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7th Science Rocks!


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Friday, Oct. 13

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

PS: MS-ESS3-3
Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
DCI: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
PS:  MS-LS1-5 Construct a scientific explanation based on evidence for how environmental (and genetic) factors influence the growth of organisms.
PS: 2LS4-1
Make observations of plants and animals to compare the diversity of life in different habitats.
DCI: LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
SEP: Collect data about the performance of a proposed process, or system under a range of conditions.
SEP: Use  graphical displays (maps, charts) of large data sets to identify temporal and spatial relationships
Today in Class:
1.  Invasive Clearing at Eastmanville Bayou:  This is the park that the Allendale MS 7th grade has adopted for the past 3 years.
Wow! Your class really knocked it out of the park with your efforts to eradicate the invasive species at Eastmanville Bayou!  One of the tasks you were responsible for was to physically make a difference and clear some of the invasive species, like Buckthorn and Oriental Bittersweet.  Excellent Effort!  Mrs. Melanie Manion and the Ottawa Co. Park volunteers were really happy with your work.
2.  Art:  on our hikes, you stopped and drew some contour drawings of different plants– trees, wildflowers, invasives, vines, ….
3.  Science: On our hikes, you should have listed and taken note of all of the different native and invasive species seen.  There were many native species that we saw (trees and wildflowers) that had been crowded out by the invasive species in the years past.  We will analyze this data and compare it to the data collected at Riverside Park last week.
4.  In Class: Science:  You should have created a simple bar graph that illustrated the numbers of invasive species vs numbers of native species seen at Riverside Park and Eastmanville Bayou.  We will discuss this data in school next week.
You were given a detailed list of how to create this graph in school.
Homework:  No HW – unless you have missing assignments in science.
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Thursday, Oct. 12

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-3   Use an argument supported by evidence for how a the body is a system of interacting subsystems composed of groups of cells.
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  An organism may consist of one cell (unicellular) or many different numbers (multicellular)
In multicellular organisms, the body is a system of multiple interacting subsystems.  These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
SEP:  How can I apply scientific ideas, principles and/or evidence to use an explanation for real-world phenomena?
SEP:  How will I analyze and interpret the data provide evidence for the phenomena?
Today in Class:
Phenomena:  You and your small group discussed:  Why did the bluebirds leave the fields?  You related this to invasive species and knowledge learned and observed during our field trip last week.  
2.  Discussion: what is a “complete” answer?  How do you know if you have answered a question fully?  [I brought this up in relation to student answers on the microscope short answer quiz 2].
3.  We corrected and discussed the (Wed.)  Microscope Lab – Cells or Tissues ….  many of your scientific drawings were fantastic!  Nice job with size, details, shading, accuracy!
4.  I explained and answered questions about the Homework.  This is a “higher level thinking question.”  Make sure to answer the question fully.  It should contain the science terms that you have defined and described in your notes, as well as a clear explanation– why these are related.
Take Away Tasks – Homework:
On your Field Trip Paper —- with Mycorrhizae Fungae—-  please write the answer to the following on the back of side 1:
Relate the M. Fungi to the cell membrane and the processes that involve the cell membrane.  


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Wednesday, Oct. 11

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-3   Use an argument supported by evidence for how a the body is a system of interacting subsystems composed of groups of cells.  
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  An organism may consist of one cell (unicellular) or many different numbers (multicellular)
In multicellular organisms, the body is a system of multiple interacting subsystems.  These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.  
SEP: Can I identify the tools and their correct care when viewing microscopic organisms? *Science investigations use a variety of methods and tools to make measurements and observations.
SEP:  How can I apply scientific ideas, principles and/or evidence to use an explanation for real-world phenomena?
SEP:  How will I analyze and interpret the data provide evidence for the phenomena?
Today in Class:
1.  Explanation of Golden Tickets and Team Tasks:  Rewards and Incentives to do well and  Opportunities to Help!
2.  You should understand the importance of relating the Performance Standards and the Essential Question to the Labs and Activities that are part of our science class.
3.  Microscope Lab:  Cells vs Tissues and Unicellular vs Multicellular….. you and a partner focused, observed and drew a sample on a slide.  You were then to answer questions : Claim, Evidence and Reasoning about this sample. 
Claim: Multicellular or Unicellular?  Cells or Tiussues?
Evidence: Data– what did you observe that would help you to support your claim?  Do you have any prior knowledge from reading the text or from notes that would support the claim?
Reasoning:  Now – combine the claim and evidence, and explain WHY you answered this way.
4.  Communicate and Share: STEM Engineering Step 6— share and discuss your ideas and your slide observations with another group.
Homework:  No HW —{ unless you did not have your definitions and descriptions completed from watching the video clips about diffusion, osmosis and semipermeable membrane.}
Phenomena:  Butterfly wing….  is this an example of a unicellular or multicellular organism?  Is this an example of a Cell or Tissue?  
 
 magnified butterfly wing


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Tuesday, Oct. 10

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  An organism may be unicellular or multicellular.
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  Within cells, special structures are responsible for particular functions.
MS-LS1-2   Develop and use a model to describe the function of a cell as a whole and ways that parts of cells contribute to the function
SEP: Planning and Carrying Out investigations:
*Conduct an investigation as to produce data to serve as the basis for evidence that meet the goals of the investigation.
Today in Class:
 1.  Phenomenon:  Why do all of these cells (and tissues) have different shapes and sizes?    Human Body Cells
2.  You should have completed side 1 (part 1) of the worksheet “Cell Walk.”  Then after this , you  completed a peer-evaluation of other students’ 3-D Cell Models and did a Cell Walk!.  Great job with this!  How did you like learning about cell structures by looking at others’ cells?
3.  Next, you completed Part 3 – “Evaluate What You Have Learned.”
1st Hour——–> You did not have a chance to complete the Cell Walk (part 1) worksheet as fully as the other classes.  You will work on this more tomorrow!
Absent Students:  If you would like to complete Part 1 of the Cell Walk WS, email me and I will share this with you 🙂
Take Home Tasks / Homework:
Watch the videos below and discover the meaning of diffusion, osmosis and semi-permeable membrane.  Write the definition and description  for each of the 3 terms in your notes (2-3 lined description for each).  It might be helpful to draw these processes out.
Video 1:
Video 2:
{don’t worry about some of the extra terms– just listen for info about semi-permeability}


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Monday, Oct. 9

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

DCI: LS1.A       Structure and Function:  All Living things are made up of cells.  An organism may be unicellular or multicellular.
Within cells, special structures are responsible for particular functions.
MS-LS1-1       Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
SEP:      Models: Develop or modify a model– based on evidence– to match what happens if a variable or component of a system is changed
Today in Class:  
1.  Discussion about bringing materials to class – you were asked to bring your choice of cell model materials 4 times in the past week and a half.  This should not have been a surprise and you will find it very helpful to plan ahead, and follow the directions for HW on time 🙂
2.  Listening Focus – 1st hour (directed listening from Mr. Bailey)
3.  Create a Key:  Each student created a Key for their 3-D Cell Model.  The key should have named each of the (10) cell structures and also included a symbol /color or word to describe the structure.
4.  Some students had completed their key last week Friday, so they completed their study homework today during class.
Take Home Task:   Study cell organelle: structure and functions notes, using the “Flip Card” method.  Use your Links cards.


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Thursday, Oct. 5

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

PS: MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.*
DCI: Human activities have significantly altered the biosphere, sometimes damaging or destroying natural habitats and causing the extinction of other species. But changes to Earth’s environments can have different impacts (negative and positive) for different living things. (MS-ESS3-3)
PS:  MS-LS1-5 Construct a scientific explanation based on evidence for how environmental (and genetic) factors influence the growth of organisms.
DCI: LS1.A In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)
DCI: LS1.C      Within cells, special structures are responsible for particular functions, and the cell membrane forms the boundary that controls what enters and leaves the cell. (MS-LS1-2)
DCI:   LS4-1       Make observations of plants and animals to compare the diversity of life in different habitats.
DCI:  LS4.D        Changes in biodiversity can influence human resources , such as food energy and medicines, as well as ecosystem services that humans rely on.
DCI: LS2.A: Interdependent Relationships in Ecosystems
Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)
In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)
PS:  MS-LS2.1      Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
PS:  MS-LS2.2      Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.
PS:  MS-LS2.4       Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.
LS2.C      Ecosystem Dynamics, Functioning, and Resilience:        
Ecosystems are dynamic in nature; their characteristics can vary over time.  Disruptions to any physical or biological component to an ecosystem can lead to shifts in all populations.  (MS-LS2-4)  
Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health.

 

Today: Field Trip “Outside Class”

Questions to Consider:

  1. How do some invasive species negatively impact our native species and the land plants we depend on?  
  2. Which experiments and tests could you design to address and  solve these problems?  Think about the numbers of native and numbers of invasive species you saw (or you will see) in our walk.
  3.   What is the ratio of native to invasive species in a specific area of the park?  Why do you think that this ratio exists?

Activities at the Park:

  1.   Art:  Contour Drawing of Different Plants
  2.   Science:  Counts of  (sample) Native and Invasive Species
  3.   Science:   How to Remove an Unwanted Native (Poison Ivy) Without Using Chemicals, and Reduce Human Impact
  4.   Science:  Ecosystem Relationships—a.  connectedness between native species and the insects and birds that depend on those native plants  (Mrs. Manion talk)      b.  Invasive species do not provide necessary nutrients  (Mrs. Manion talk)
  5. Language Arts ——->  you will be writing a research paper that revolves around invasive species; hopefully you listened to talks and examples about vectors and human impact !   You should have also  observed the invasive species present thought about your observation.
  6. Science in the Classroom:  Back at school, you should have:

a.  Watched the video about Mycorrhizae Fungi and the connections to plants and soil

b.  Answered the questions on the worksheet related to Mycorrhizae Fungae, plants and soil.

 

Homework:  Bring in your materials that you need for building your 3-D Cell.  You should also bring in your completed cell structure and function Links cards, because you will use these as a guide as you create your model.


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Wednesday, Oct, 4

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:

MS-LS1-1  Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
MS-LS1-2   Develop and use a model to describe the function of a cell as a whole and ways that parts of cells contribute to the function
DCI: LS1.A Structure and Function:  All Living things are made up of cells.  Within cells, special structures are responsible for particular functions.
*****SEP: Models: Develop or modify a model– based on evidence– to match what happens if a variable or component of a system is changed
*****SEP: Can I identify the tools and their correct care when viewing microscopic organisms? *Science investigations use a variety of methods and tools to make measurements and observations.
Today in Class:
1.  Phenomena:  Partners orally reviewed microscopes parts and guidelines for use, using a microscope at your table.
2.  We discussed your Cell Structures Links cards, and noted that everyone should have 15+ made at this point.  If you do not have these finished, your Friday – “create a 3-D cell” activity will probably be tough to   complete during class.
Students named different cell structures and asked if these should be included in your 3D Cell Diagram.  You should have noted these on your cell cards (or on a paper, if you did not have your cell cards). 
3.  Students completed the Microscope Lab worksheet: “IMPROVE Microorganism Sample Observation #2”.   (STEM Engineering)  You should be able to tell me and other students what you independent variable and your dependent variable is for this experiment.  
Next, you looked at a second sample from the Sevey Drain or the Retention Pond.  Some groups discovered many different microscopic organsisms– protists and algae, unicellular and multicellular.  You should have drawn one of your microscopic organisms – on the Dependent Variable section of the lab worksheet.
Homework:  Watch the mycorrizae video to prepare for the field trip tomorrow.

  https://www.youtube.com/watch?v=RBL9uZkJc34           Mycorrhizae Video #2 

 The first video is 20 min. long, – the 2nd video is 1 minute in length.  While you watch, think about how this will relate to our microbiology samples, and the invasive species that you will be observing.