kellychr7AMS

7th Science Rocks!


Leave a comment

Friday, Nov. 17

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices

MS-LS3-2      Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

DCI:    Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.

MS-LS1-4      Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-4

LS1.B     Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.

***How do plants reproduce?

***How do specialized plant structures affect the probability of successful reproduction ?

 

Today in Class:

1.  First, you and your table partner should have discussed your Venn Diagram that you made as you referred to the notes about Asexual and Sexual Reproduction.   As I checked these, I noted to the class that too many students did not complete this homework.  This is the first assignment for the 2nd Trimester.  Please make sure that you double-check to complete your work.

2.  Next– we corrected and evaluated our 3-part flower labs.  You should have  completed these lab papers and the flower diagram during the past 5 class days.  This work represents how well you understand the standards for this week.  Hopefully you learned a lot as you observed the lily – flower, the lily-pollen  and compared this to the apple- fruit.

 

Homework/ Take Away Task:  No HW this weekend 🙂

Advertisements


Leave a comment

Thursday, Nov. 16

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices

MS-LS3-2      Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

DCI:    Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.

MS-LS1-4      Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-4

LS1.B     Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.

Today in Class:

  1.  We reviewed the process of pollination – and how plants reproduce! 
  2. Next, you moved into your Flower Dissection teams, and you began your work on Part II and II of the Flower Dissection.  First, you and your group compared an apple to a diagram of an apple, and to the flower diagram.   Then you answered the questions on the lab worksheet.
  3. Next, your group observed Lily Pollen.  You drew this and completed your lab.
  4. Some hours started their HW.

Homework/  Take Away Tasks: 

  1.  Study (and make sure you can explain) pollination and plant reproduction.   You may choose to refer to the site from Nov. 13 on pollination (Biology of Plants: Pollination )
  2. Create a Venn Diagram – Notes for Sexual vs. Asexual Reproduction (Venn Diagram is on my Notes for the Unit page on this Blog).  Create this diagram / graphic organizer in your Notes !

Sample Venn Diagram:

 

 


Leave a comment

Wednesday, Nov. 15

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices

MS-LS3-2      Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

DCI:    Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.

MS-LS1-4      Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-4

LS1.B     Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction.

 

Today in Class:  

1. Student quietly read the Flower Lab Procedure once again.  I gave the class reminder directions about the lab and then you all moved into your Lab teams.

2.  Teams decided on roles for the lab —-> leader,  materials runner, labeler,….  Next the materials persons picked up all of the materials you needed.  Everyone was very good about observing the Lab Safety guidelines with the “sharps.”

3.  Teams followed the dissecting the flowers method and then taped and labeled male and female flower parts.  You and your group should have really discussed these parts and noted the roles that each flower part plays in plant reproduction.

4.  I did walk around to each group and asked you to tell me what you had learned and observed from the video or website that you looked – concerning Pollinators.  Some of you had some terrific responses.  1st Hour: we will be doing this tomorrow.

 

Homework and Take Away Tasks:  Bring an apple (if you have one) for part 3 of the Flower Dissection Lab tomorrow.   Tomorrow you get to check out lily pollen using a microscope and you also will be comparing the parts of a flower to the parts of a fruit!  Fun Fun Fun!

 

 

 

 

 


Leave a comment

Tuesday, Nov. 14

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-LS3-2       Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
DCI: Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.
MS-LS1-4       Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-4
LS1.B     Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction

 

Today In Class:

  1.  Phenomena:  Pick the Pollinator:   NOVA Pick the Pollinator

2.  Next — students were grouped back into your Flower Dissection Teams.  You labeled all of the flower structures as male or female ( Image result for male and female symbols ).  

3.  All students then read through the Procedure.  You should have written the Materials that you would need as your group read through this Method.

4.  I asked your class questions about the Flower Dissection and checked for understanding.  I made it a point to especially check for your understanding about Lab Safety Guidelines with this activity.

 

Take Away Task / Homework:       

Look/Read at     ONE                   

of the following websites or Listen to a podcast about Pollinators!  Be prepared to discuss the following:  

  1.  Are pollinators disappearing?  
  2. Why are pollinators important?  

You may also think about— if the numbers are decreasing, why are they decreasing?

site #1:  NPR More Pollinator Species In Jeopardy…

Threats to Pollinators: US Fish & Wildlife Service

Nature.com Losing a Single Pollinator

Radio Lab: How Important is a Bee

US Fish & Wildlife Service Pollinators Podcast

 


Leave a comment

Monday, Nov. 13

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-LS3-2       Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
 
DCI: Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.
 
MS-LS1-4       Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic specialized plant structures affect the probability of successful reproduction of animals and plants respectively. MS-LS1-4
 
LS1.B     Plants reproduce in a variety of ways, sometimes depending on animal behavior and specialized features for reproduction

 

Today in Class:

1.    Organization of the week— we will be starting into Genetics and Heredity  with a Flower Dissection and Cross-Pollination activity.

2.  Phenomena:  you and your team checked each other’s flower diagram and labels for accuracy.  Then you labeled the male and female flower- reproductive structures with a correct symbol:   Image result for male and female symbols

7th Hour and Absent Students:  If you need to double-check your labels  for male and female reproductive parts of a plant, check the labels for the diagrams on this website:

Scottish Sensory Centre, Flowers and Nectar

3. Students (in groups/teams) then read the paragraphs from this site, about pollination:

Biology of Plants: Pollination

This site is from the Missouri Botanical Gardens.  It has some good information about how pollination occurs, and the basic flower structures.

4.  After reading about Pollination, and double-checking your flower diagrams with your team——  then your team completed the Pre-Lab questions on the front of the Flower Dissection Lab worksheet.  

7th Hour and Absent Students:  try to complete these questions as best as you can.  Write your answers in pencil and then you will double-check your answers with your team at the beginning of class tomorrow.  (15-20 minutes of work and then StOp! 🙂

Take Away Tasks / Homework:  

  1.  If you have an apple (an extra apple) at home, save it for Part III of the Flower Dissection Lab, THuRsDay!!   Please do NOT go out and buy bags of apples for science.  When I asked each class, at least half of the students had apples, and that will be plenty!  ThuRsDay, 1 apple if you have one!   :0)
  2. 7th hour:  15-20 minutes of completing the Flower Pre-Lab Activity WS.  (see #3 above).

 

 

 

 

 

 


Leave a comment

Friday, November 10

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

MS-LS3-2
Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.
DCI: Organisms reproduce asexually or sexually, and transfer their genetic information to their offspring.
***How do flowering plants reproduce?

Today in Class:

1.   First– we talked about Missing and Late assignments.  If you have all work turned in —> excellent job this First Trimester!   If you have missing work—->  I have asked you to come to my room after school, for HW Center to get this taken care of.  If you cannot come after school, i have also asked you to come before school starts.  

2.  Phenomena:  Observe these pictures of microscopic objects, that are related.  Write: I Observe…  ???     I Wonder….  ????   and then I Think….  ????

Image result for flower ovary and eggs photo image  Asteraceae pollencroppped

Did you guess what these are and how these are related by the end of class?

3.  Next: create a Diagram of a Flower, as a pre-lab diagram to prepare for the dissection of the flower lab next week.  Students were given ~30minutes to complete these during class.  

Directions stated in class:

  1.  Google a scientific diagram of a flower, with reproductive parts labeled (should have 12+ structures labeled) 
    a. Title
    b. Heading
    c. Draw flower diagram 1/2 to 3/4 size of paper
    d. Label all structures, on horizontal lines
  2. e. Write the website and URL on the bottom of the page

 

Homework – Take Away Tasks:     No HW, unless you are completing missing work or you wish to work more on the flower diagram done in class….

 


Leave a comment

Thursday, Nov 9

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:  Check all of the standards and objectives from this entire unit….. these are listed in each of the posts from the past 7 weeks (instead of me re-posting all of these).  You may also go to my Google.docs weekly lesson plan and look at today’s date for all of the standards: Ms. Kelly’s Weekly Google.docs Lesson Plan

Today in Class:  First Trimester Assessment!  Cells, Microscopes, Cell Transport, Cell Compounds……. Fun! Fun! Fun!

 

No Homework – Have a nice Night!