Thursday, December 15, 2016
Tuesday, December 13, 2016
Begin Ch 18: Classification; Crash Course video; notes; textbook reading & questions
Welcome back from your Snow Days! ❄
(no baby yet 😁)
Turn to a new right hand page in your notebook
Chapter 18: Classification 12/13/16
Learning Objective: I can explain the importance of the field of taxonomy, scientists' system for classifying living things.
1. Watch 'Taxonomy: Life's Filing System' Crash Course video (12 mins) and answer the following questions. Write these down under your Learning Objective before starting the video...
'Taxonomy' Crash Course video questions
1. Another name for the phylogenetic tree is ___.
2. The name of the Swedish botanist who developed the modern system of naming organisms is ___.
3. The four kingdoms are ___, ___, ___, & ___.
4. Humans belong to the kingdom ___.
2. Take notes on right hand page-
Phylogenetic tree:
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
(←write down in notes)
(no baby yet 😁)
Turn to a new right hand page in your notebook
Chapter 18: Classification 12/13/16
Learning Objective: I can explain the importance of the field of taxonomy, scientists' system for classifying living things.
1. Watch 'Taxonomy: Life's Filing System' Crash Course video (12 mins) and answer the following questions. Write these down under your Learning Objective before starting the video...
'Taxonomy' Crash Course video questions
1. Another name for the phylogenetic tree is ___.
2. The name of the Swedish botanist who developed the modern system of naming organisms is ___.
3. The four kingdoms are ___, ___, ___, & ___.
4. Humans belong to the kingdom ___.
2. Take notes on right hand page-
Phylogenetic tree:
Domain
Kingdom
Phylum
Class
Order
Family
Genus
Species
(You can use this mnemonic device to help you remember the order after 'domain;' write it down!)
Kings Play Chess Only For Good Sportsmanship
(Or think of your own!)
(←write down in notes)
Left side processing idea:
3. Textbook Reading & Questions
-Dismiss by table to get a textbook OR use the online textbook (my.hrw.com, biology387, biology).
-Turn to Chapter 18 Section 1, page 423.
-Read pages 423-426
-Answer Key Ideas questions #1-3
-Write question & answer in notebook under today's notes
4. Do left-side color processing in notebook
Wednesday, December 7, 2016
Ch 17 Test & Notebooks Due
Chapter 17 Test & Notebooks due today!
-Use first 15 minutes of class to study for your test and finish up notebooks
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
We're grading tests and notebooks differently today!
TESTS: -Use a pen and trade with a trusted neighbor
-Write your name in the blank provided for the test you're grading
-Put a slash mark through any incorrect answers
-Questions are worth 2 points each
-Please add up the total points correct out of 30 and write it on the front page (?/30)
-Tests need to be turned in to be entered into Synergy
NOTEBOOKS: Now you will grade the notebook of the person whose test you graded. Give them an honest & accurate grade (ask yourself: What Would Ferro Do?). Write their grade in their notebook as well as on their test paper (?/50) based on the rubric below. Make sure your notebook grade is written on your test in the appropriate spot to get credit. No need to turn in your notebook.
Notebook Scoring Rubric
50 points
-Table of Contents up to date
-Has 'Tragedy' intro, data, questions, & guided notes
-Has warm ups and color processing on every left side
-Color processing shows high level critical thinking
40 points
-Table of Contents up to date
-Has 'Tragedy intro, data, questions, & guided notes
-Has warm ups and color processing on most left sides
-Color processing shows some critical thinking
30 points
-Table of Contents not up to date
-Missing some glue-ins
-Missing some warm ups and color processing
-Color processing is missing or does not show critical thinking
20 points
-Turned in a notebook but its very sad & unorganized :(
-Use first 15 minutes of class to study for your test and finish up notebooks
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
We're grading tests and notebooks differently today!
TESTS: -Use a pen and trade with a trusted neighbor
-Write your name in the blank provided for the test you're grading
-Put a slash mark through any incorrect answers
-Questions are worth 2 points each
-Please add up the total points correct out of 30 and write it on the front page (?/30)
-Tests need to be turned in to be entered into Synergy
NOTEBOOKS: Now you will grade the notebook of the person whose test you graded. Give them an honest & accurate grade (ask yourself: What Would Ferro Do?). Write their grade in their notebook as well as on their test paper (?/50) based on the rubric below. Make sure your notebook grade is written on your test in the appropriate spot to get credit. No need to turn in your notebook.
Notebook Scoring Rubric
50 points
-Table of Contents up to date
-Has 'Tragedy' intro, data, questions, & guided notes
-Has warm ups and color processing on every left side
-Color processing shows high level critical thinking
40 points
-Table of Contents up to date
-Has 'Tragedy intro, data, questions, & guided notes
-Has warm ups and color processing on most left sides
-Color processing shows some critical thinking
30 points
-Table of Contents not up to date
-Missing some glue-ins
-Missing some warm ups and color processing
-Color processing is missing or does not show critical thinking
20 points
-Turned in a notebook but its very sad & unorganized :(
Monday, December 5, 2016
Review study guide; work on notebooks; study for Ch 17 test
-Complete Ch 17 Study Guide
-Review answers to study guide as a class
-Work on interactive notebooks: update table of contents, do color processing on every left-hand page!
-Study for Chapter 17 test
-Ch 17 Test & Notebook check this Wednesday, 12/7!
-Review answers to study guide as a class
-Work on interactive notebooks: update table of contents, do color processing on every left-hand page!
-Study for Chapter 17 test
-Ch 17 Test & Notebook check this Wednesday, 12/7!
Thursday, December 1, 2016
Watch Crash Course Speciation video with questions; Ch 17 Study Guide; Notebook work time
Watch 'Speciation: Of Ligers & Men' Crash Course Video (10:24 mins)
Answer these questions as you watch from notes handout:
Work on Chapter 17 Study Guide
Do color processing and update table of contents in notebook
Answer these questions as you watch from notes handout:
1.What is a species?
2.What are two examples of animals that are a result of two different species reproducing?
3. When a species separates because of a geographic barrier it is knows as ________ speciation.
4. Dog breeding is an example of ________ selection.
Review answers
Review answers
Work on Chapter 17 Study Guide
Do color processing and update table of contents in notebook
Tuesday, November 29, 2016
Warm Up; Review Bird Beak Lab; Finches Video; Speciation Crash Course Video & Notes Glue In
Warm Up: (write down the questions and answer in bold)
In the Adaptation Lab we showed how the finches of the Galapagos Islands slowly adapted to the food that was available to them on different islands. When the finches arrived on a new island, they developed adaptations over time to help them survive on that island.
1. An adaptation is _________.
When a group of finches separates from their old island, they have to adapt to their new island. Since there was reproductive isolation between the finches on the new island and the old group they came from, the finches on the new island slowly, over time, began to look different from the old finches. Eventually the finches on the old island and the finches on the new island will have different beaks. These different beaks are adapted to eat the foods they found on the island they lived on.
2.This explains the process of __________, which is defined as the formation of new species as a result of evolution.
Announcements & Upcoming Dates!
-Ch 17 Study Guide & notebook work time on Thursday
-Ch 17 Test & notebook check on Monday, 12/5
Return papers
Review Bird Beak Lab Questions & Conclusions; glue lab into notebook
Galapagos Finches Video (16 mins)
Begin new right hand page in notebook (handout here)
Heading: Speciation 11/29/16
Learning Objective: I can explain how a species is defined and how new species are formed.
-Scientists may define a species based on physical features, ecological roles, or genetic similarities.
divergence - an increasing number of differences between populations; can lead to speciation
-Speciation rarely happens quickly. It happens in stages over many generations.
-A new species has formed when:
-the population has unique traits
-the population is reproductively isolated
subspecies - a population that has diverged in some way from other populations of the same species; can eventually become separate species if they become unable to interbreed and produce fertile offspring.
Populations can become reproductively isolated by:
Watch 'Speciation: Of Ligers & Men' Crash Course Video (10:24 mins)
Answer these questions as you watch
In the Adaptation Lab we showed how the finches of the Galapagos Islands slowly adapted to the food that was available to them on different islands. When the finches arrived on a new island, they developed adaptations over time to help them survive on that island.
1. An adaptation is _________.
When a group of finches separates from their old island, they have to adapt to their new island. Since there was reproductive isolation between the finches on the new island and the old group they came from, the finches on the new island slowly, over time, began to look different from the old finches. Eventually the finches on the old island and the finches on the new island will have different beaks. These different beaks are adapted to eat the foods they found on the island they lived on.
2.This explains the process of __________, which is defined as the formation of new species as a result of evolution.
Announcements & Upcoming Dates!
-Ch 17 Study Guide & notebook work time on Thursday
-Ch 17 Test & notebook check on Monday, 12/5
Return papers
Review Bird Beak Lab Questions & Conclusions; glue lab into notebook
Galapagos Finches Video (16 mins)
Begin new right hand page in notebook (handout here)
Heading: Speciation 11/29/16
Learning Objective: I can explain how a species is defined and how new species are formed.
-Scientists may define a species based on physical features, ecological roles, or genetic similarities.
divergence - an increasing number of differences between populations; can lead to speciation
-Speciation rarely happens quickly. It happens in stages over many generations.
-A new species has formed when:
-the population has unique traits
-the population is reproductively isolated
subspecies - a population that has diverged in some way from other populations of the same species; can eventually become separate species if they become unable to interbreed and produce fertile offspring.
Populations can become reproductively isolated by:
-geography (location)
-ecological niche (‘job’ in an ecosystem)
-mating behavior & timing of mating
-polyploidy (genetic differences)
-hybridization (mix of 2 species that may form a new species)
Watch 'Speciation: Of Ligers & Men' Crash Course Video (10:24 mins)
Answer these questions as you watch
1.What is a species?
2.What are two examples of animals that are a result of two different species reproducing?
3. When a species separates because of a geographic barrier it is knows as ________ speciation.
4. Dog breeding is an example of ________ selection.
Tuesday, November 22, 2016
Bird Beak Lab Due; Updated Table of Contents; NOVA extra credit video
'Bird Beak Lab' is due at the beginning of the period today for full credit! (25 pts)
Updated Table of Contents/Notebook Check
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 (skip)
10 Root Word List #1 processing/flashcards
11 Root Word List #1
12 Nature of Science processing
13 1.1 Nature of Science - Key Idea Questions
14 Scientific Methods processing
15 1.2 Active Reading - Scientific Methods
16 Characteristics of Life Warm Up & processing
17 1.4 Active Reading - Properties of Life
18 Metric System processing
19 Metric System worksheet
20 Study Guide processing
21 Chapter 1 Study Guide (notebook check)
22 Ch 16.1 Developing a Theory textbook questions processing
23 Ch 16.1 Developing a Theory textbook questions
24 Great Volume Exchanger processing
25 Great Volume Exchanger
26 16.2 Applying Darwin's Ideas processing
27 16.2 Applying Darwin's Ideas worksheet
28 10/27 WARM UP & 16.3 Evaluating Darwin's Ideas processing
29 16.3 Evaluating Darwin's Ideas guided notes (notebook check)
30 Quarter 1 Reflection; Root Word List #2 processing
31 Root Word List #2
32 Bird Beak Lab color processing
33 Begin Ch 17: Population Genetics & Speciation; LO; Bird Beak Lab
34 Speciation color processing
35 Speciation Notes & Crash Course Video questions
Watch NOVA: Can I Eat That? Extra Credit Video (up to 5 pts)
Updated Table of Contents/Notebook Check
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 (skip)
10 Root Word List #1 processing/flashcards
11 Root Word List #1
12 Nature of Science processing
13 1.1 Nature of Science - Key Idea Questions
14 Scientific Methods processing
15 1.2 Active Reading - Scientific Methods
16 Characteristics of Life Warm Up & processing
17 1.4 Active Reading - Properties of Life
18 Metric System processing
19 Metric System worksheet
20 Study Guide processing
21 Chapter 1 Study Guide (notebook check)
22 Ch 16.1 Developing a Theory textbook questions processing
23 Ch 16.1 Developing a Theory textbook questions
24 Great Volume Exchanger processing
25 Great Volume Exchanger
26 16.2 Applying Darwin's Ideas processing
27 16.2 Applying Darwin's Ideas worksheet
28 10/27 WARM UP & 16.3 Evaluating Darwin's Ideas processing
29 16.3 Evaluating Darwin's Ideas guided notes (notebook check)
30 Quarter 1 Reflection; Root Word List #2 processing
31 Root Word List #2
32 Bird Beak Lab color processing
33 Begin Ch 17: Population Genetics & Speciation; LO; Bird Beak Lab
34 Speciation color processing
35 Speciation Notes & Crash Course Video questions
Watch NOVA: Can I Eat That? Extra Credit Video (up to 5 pts)
Friday, November 18, 2016
Warm up & clock partner share; Bird Beak Adaptation Lab Day 2 - Conclusion Questions
Root Word Quiz #2 today - 22 points!
Quiet during quiz
When done get out Bird Beak Lab and work on questions
Bird Beak Adaptation Lab - Day 2
Finish any data gathering/recording if necessary
Work on completing conclusion questions with your lab group. Be thorough and use complete sentences for full credit!
When done turn in for credit then do color processing on the left hand side across from where your lab will be glued.
Labs are due by the beginning of the period on Tues 22nd for full credit! (25 pts)
Quiet during quiz
When done get out Bird Beak Lab and work on questions
Bird Beak Adaptation Lab - Day 2
Finish any data gathering/recording if necessary
Work on completing conclusion questions with your lab group. Be thorough and use complete sentences for full credit!
When done turn in for credit then do color processing on the left hand side across from where your lab will be glued.
Labs are due by the beginning of the period on Tues 22nd for full credit! (25 pts)
Wednesday, November 16, 2016
Seating Chart; Root Word #2 reminder; Do Bird Beak Adaptation Lab
Root Word Quiz #2 will be on Friday 11/18/16 (20 pts)
Quick review of Root Word List #2
-Updated seating chart with minor adjustments
Begin Ch 17 - Population Genetics & Speciation
Learning Objective: I can examine how variation within a species can lead to evolution by doing the 'Bird Beak Adaptation' lab.
Quick review of Root Word List #2
-Updated seating chart with minor adjustments
Begin Ch 17 - Population Genetics & Speciation
Learning Objective: I can examine how variation within a species can lead to evolution by doing the 'Bird Beak Adaptation' lab.
Saturday, November 12, 2016
A Letter to My Students
- To all of my students: Your diverse opinions, identities, and backgrounds are the backbone of what makes America a great country. It is through your education that this country will remain that way. When you are within these walls, we will do everything in our power to keep you safe, make sure you are respected, and that your voice is valued. If ever you feel your rights are violated, I urge you to communicate with a staff member for appropriate action. Our job is to keep you safe and informed. We will continue to perform that duty to the best of our abilities so that long after you have left these walls, your knowledge and diversity can continue to shape these United States into an inclusive and great country.
Friday, November 4, 2016
New seating chart; Four Corners; Quarter 1 Reflection writing
ABSOLUTE LAST CALL FOR LATE/MISSING Q1 WORK:
MONDAY 11/7/16 BY 3:15!
New quarter, new seating chart! Randomized chart on Synergy.
Do a new Four Corners with your name tag
Upper Left: Current fave TV show Upper Right: Something you're looking forward to
Bottom Left: Favorite holiday food Bottom Right: Someone who helped you in Q1
Introduce new partner and something about them
Open notebooks to next open left-hand page
Heading: Quarter 1 Reflection & today's date
Write out the whole question and answer.
1. Two things that I think I did really well in quarter one are ________________ and _______________.
2. Two things that I know I can improve on in quarter two are _______________ and ________________.
3. An action step for the first improvement is _________.
An action step for the second improvement is ________.
4. A support person I can depend on to help be make these improvements is _____________.
5. Something that my support person can do to help me be more successful in quarter 2 is ___________.
Root Word List #2; glue on right hand page.
15 minutes to make flashcards
Root Word Quiz #2 will be on Friday 11/18/16 (20 pts)
Begin Ch 17 - Population Genetics & Speciation
Learning Objective: I can examine how variation within a species can lead to evolution.
MONDAY 11/7/16 BY 3:15!
New quarter, new seating chart! Randomized chart on Synergy.
Do a new Four Corners with your name tag
Upper Left: Current fave TV show Upper Right: Something you're looking forward to
Bottom Left: Favorite holiday food Bottom Right: Someone who helped you in Q1
Introduce new partner and something about them
Open notebooks to next open left-hand page
Heading: Quarter 1 Reflection & today's date
Write out the whole question and answer.
1. Two things that I think I did really well in quarter one are ________________ and _______________.
2. Two things that I know I can improve on in quarter two are _______________ and ________________.
3. An action step for the first improvement is _________.
An action step for the second improvement is ________.
4. A support person I can depend on to help be make these improvements is _____________.
5. Something that my support person can do to help me be more successful in quarter 2 is ___________.
Root Word List #2; glue on right hand page.
15 minutes to make flashcards
Root Word Quiz #2 will be on Friday 11/18/16 (20 pts)
Begin Ch 17 - Population Genetics & Speciation
Learning Objective: I can examine how variation within a species can lead to evolution.
Tuesday, November 1, 2016
Chapter 16 Test & Notebook Check; Period List of Missing Work
Chapter 16 Test & Notebook check today!
(Evolutionary Theory)
Last day to turn in Quarter 1 work: Wed. November 2nd!
-Use first 30 minutes of class to study for your test and finish up notebooks
-Turn in interactive notebook for 50 points before test
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
Last day of Quarter 1! All work must be submitted by 3:15 today to count on your report card!
Missing work/retakes:
(Evolutionary Theory)
Last day to turn in Quarter 1 work: Wed. November 2nd!
-Use first 30 minutes of class to study for your test and finish up notebooks
-Turn in interactive notebook for 50 points before test
-Test taking expectations:
*Try your best, take your time, & stay focused
*No talking (everyone deserves a quiet testing environment)
*No personal electronic devices while testing
*When finished, bring your test up to me and then read, do work, listen to music quietly.
Last day of Quarter 1! All work must be submitted by 3:15 today to count on your report card!
Missing work/retakes:
Period 7
Abril - chapter 1 test retake, chapter 1 notebook redo
Julian - Root Word Quiz #1 retake, ch 1 notebook redo
Jeremiah - Root Word Quiz #1, ch 1 notebook & test
Nehemiah
Oscar - Root Word Quiz #1, ch 1 test retake,ch 1 notebook
Ryan - ch 1 notebook redo
George - ch 1 notebook redo
Alexis - ch 1 notebook redo
Jahir - ch 1 notebook redo
Alejandro - Root Word Quiz #1, ch 1 test & notebook
Period 8
Izzy - Root Word Quiz #1 retake,ch 1 test retake & notebook
Drake - ch 1 notebook
Jesus - ch 1 notebook redo
Jeremiah - Root Word Quiz #1, ch 1 notebook & test
Nehemiah
Oscar - Root Word Quiz #1, ch 1 test retake,ch 1 notebook
Ryan - ch 1 notebook redo
George - ch 1 notebook redo
Alexis - ch 1 notebook redo
Jahir - ch 1 notebook redo
Alejandro - Root Word Quiz #1, ch 1 test & notebook
Period 8
Izzy - Root Word Quiz #1 retake,ch 1 test retake & notebook
Drake - ch 1 notebook
Jesus - ch 1 notebook redo
Monday, October 31, 2016
Ch 16 Evolutionary Theory Study Guide & Interactive Notebook Work; Updated TOC
HAPPY HALLOWEEN!
Test & Notebook Check: Wed. November 2nd!
Last day to turn in Quarter 1 work: Wed. November 2nd!
Test will be very similar in length & content to the Study Guide
Today's Agenda:
1. Complete Chapter 16: Evolutionary Theory STUDY GUIDE. Complete the study guide using your notebook and any worksheets, etc. You may work with elbow and table partners. Electronics are OK if you are productive and it is not a distraction. A study guide KEY will be up on the blog by the end of the day so you can check your work.
2. Work on Interactive Notebooks, updating table of contents, doing color processing, organizing, etc. with remaining time.
3. Return past work, tests, etc. You can include in your notebook or recycle if no longer needed.
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 (skip)
10 Root Word List #1 processing/flashcards
11 Root Word List #1
12 Nature of Science processing
13 1.1 Nature of Science - Key Idea Questions
14 Scientific Methods processing
15 1.2 Active Reading - Scientific Methods
16 Characteristics of Life Warm Up & processing
17 1.4 Active Reading - Properties of Life
18 Metric System processing
19 Metric System worksheet
20 Study Guide processing
21 Chapter 1 Study Guide (notebook check)
22 Ch 16.1 Developing a Theory textbook questions processing
23 Ch 16.1 Developing a Theory textbook questions
24 Great Volume Exchanger processing
25 Great Volume Exchanger
26 16.2 Applying Darwin's Ideas processing
27 16.2 Applying Darwin's Ideas worksheet
28 10/27 WARM UP & 16.3 Evaluating Darwin's Ideas processing
29 16.3 Evaluating Darwin's Ideas guided notes (notebook check)
Test & Notebook Check: Wed. November 2nd!
Last day to turn in Quarter 1 work: Wed. November 2nd!
Test will be very similar in length & content to the Study Guide
Today's Agenda:
1. Complete Chapter 16: Evolutionary Theory STUDY GUIDE. Complete the study guide using your notebook and any worksheets, etc. You may work with elbow and table partners. Electronics are OK if you are productive and it is not a distraction. A study guide KEY will be up on the blog by the end of the day so you can check your work.
2. Work on Interactive Notebooks, updating table of contents, doing color processing, organizing, etc. with remaining time.
3. Return past work, tests, etc. You can include in your notebook or recycle if no longer needed.
Updated Interactive Notebook Table of Contents:
1 Syllabus
2 Class Rules and Expectations
3 Interactive Notebook Description
4 Notebook Components
5 Rubric
6 Science Safety Contract
7 Education Contract
8 Clock Partners
9 (skip)
10 Root Word List #1 processing/flashcards
11 Root Word List #1
12 Nature of Science processing
13 1.1 Nature of Science - Key Idea Questions
14 Scientific Methods processing
15 1.2 Active Reading - Scientific Methods
16 Characteristics of Life Warm Up & processing
17 1.4 Active Reading - Properties of Life
18 Metric System processing
19 Metric System worksheet
20 Study Guide processing
21 Chapter 1 Study Guide (notebook check)
22 Ch 16.1 Developing a Theory textbook questions processing
23 Ch 16.1 Developing a Theory textbook questions
24 Great Volume Exchanger processing
25 Great Volume Exchanger
26 16.2 Applying Darwin's Ideas processing
27 16.2 Applying Darwin's Ideas worksheet
28 10/27 WARM UP & 16.3 Evaluating Darwin's Ideas processing
29 16.3 Evaluating Darwin's Ideas guided notes (notebook check)
Thursday, October 27, 2016
Warm Up; Review 16.2 Questions; 16.3 Guided Notes
WARM UP 10/27/16 (left side)
1. What is evolution?
2. ___________ ___________ is the name of the person most associated with the study of evolution?
3. ___________ ___________ is the human practice of breeding animals or plants that have certain desired traits.
4. Suppose you are a farmer that grows pumpkins. Some of your plants produce large, orange pumpkins and some produce small, yellow pumpkins. Since we know that the demand this Halloween is going to be for large, orange pumpkins, how could I ensure that my crops produce the highest yield of large, orange pumpkins?
2. ___________ ___________ is the name of the person most associated with the study of evolution?
3. ___________ ___________ is the human practice of breeding animals or plants that have certain desired traits.
4. Suppose you are a farmer that grows pumpkins. Some of your plants produce large, orange pumpkins and some produce small, yellow pumpkins. Since we know that the demand this Halloween is going to be for large, orange pumpkins, how could I ensure that my crops produce the highest yield of large, orange pumpkins?
Test & Notebook Check: Wed. 2nd!
Last day to turn in Quarter 1 work: Wed. November 2nd!
I'll be out on Monday - Dr. D will be here
-You will get a Chapter 16 Study Guide and have time to work on your Interactive Notebooks
Review answers to Active Reading 16.2 (KEY)
Last day to turn in Quarter 1 work: Wed. November 2nd!
I'll be out on Monday - Dr. D will be here
-You will get a Chapter 16 Study Guide and have time to work on your Interactive Notebooks
Review answers to Active Reading 16.2 (KEY)
16.3 Evaluating Darwin's Ideas (10/27/16) Guided Notes
Learning Objective: I can describe the types of evidence Darwin proposed to prove his theory of evolution.
1. In 1844 Charles Darwin published his ideas about evolution and natural selection in a book called On the Origin of Species by Means of Natural Selection.
2. Darwin's book included a thorough presentation of evidence that living species evolved from organisms that lived in the past.
His evidence included the study of:
3.Fossils - the remains of an organism that lived long ago, most commonly preserved in sedimentary rock; studying fossils and living beings can reveal a pattern of gradual change from the past to the present
4.Biogeography - the study of the locations of organisms from around the world; can reveal similarities between organisms and their environments, evidence that similar environments shape the evolution of organisms in similar ways
5.Embryology - the study of the development of organisms from an embryo; can reveal patterns and structures that can prove that organisms share a common ancestor.
6.Anatomy - body structure; observation of the anatomy of an organism to another species can show relatedness
Learning Objective: I can describe the types of evidence Darwin proposed to prove his theory of evolution.
1. In 1844 Charles Darwin published his ideas about evolution and natural selection in a book called On the Origin of Species by Means of Natural Selection.
2. Darwin's book included a thorough presentation of evidence that living species evolved from organisms that lived in the past.
His evidence included the study of:
3.Fossils - the remains of an organism that lived long ago, most commonly preserved in sedimentary rock; studying fossils and living beings can reveal a pattern of gradual change from the past to the present
4.Biogeography - the study of the locations of organisms from around the world; can reveal similarities between organisms and their environments, evidence that similar environments shape the evolution of organisms in similar ways
5.Embryology - the study of the development of organisms from an embryo; can reveal patterns and structures that can prove that organisms share a common ancestor.
6.Anatomy - body structure; observation of the anatomy of an organism to another species can show relatedness
Tuesday, October 25, 2016
Evolution...review 1.1 questions; do worksheet 16.2 Applying Darwin's Ideas
Only 3A Days/3 B Days until the end of Quarter 1!
Wednesday, November 2nd is the last day to turn in Quarter 1 work!
Heading: 16.2 Applying Darwin's Ideas 10/25/16
Learning Objective: I can describe the processes behind Darwin's Theory of Evolution by Natural Selection.
Read together and complete worksheet 16.2 Applying Darwin's Ideas
Get a checkmark when finished; do left-side processing
Wednesday, November 2nd is the last day to turn in Quarter 1 work!
Heading: 16.2 Applying Darwin's Ideas 10/25/16
Learning Objective: I can describe the processes behind Darwin's Theory of Evolution by Natural Selection.
Read together and complete worksheet 16.2 Applying Darwin's Ideas
Get a checkmark when finished; do left-side processing
Friday, October 21, 2016
Calendar Check-in; Great Volume Exchanger!
Only 5 A Days/5 B Days until the end of Quarter 1 on Thursday, November 3rd!
Wednesday, November 2nd is the last day to turn in Quarter 1 work!
Tutorial Thursday and Friday this week in C28! :)
INVITEES...
Period 7
Abril Julian Gavin Astrid Jeremiah Nehemiah Oscar Carl
Ryan George Alexis Jahir Alejandro Daniela
Period 8
Izzy Taylor Adrian Jesus Drake Jack Rax Hazel
Please get out your interactive notebooks and turn to the next open right hand page.
Heading: The Great Volume Exchanger!
-(Right side) 10/21/16
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.
Let's recall the steps in the Scientific Method
(turn back in your notebooks to page 14 & 15)...
1. Make an observation
2. Ask a question
3. Form hypothesis
4. Make a prediction
5. Test your hypothesis with experimentation
6. Analyze data
7. Draw a conclusion
Ms. Ferro's Invention...The Great Volume Exchanger!
It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.
-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.
-Materials Manager, please get one piece of paper & a marker for your group.
How do you think you could test your model?
Wednesday, November 2nd is the last day to turn in Quarter 1 work!
Tutorial Thursday and Friday this week in C28! :)
INVITEES...
Period 7
Abril Julian Gavin Astrid Jeremiah Nehemiah Oscar Carl
Ryan George Alexis Jahir Alejandro Daniela
Period 8
Izzy Taylor Adrian Jesus Drake Jack Rax Hazel
Please get out your interactive notebooks and turn to the next open right hand page.
Heading: The Great Volume Exchanger!
-(Right side) 10/21/16
Learning Objective: I can explain the steps of the scientific method, compare/contrast observations, and analyze and interpret data to create a model by observing the Great Volume Exchanger demonstration.
Let's recall the steps in the Scientific Method
(turn back in your notebooks to page 14 & 15)...
1. Make an observation
2. Ask a question
3. Form hypothesis
4. Make a prediction
5. Test your hypothesis with experimentation
6. Analyze data
7. Draw a conclusion
Ms. Ferro's Invention...The Great Volume Exchanger!
The Great Volume Exchanger (GVE) will spontaneously generate liquid matter!
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.
With our water shortages, you can imagine the potential! We could supply the water needs of an entire community at a fraction of the cost of our current system.
I will make sooo much money $$$$$$$!
It's still in the testing phase of production and isn't commercially available yet, but I can show you the prototype as an example of a natural phenomenon so you can practice using your powers of observation, much as a scientist would.
The GVE in Action
-On the right hand side of your interactive notebook, draw what you see (the GVE setup) independently in your notebook. Leave room underneath for some writing.
-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.
-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.
-I need a volunteer to read the water volume of the beaker before I pour it in. Record in notes.
-Watch and listen very carefully as I demonstrate the GVE. Observe everything that is done in detail.
-Take a liquid measurement again (volunteer to take volume). Calculate difference between how much went in and how much came out, write down under diagram.
-We have a problem here! What is it? Under your diagram, state the problem briefly in your own words.
-Take 5 minutes independently to form a hypothesis by drawing a cross section of what you think is happening inside the GVE in your notebook. Use observations and be specific, labeling your drawing with an explanation.
-Materials Manager, please get one piece of paper & a marker for your group.
-Now each person can share their ideas with their team, voting for the best idea and drawing it on your team's paper. You can also collaborate to come up with a new group model (hypothesis). (10 mins)
-Reporter in each group shares out the best selected idea. Be able to describe in detail what you think is happening and HOW, and use your drawing to demonstrate it. Be able to answer questions from fellow classmates about your model and how it works.
-Which group's model seems most likely to be the best one, and why?
Nature of Science Concepts-GVE
-Which group's model seems most likely to be the best one, and why?
Nature of Science Concepts-GVE
-Models are used in science to explain and predict how things work.
-Science is uncertain because scientists can make more than one workable model to explain their observations.
-We limit the uncertainty through collaboration.
Exit Slip: Write down a proposed experiment to test your hypothesis. (5 mins)
Sorry...I can't reveal my invention yet, it's not copyrighted! ;)
Subscribe to:
Posts (Atom)