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7th Science Rocks!


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Wednesday, Nov. 8

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:  

  1.  As promised, I told all classes that I would leave some review questions for you… because your Cell & Microbiology Unit Assessment is Thursday.  

A. 1st set of questions  —- were originally posted Mon., Oct 23:

“Practice Quiz Questions — some examples are listed below (these are not THE Questions for the Quiz,. but good questions to practice with to prepare, and have some higher level thinking questions…)  If you can answer these correctly, you are more likely to perform very well on the quiz.”

1.  You learned about Mycorrhizae Fungi, which live in the soil.  Answer the following questions, remembering the the fungi are great at absorbing nutrients from the soil and transferring the nutrients to other plants.  

a.  Why is it important that the roots of the native tree, a Paw Paw tree, have semipermeable membranes?  

b.  Which process must take place in order for the M. Fungae to absorb nutrients?  Draw a diagram of this process, and show that N2 and PO4 are symbols for nutrients, with arrows showing any movement that takes place.

c.  If you are running a test on some corn for a farmer, and you are checking the effect of different amounts of M. Fungi added to the soil near the corn plants, to see if they will produce more ears of corn and grow faster.

—–>What would be a Control Experiment for this set of experiments?

—–>What would be an Independent Variable experiment that you could run?

2.  Why would some scientists say that the nucleus and the cell membrane are the most important cell structures?  Make sure to include functions of each in your answer.

3.  Cells seem like very complex structures!  Think of the cell videos you saw, and all of the organelles in the plant and animal cells—-Wow!  But Tissues are even more complex.  Explain WHY tissues are more complex than cells:

B.  2nd set of questions — were originally posted Wed. Oct. 25……  

More  Questions…..
 
1.  Look at the graph below.  What are some things that are missing on the graph and what mistakes do you see?
Image result for graphs with mistakes
2.  Next,  look at the graph and the mistake that is identified = a poor scale.  What happens if you do not have a scale that matches your data?  What do your results look like?
3.  Now study these two graphs.  They contain the same data!  But the graphed line looks so different!  Why?
tropical_graphs.jpg
 4.  Find the differences between the two bar graphs.  Which one displays the data correctly?
Related image
 5.  All Cells have 3 things in common…. what are they?
 
6.  What cell organelles do plant cells contain that animal cells do not contain?
  Why do plant cells need each of these structures (and an animal cell does not need these)?
[If you need a cell organelle review, here is a video:

Animal vs plant cells,  nice unlabeled diagrams. Exploring Nature.

3.  Additional Questions – and concepts to review!

  1. Think about the levels of organization of living things.  How would you organize the following – in which level would you place these topics?     cell organelles                  all the blood vessels (arteries, veins, capillaries)         the plant roots

2.   Why are each of these compounds necessary in a cell ?  What role do they play?sugars – like glucose                proteins                    lipids (fats)

3.  If a cell has some large molecules that are waste products — the cell cannot use these large molecules, what is a method that the cell can use to get rid of those waste products?  

4.  Look at this process below to answer the next group of questions:

a.  What is the name of this process?

b.  What is an important purpose of this process?

c.  How do the carbon dioxide and water enter a plant so this process can occur?

d.  What compound absorbs the Sun’s energy? 

e.  Which cell organelle will use the sugars for the plant?   How will that organelle change the sugars?

5.  If someone said that they did not understand if osmosis was passive or active transport, what would you tell them?  Explain your reasoning:

6.  Why did the different human body cells (stomach, salivary glands, striated muscle,…) appear to look so different when you looked at them under the microscope?  They are all human body cells — so why don’t they look the same?

7.  If there were no cytoplasm in a cell then what negative result could occur?

8.  What are some common mistake students have made with using the microscopes?

9.  Why is it so important to to use a microscope correctly?  

10.  Name 2 different lab safety guidelines that you should have followed with some of your experiments these past weeks:

11.  When you are trying to solve a problem by designing a solution using the STEM engineering process, you need to make lists in the Plan section…. what lists should you make? 

12.  Why do you need to analyze your data and make some changes when following the STEM Engineering Process?  Isn’t your experiment finished when you have run your trials and written down your data?

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Tuesday, Nov. 7

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
LS1.C: Organization for Matter and Energy Flow in Organisms
Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. 
DCI: MS-LS1-7 
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
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)
CCC:  Structure & Function: Complex and microscopic structures and systems can be visualized, modeled, and used to describe how their function depends on the relationships among its parts, therefore complex natural structures/systems can be analyzed to determine how they function.  
SEP:  a.  How can I apply scientific ideas, principles and/or evidence to use an explanation for real-world phenomena?
b.  How will I analyze and interpret the data provide evidence for the phenomena?
CCC: Systems and System Models:
Systems may interact with other systems; they may have subsystems and be a part of larger complex systems. 
Today in Class:
1.  Your class was given ~10 minutes to complete the Photosynthesis Lab.  
2.  Next we corrected and discussed the answers to this microscope lab.
3.  Most of you did not see the chloroplasts streaming.  I asked you to think of variables that might give evidence that photosynthesis could occur, or that the chloroplasts could move around the cell to receive sunlight.   Some of the ideas students suggested were:
a.  move the entire aquarium with the plants outside into the sunlight
b.  move the aquarium with the plants into a window well, into the sunlight
c.  place a slide with a cut plant into the sunlight
d.  change the temperature of the water  (make it cold or make it warm)
e.  use a brighter flashlight
f.  shine the flashlight at different angles at the slides/plants
g.  use a flashlight that has a blue or red light only
h.  use cut leaves from plants that are actually living in our stream or soil outside of school
i.  Shine a grow light onto the plants 
Which variable do you think would have made the chloroplasts move more freely in the cytoplasm?
4.  Next, we discussed and answered the questions on the Cell Compounds worksheet.    This is a good worksheet to review when thinking about cell compounds and their functions in the cell.
Take Away Tasks and Homework:  Study and Review!  Unit Assessment is this Thursday!  Study especially:  Unicellular vs Multicellular, Levels of Organization, Cell Structure and Function,  Cell Compounds,…
 


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Monday, Nov. 6

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

MS-LS1-6 Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
LS1.C: Organization for Matter and Energy Flow in Organisms
Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. 
DCI: MS-LS1-7 
Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy.
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?
CCC: Systems and System Models:
Systems may interact with other systems; they may have subsystems and be a part of larger complex systems. 
Today in Class:
1.  Phenomenom:
You watched the video – Photosynthesis  [ Photosynthesis Video  ] .  We watched until 1:50 and then re-started the video to re-watch what you missed.  Remember, the goal was to catch some key ideas about photosynthesis and  to be able to note how the facts matched the Performance Standard of the day  (see above, 1st standard).  You should have listed 3-5 ideas or observations you had from watching the video.
2. Next, you and your partner read the directions and the questions of the Photosynthesis Microscope Lab.  You were given a small slice of 1 (of 3 plants).  Your goal was to focus on this plant leaf, and then increase the magnification (to high power).    You were   to draw and label one or two cells, with their chloroplasts and then label 2-3 cell structures.
Part II of the lab – was to answer questions about photosynthesis and cytoplasmic streaming.     Most of you did not see the process of  cytoplasmic streaming  happening, but that is data (not streaming, not moving) for our experiment.   This should have given you an answer about what was not taking place.  
3.  If you did not complete the rest of the photosynthesis lab, and you have a few questions to answer, they will help to review the topics you are supposed to study tonight as you review for the Unit Assessment.
Take Away Tasks- Homework:  Make sure to review!  15-20 minutes of Study!  Study especially: Cell Transport, Cell Compounds, and Photosynthesis.
Sports Study!  (If you have a few questions to complete with the photosynthesis microscope lab – you might want to try to complete these as you review).  


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Friday, November 3

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-LS1-6  Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.
LS1.C: Organization for Matter and Energy Flow in Organisms
Plants use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. 
MS-LS1-3   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 functions.
 
SEP:  How can I apply scientific ideas, principles and/or evidence to use an explanation for real-world phenomena?
 
***What are the levels of organization in an organism and how do these apply in a human body?
***How is sunlight changed by cell organelles into a different energy form for plants?
***What roles do various cell processes play during photosynthesis?
 
Today in Class:
1.  Students completed their  Microscope Lab WS: Human Body .  Then the class summarized their answers — informing the rest of the class which tissue, organ, and system their cells were part of, and identifying major functions of the tissue/organ.  {One hour will be sharing these details with their classmates Monday}.
2.  Next students reviewed the Cell Processes=
Passive Transport —diffusion & osmosis
Active Transport – requires energy
and then completed most of the Photosynthesis Note WS.  (these notes will be added on my Blog – Notes for the Unit.)
Homework – Take Away Tasks:
Sports Study=  study the following concepts—photosynthesis; cell transport; the microscope…..  Unit test next week Wednesday [I have announced this every day this past week!]


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Thursday, Nov. 2

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
MS-LS1-3   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 functions.
SEP:  How can I apply scientific ideas, principles and/or evidence to use an explanation for real-world phenomena?
***How will I demonstrate safe and wise use of science equipment (microscope) when I am viewing different human body cells and tissues?
***What are the levels of organization in an organism and how do these apply in a human body?
 
Today in Class:
1.  Students completed the short answer assessment, regarding your Cell Transport experiments and the cell membrane.
2.  Next, you and your partner completed the Question and Answer worksheet that related the cell compounds  (proteins, carbohydrates, and lipids- fats) to cell structures and their functions, cell processes and the cell membrane, and levels of complexity (atoms —-> molecules —–> elements —–> compounds ——> …..) .
3.  Partners completed a Science Walk– and looked at various human body cells and tissues.  Then you drew one of the human body cells/ tissues samples as you viewed this under 400power.  You and your partner then answered questions about the cells and tissues that you were observing.
Homework &Take Away Task:
Study your notes –Sports Study method.  Focus especially on—–> The Microscope, Lab Safety, Levels of Organization, Cell Structures and Functions.


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Wednesday, Nov. 1

Performance Standards/ Disciplinary Core Ideas / Science & Engineering Practices:
 MS-LS1-3   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 functions.
SEP:  How can I apply scientific ideas, principles and/or evidence to use an explanation for real-world phenomena?
***Can I explain why different models and experiments are excellent illustrations of cell processes and cell membrane functions?
 ***Can I use the highlighting method / partner reading strategy to identify key ideas in a reading selection?
***How do the 3 key cell compounds contribute to building cell structures?
Today in Class:
1.  Partners noted the Essential Questions and again discussed how these should  help with your understanding of how to read a science selection effectively.
2.  Next, you and your partner completed your reading of an information sheet that related the cell compounds  (proteins, carbohydrates, and lipids- fats) to cell structures and their functions, cell processes and the cell membrane, and levels of complexity (atoms —-> molecules —–> elements —–> compounds ——> …..) .
You should have use the Highlighting Reading Strategy.
3.  You and your partner referred to your highlighted reading worksheet, the text (pp. 24, 25, and 32) complete the worksheet that asks questions about the different cell compounds.
Video with great diagrams of cell/cell compounds:
(yes this content is more collegiate— the content is written at a hgher level, but the diagrams are great!)
Announcement: Short Answer Quiz (see the Essential Questions for the Day) will be this Thursday.  
Take Away Tasks – Homework:   None today,… Trick or Treat!! 


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Tuesday, October 31!

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   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 functions.
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)
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?
 .
***Can I explain why different models and experiments are excellent illustrations of cell processes and cell membrane functions?
***How should we analyze and interpret the data to provide evidence for cell transport and cell membrane function?
Today in Class:
1.  Partners noted the Essential Questions and again discussed how these should  help with your presentation of your experiment.  Partners should have referred to their   STEM Box Paper—  Communicate & Share section.
2.  Science Walk: The second half of class presented your experiment to other groups.  You should have noted which part of your experiment represented a semipermeable cell membrane and how diffusion or osmosis occurred.  Next you should have pointed out the data that you achieved, how it was illustrated on your table, graph or chart, and how it proved that cell transport occurred.
3.  All students then picked up their materials from their experiment (to be taken home) and turned in their Box Paper, Graph/Table Paper of Results, and the Ask, Imagine Plan Final Draft Paper.
4.  Next, you read an information sheet that related the cell compounds  (proteins, carbohydrates, and lipids- fats) to cell structures and their functions, cell processes and the cell membrane, and levels of complexity (atoms —-> molecules —–> elements —–> compounds ——> …..) .
You should have use the highlighting reading strategy.
Tomorrow, you will complete the worksheet that asks questions about the different cell compounds.
Video with great diagrams of cell/cell compounds:
(yes this content is more collegiate— the content is written at a hgher level, but the diagrams are great!)
Announcement: Short Answer Quiz (see the Essential Questions for the Day) will be this Thursday.  
Take Away Tasks – Homework:   None today,… Trick or Treat!! 
Can you design an experiment to make a Jack o”Lantern appear to smoke?
Science is Everywhere!!  Happy Halloween!