word bank for the last page. I will tell the kids which ones are monocots and dicots tomorrow.

Seed Planting

Today students observed their germinating seeds from yesterday.
Then students planted 3 new seeds in dirt. These are "fast track" plants and should go through their entire life cycle in ~30 days. We shall see if this works - it is all an experiment.

No homework.

Seed Germination

Students "planted" seeds in a petri dish. We will measure and record the root and shoot growth over the next week and then graph them. These seeds are "fast track" seeds so they should germinated quickly.

On a sadder note, the hummingbird nest was attacked by a large bird so the babies are gone. But, mama is back at it and busy building a new nest. It is always amazing to me how beautiful and cruel the natural world is

Plant Movie

We finished watching an awesome plant movie. Students had to make a KWL which they turned in today.
Have a wonderful three days off.

Plant movie

Students finished their butterfly camo. Tomorrow there will be 120 cam butterflies in the room.
I showed the students a hummingbird webcam. We discussed the differences between the hummingbirds and the eagle. The hummingbird webcam is under learning links.
We began a plant video which we will finish tomorrow. Students made a KWL which they will finish tomorrow and hand in.

Plants

Welcome back. I hope everyone had a great spring break.
We corrected yesterday's assignment on plants pgs 104-111
Students then made a camo butterfly to hang in the room.

There is no homework.

To help or not to help

Students read pages 22 and 23 in the butterfly(environmental book) on the overpopulation of white tail deer. Students then worked together and needed to decide if and how they would address this issue.

Have a fabulous spring break!!

Interaction between living things

Students handed in their graphs and questions from the spoonbird and forkbird activity.
We took some notes on chapter one section two in the environmental science (butterfly) book
Students then read 1:3 pages 24-31 and answered questions 1abc,2ab and 3ab in their spirals. This is homework if they are not finished.

Spoonbirds and Forkbirds

Students did an activity modeling the processes that may cause one species to survive and another to go extinct. This activity is also designed to understand one of the causes of species population numbers to rise and fall. Tomorrow students will finish this activity.
There is no homework.

Living things in the environment

Students read pages 6-11 in the Environmental Science book. They then worked on a worksheet. The worksheet is homework if not finished.

Migration paragraphs

On Friday and today students watched the video titled "Earth Navigators". There are 4 animals highlighted in this video the wildebeest, whooper swan, monarch butterfly and sockeye salmon students. Students hould have taken notes.
For homework students need to write 4 paragraphs (one for each animal) and explain why each animal migrates the way it does and dangers that it may face.
The link to the video is below

http://www.pbs.org/wnet/nature/episodes/earth-navigators/video-full-episode/4768/

Bird Reading

Students were allowed extra time to complete last nights worksheet. We then corrected these sheets and hung up most of the build a birds!
I will NOT be here tomorrow. Students will be watching a movie on migration. this movie shows four different animals and their migrations and struggles.

Bird reading

Students presented their awesome birds today. Fantastic imagination! Students then read about birds in the animal book. Students read pages 118-135. Students must finish the worksheet for homework.

Beautiful spring day!!

Design a Bird

Students finished their birds today.
Tomorrow they will share with the rest of the class.

No homework tonight!

Design a Bird

Students worked in small groups and were to design a bird based on the habitat I gave them ie: library, band room, tech ed room. Students have to come up with a name, food that it eats, beak design, feet design and several other questions that are posted in the class. Students will work on this tomorrow as well.
There is no homework.

Happy  spring! Can't believe the snow!

Ducks and presentations

For the past two days we have been sharing our bird presentations and having a duck talk from Sheila McKay from the waterfowl sanctuary.
Periods 2 and 3 had the duck talk yesterday and today those classes presented their birds
Periods 5, 6, 8 presented their birds yesterday and today they had the duck talk.

There is no homework tonight. Tomorrow anyone that has not presented their bird will do so.

Bird range maps and cubes

Students received a map and a cube today. Students must color in the range of their bird(where it's found) and complete all the information on the cube. Students will be presenting their information on their bird to the class. If students didn't finish in class , then it is homework!
Periods 5, 6 and 8 will share tomorrow and periods 2 and 3 will share on Wednesday.

Bird Research

Yeah! Testing is over and we are back to our regular schedules!

Students started to find information for their chosen bird. Students must come to class on Monday with all of these questions answered. they will be presenting their findings to the class on Tuesday if they are in period 5, 6, 8 and Wednesday for periods 2,3. Below are the questions that students must have answered plus they need to know what their bird looks like!

1. Name of your bird
2. Scientific name of your bird.
3. What group does your bird belong to ie. ducks, raptors, etc.
4. Describe your bird’s habitat.

Also include:

1. breeding habitat
2. winter habitat
4. What does your bird eat?
5. What kind of nest does your bird build and where would you find it?
6. What time of year does your bird nest?
7. What is the incubation period of the eggs?
8. How many eggs does your bird lay and what color are they?
9. How often does your bird nest in a year?
10. How long does it take for your bird to become an adult?
11. Does your bird migrate?          If it does when?        Where to?
12. Are there dangers that your bird might face in it’s migration?
13. Is your bird on the endangered species list?
14. List 5 other facts about your bird.

Strawberry DNA

Students extracted DNA from a strawberry. Very cool. Students need to finish questions for homework if they did not finish in class.
I will not be in school Monday. Students are to work on their study guide for their Test later this week.

Extra Credit DNA models are due Tuesday morning.

DNA,,RNA, Punnett Square, Chromosome Review

Students took notes and reviewed these topics. Students will be testing on these next week. Periods 1, 3 and 5 will test on Tuesday and Periods 6 and 8 will test on Wednesday.

DNA Model

Students made a DNA model in class. They used licorice and gum drops. If students didn't completely finish they need to finish for homework which they can as long as they have the colors for all the bases.

Extra Credit: Make a model of DNA. You may NOT use licorice or gum drops.
Extra Credit is due Tuesday March 6

Meiosis Model

Students worked together to create a model of meiosis using consturuction paper, yarn, colored pencils.
Today was Day 4 of observing our trout eggs. We had quite a few that hatched over the weekend!
No homework.

Trout Books

Students took notes on the genetic code.
Students then made their "Trout Books" These books will include all things trout. Students made their first observations on the trout eggs today.

Students with dogs may bring in a photo of their dog. The photo must have the dogs name, the breed, and their name. These pictures are to make a dog collage.

Extra Credit: Make a DNA model. Include a key. This is due Monday March 5th.

Meiosis Notes

 We had a shortened schedule today cue to the SOAR assembly. The SOAR assembly was a great presentation on the negative aspects of tobacco use.
We finished up the dog video today.
We then took a few notes on Meiosis.
There is NO homework.

Dog movie and show dog

Students watched a NOVA movie on the origin of dogs and should know the two theories of how dogs came about.
Students got to meet a champion dog, Toby, an Old English Sheep Dog. One of my students parents brought this champion dog in and spoke about breeding, genetics, obedience and care. This was a real treat as this dog is a champion and has even been to Westminster Dog Show.
There has been no homework the last two days.

Catch up time

Whew! I have been out sick for the last two days so.....today I am trying to catch up. On Monday students read about DNA in their books  pages 47-103 and did a worksheet. Today we corrected that sheet and students handed it.
Yesterday students corrected the Meiosis sheet that they did on Friday and turned it in.
Students watched a video on fish today - hopefully we will be getting trout eggs on Tuesday - keep your fingers crossed.
In the meantime I am trying to catch up on grades.  I will be out of town and internet service all of break so please be patient.
Have a great break!

Chromosomes

Today we discussed inbreeding pros and cons. We also talked about what a person needs to have if they are going to adopt a dog.
Students read in their books pages 92-96 and worked on a worksheet. If the worksheet isn't done then it is homework.
Have a great weekend!

Wiki and word clouds

Today was the last day for our dog project and wikis.Students should have all their dog information and an image of their dog on their wiki page.
The dog information that I have seen has been fabulous!
Due to all the problems with the word clouds I am not requiring that students have a word cloud. I f students want to try and get a word cloud on using their home computers that is fine.
Tomorrow we are taking a huge break from computers and wikis and will be reading. YEAH!

Word clouds

 Today was VERY frustrating for me. The word clouds were not working on the mac labs because of needed downloads and plug-ins which the computer tech person has to do so......I would like students to try play around with black-text, tagxedo and mosaic word clouds. See if you can embed them into your wiki page. Remeber that to access the wiki look under learning link and scroll down until you find class wiki. When using the wiki always click edit and SAVE when you are done.

The 3 word cloud sites are all found under learning links. Below are the directions to embed or "paste" a  Mosaic word cloud into your wiki .  Good luck. 

To embed your Mosaic word clouds into your wiki page you must:

1.   Make your image that you want to embed.
2.   Click export
3.   Scroll down until you see image URL.  Copy that link.
4.   Go to your wiki page.
5.   Click the edit button.
6.   Put your cursor where you want the word cloud to be.
7.   Click file.
8.   Click external image.
9.   Past link into box.
10. Click load.
11. Double click the small image.
12. Whala! There is your image.
13. Click save!!!

Dog Project Questions

There were technology issues today. I wanted students to use some word cloud programs and post their creations to a wiki that I made. The wiki would not load so students could not post their creations. We printed some out but we don't have a color printer. So.....we will see what happens tomorrow.
Students used black-text and word mosaic to make word clouds. The links to these are under learning links

 Dog project Questions

Use books and the internet to research your dog. You must use at least two books and at least 2 websites. Cite your sources  Be sure to answer the following questions

1.      Where is the breed originally from?

2.      When was your breed first discovered or recognized?

3.      What was the breed used for historically?

4.      What is your dog used for today?

5.      What are some jobs that your dog might have in today’s society? Describe what these jobs are and why your dog can do this job well.

6.      Does your dog make a good pet?

7.      What is the weight?

8.      What is the lifespan?

9.      Does your dog have any genetic disorders? Explain and describe what this is.

10.  Is your dog prone to any health disorders? If yes explain what they are.

11.  What is the temperament of your dog?

12.  What colors can your dog be? What is the nose color?

13.  How much exercise does your dog need?

14.  What are some interesting history and/or facts about your dog? You must have at least 5 additional facts.

15.  What are the major dog groups and which group is your dog in?

16.  What are the vaccinations your dog needs and how often?

17.  What is inbreeding and what are the pros and cons?

18.  Are there any rescue organizations for your breed? How many and where are they located?

Dog Project

Students spent the day on our brand new mac lab in the library. They researched their dogs and put their information in a google doc. Most kids have less than 5 questions left to answer so they made great progress. tomorrow we will finish  researching. There is no homework.

Dog Genetics

Students started on their dog assignment. This dog project can either be done solo or with a partner. Students must research their chosen breed. The emphasis of this assignment is on the genetics of their dogs: where they originated from, what they are bred for, possible genetic disorders. I am anticipating that all work will be done in class with very little homework. There is no homework this weekend except to have a great one.

Mendel and punnett squares

We corrected yesterday's worksheet on Mendel pages 76-81. We then practiced using punnett squares to predict the probability of offspring getting specific traits. We will continue this tomorrow. There is no homework tonight.

Traits Survey

We finished up our discussion on swans. The facts that students found out about swans were terrific! We will come back to swans and other migratory birds in the spring. So....

Today students were introduced to the term alleles. We did a class survey on traits. Their homework is to conduct a family survey on traits. They must include at least 8 traits in their survey.

Swan facts

Students worked in partners and collected 10 facts about swans. Students needed to use at least two books and one web site. One fact from each partnership was written on the overhead. We now know ALOT about swans!

Please be sure to visit the WJH Waterfowl Sanctuary for a tour. They are open for tours every Saturday in February. Tours start on the hour beginning at 9am.

Swans

We had a guest speaker today. from the WJH Waterfowl Sanctuary. She brought in a trumpeter swan and several teals to show us.
If you are interested she is offering tours of WJH. WJH is located at 2753 S56th St. West.
Tours are on Saturdays, starting tomorrow, and through the month of February.
Tours begin at 9am and on the hour thereafter until 4pm.
Groups can be no larger than 15.
Please call Shelia McKay at 652-7175 to let her know you are planning to come.

Students will receive extra credit points if they visit WJH.
 (Must have a note from parent stating that they went to the facility)

Swans and migration

We are taking a few days and doing some migration  lessons. These are a bit sooner than I normally do this but it is because we have the opportunity to have a swan brought into school. So students watched a video on swans and swan protection today. Tomorrow a speaker will be at school and she will have a swan.

Test

Students took a test today. The test will be graded in two parts - Part one( which was multiple choice and done using mimio votes) and Part two - which was short answer.

Study Guide

Students worked on a study guide for their test tomorrow. Most students finished this in class however if they did not then it is homework.
I will be here in the morning for a review session.

Study tonight!

Flip Books

Students started a cell cycle "Flip Book" in class on Friday. This book needed to be finished over the weekend and turned in on Monday (today).
Today we read, discussed and watched a short video clip on cancer.
We will be having a test this week on Chapter 2 on Wednesday.

Cell Cycle

We had shortened periods today due to a SOAR assembly. In class we corrected last night's homework. We then started to draw the different phases of the cell cycle. There is no homework.

Cell Division

We finished reading and taking notes on cell division pages 55-62. Students then got worksheets that they need to complete. They had about 20 minutes in class. If they did not finish then they need to complete for homework.

Cell Division

Today is the first day of 3rd quarter so everyone has an A! Please work hard to keep it.

Students read Cell Division pages 55-62 in the cell book. They then took vocabulary notes in their spirals. There is no homework.

Yeast fermentation graphs

Students finished up their graphs from yesterday's investigation. Students then took a pop quiz using an electronic quiz tool.
Enjoy the 3 day weekend! See you next semester!!

Respiration in Yeast

Today students performed an activity to witness respiration in yeast. We had trouble 2nd period because our ratios were off but we worked it out in all the other classes. 2nd period is always my "guinea pig" class and they are wonderful. Students do not have homework tonight as we will finish this assignment tomorrow in class.

Project Presentations

Yesterday and today is filled with project presentations. They are Great!!

Final Touches

Many students have finished with their projects and a number were adding final touches. Remember to share all your work with me.
My email is: gartonj@billingsschools.org

Have a great weekend

Thursday and Friday

Students have the next two day to continue working on their projects. Make sure to make use of the four links under learning tools to help with understanding! They are due Monday!!

Photosynthesis/Respiration

Students continued to work on their assignments. I have seen some extremely creative work! Remember students that tomorrow we will not have access to computers but we will again on Friday.

Photosynthesis/Respiration Project

Students were given the below rubric. Students must complete a project(s) worth up to 40 points. Students may receive up to 20 extra credit points by completing another project. Most of the project should be able to be completed in class as students have 4 days of in class time to work on them  - so part of this activity is teaching students time management skills and appropriate use of classroom time. Some work may have to be done at home.

Acrostic-Solo -At least 8.5/11 -Neatly typed or written -Target words will be written down left side of paper -Each descriptive phrase must begin with one of the letters from the target word -Each descriptive phrase chosen must be related to the target word 20 POINTS	Comic Strip-Solo -At least 8.5/11 -At least 6 cells -Must use ALL terms -Must include color -May be done using computer -Using GoAnimate or Easy comic creator 30 POINTS	Concentration Cards-Solo -At least 20 index cards (10 matching sets) must be made -Both pictures and words must be used -Information should be placed on just one side of each card -Include an answer key which shows the matches 20 POINTS
Diorama-Solo -Must be self standing -All interior space must be covered with relevant pictures and information -Must include ALL terms -Name written on back in permanent ink -Informational/title card attached to diorama 40 POINTS	Children’s Book-Solo -Must have a cover with the book’s title and student’s name as author -Must have at least 10 pages -Each page should have an illustration to accompany the story -Must include ALL terms -Should be neatly written or typed -Can be done on computer 40 POINTS	Three Facts and a Fib-Solo -Can be written, typed, or created using PowerPoint -Must include exactly four statements:  three true statements and one false statement -False statement should not be obvious -Brief paragraph should be included that explains why the fib is false 10 POINTS
Written Report-Solo -Must completely explain the entire process of topic -Must include ALL terms -Must include at least 3 sources -Must be done on the computer -May be done on google doc and shared with me 40 POINTS	Skit/Puppet Show/Rap           solo/partners -Must demonstrate thorough knowledge of the subject -Must have a typed or written script -Must include description of what each person did -ALL terms need to be included 40 POINTS	Powerpoint-Solo -Must include ALL terms -Must thoroughly describe the topic -Must include a minimum of 10 slides -Must include at least 3 sources -Must include pictures 30 POINTS
Game-solo/partners -Must include ALL terms -Must include written or typed instructions on how to play -Must include description of what each person did -Must demonstrate thorough knowledge of topic 40 POINTS	Word Find-solo -At least 8.5/11 -Must include ALL terms -Must provide a word bank -Must define each term on the back of the word find -May be done on the computer 10 POINTS	Poster-solo -Create a poster that can be used to share all relevant information -Must be type written -Must include ALL terms -Must include text and pictures -May be done using Glogster 30 POINTS

Photosynthesis/Respiration Project

Students will need to create a photosynthesis/respiration project. Almost all work will be done in class. Some ideas for projects are skits, poems, puppet show, poster, report, comic strip. More information will be forthcoming.

Terms, ideas, concepts that students need to understand and include in projects are:

1.  photosynthesis

2.  autotroph

3.  heterotroph

4.  pigment

5.  chlorophyll

6.  chloroplasts

7.  stomata

8.  energy

9.  sugar

10.  carbon dioxide

11.  oxygen

12.  water

13.  respiration

14. fermentation

15. alcoholic fermentation

16.  lactic acid fermentation