Monday, 01 May, 2017

Link to FCAT Jeopardy review:  FCAT Review

Tuesday, 10 January, 2017

Click the links below to watch the Amoeba Sisters Videos.

Introduction To Cells

Photosynthesis

Cellular Respiration

Tuesday, 29 November, 2016

Use the links below to research information about your element.

Jefferson Labs

Chemical Elements

Chemicool

Kids Science: Elements

Wednesday, 16 November, 2016

Click the link to watch the short video on convection currents in the earth's mantle

Convection in the Earth's Mantle

Click the link to access the Chemical and Physical Change lab.
Physical and Chemical Change

Friday, 21 October, 2016

Use the link below to begin your Science Fair Project. You MUST Register so that I can track your progress!

Science Fair Buddies Topic Selection Wizard

Chemistry Third Grading Period Research Paper

Chemistry Students:
Here are the directions for your third grading period research project/paper. You will chose a chemical from one of the following categories:
Chemicals that make up the human body
Chemicals in foods
Common medications
Chemical reactions in nature
Household cleaners
Safe mosquito repellants
Chemicals of pest control
Hair coloring and perms

You will write a paper about one of the chemicals found in any of the above. Your paper must be printed out in black ink or hand written in blue or black ink on only one side of a page. Be sure to answer the following questions about the chemical you've chose:

1. What is name of the chemical-give its molecular formula and structure.
2. What is the source of this chemical?
3. How was the chemical discovered?
4. What does the chemical do?
5. What class of chemical is it? Is it ionic or covalent? What type of reaction forms the chemical? Is it formed by redox, synthesis, or replacement (single or double)?
6. What are the benefits of this chemical to the world?
7. Are there any deleterious effects of this chemical on people? If so, what are they?
8. Is this chemical available to everyone or to only a select group? Why?
9. How is this chemical disposed of?

Search the internet to find two reputable websites containing information about your chemical. Reputable websites end in .edu, .gov, or .org. For each website, write the webstie address, the name of the website, and two facts about this chemical that are different from those above. (fun facts)

Tuesday/Wednesday, 20/21 May, 2014

We've completed the lessons on HIV/AIDS and STIs. Now, let's see how much you've learned.

Click the link below to play the game. Use your ID number for your user name AND password.

http://www.sexualityandu.ca/en/games-and-apps/sex-fu-challenge

May 6, 2014

Here are the instructions for the My Growth and Development Time-Line. Time lines are due in class by May 27, but can be submitted early.

Links for Male/Female Reproduction

Handouts and slides for majority of lessonSexual Development



For computer lab
Organs

HIV/AIDS Awareness

Use the sites below to learn about HIV and AIDS.

Nkosi JOhnson story
Nkosi Johnson

His Speech

PBS videoAIDS series

Can you sort the information into the correct column?
At RIsk Behaviors

link for me to teach class:

glencoe link

Opportunistic Infection Pictures

Definitions of opportunistic Infections

Eighht Grade Jeopardy Game LInk

Jeopardy!

---

You're Done!

To play go here: jeopardylabs.com/play/eighth-grade-science. Don't forget that address because we can't recover it for you!

Jeopardy Game Links

Light

• Build
• Browse
• Login

---

You're Done!

To play go here: jeopardylabs.com/play/waves-and-light5. Don't forget that address because we can't recover it for you!

Monday/Tuesday, 8/9 April, 2013

Click the links below to view the Study Jams for:

Weathering and Erosion

The Rock Cycle

Here's the rap by Mr. Lee on Rock Cycle

Rock Cycle Rap
Here's the rap by Mr. Beasley on Rock Cycle
Rock Cycle Rap

Link to power-points for:

Weathering and Erosion

and for

Rock Cycle

Rock Cycle


Link for Glencoe Virtual activity identification of rocks

Glencoe Rock ID

Thursday/Friday, 4/5 April, 2013

Link for Natural Selection activity online
How can natural selection be modeled?

Wednesday, 3 April, 2013

Link for SpongeBob activities
SpongeBob powerpoint

Link for Dragon Genetics for probability to introduce topic
Dragon Genetics

Monday/Thursday Classification Links

Classification powerpoint

another one

Natural Selection

Natural Selection

Possible sites for cells

cell organelles

Monday/Tuesday, 4/5 March, 2013

Links for Moon Phases and Tides

Moon Phases
Phases of The Moon Funky Version

Saturday, 16 February, 2013

Click the link for the first activity on the rock cycle.
Rock Cycle

Then, go to GIZMO (www.explorelearning.com) and search for the student exploration Rock Cycle.

Saturday, 9 February, 2013

Complete the Discovery activity first.

Dance of the Plates

Next, complete the GIZMO Plate Tectonics.

If you finish early, complete the BBC Bitesize Revision on Plate Tectonics
Plate Tectonics Activity

Wednesday, 6 February, 2013

Separate the mixtures by clicking the word mixtures.

Complete the handout.

Once you complete this handout, feel free to go to GIZMO and do the color activity, which is just for fun and WILL NOT be included in your notebook! Put it in your folder.

Saturday, 2 February, 2013

Click the links below to learn about interaction of earth's spheres.

Water Cycle

Atmosphere

Weather

Cryosphere

Biosphere

Geosphere

Saturday, 26 January, 2013

 Click the link below to access the reading component that differentiates scientific theories and laws.
http://www.differencebetween.net/science/difference-between-scientific-laws-and-scientific-theories/

Gravity
http://www.williamsclass.com/EighthScienceWork/Gravity.htm

Plate Tectonics
http://www.surfnetkids.com/tectonics.htm

Superposition
http://www.academickids.com/encyclopedia/index.php/Law_of_Superposition

Atomic Structure
http://encyclopedia.kids.net.au/page/at/Atomic_theory

Conservation of Mass
http://academickids.com/encyclopedia/index.php/Law_of_Conservation_of_Matter

Conservation of Energy
http://encyclopedia.kids.net.au/page/la/Law_of_conservation_of_energy

Evolution
http://www.actionbioscience.org/evolution/lenski.html

Saturday, 12 January, 2013

Click the link to learn more about the solar system.

solar system

Monday/Tuesday, 17/18 December, 2012

Links for Organization of Living Things

http://wps.pearsoncustom.com/wps/media/objects/3014/3087289/Web_Tutorials/01_A02.swf

Saturday, 15 December, 2012

Click the links to access the virtual activities for Scientific Method


Biology Corner

Scientific Method

Controlled Experiment

Monday/Tuesday, 10/11 December, 2012

Link for Photosynthesis virtual activity   Photosynthesis


Link for Heat Transfer virtual activity  Heat Transfer

Link for Classification Virtual activity Classification

Monday/Tuesday, 26/27 November, 2012

This is HL 5. Answers only on your own loose leaf, correctly headed paper.

This is the exit slip for the lesson on acids and bases. It will be pasted in the notebook and serve as the written notes section.

This is the foldable for the acids and bases information. Write the definitions on the flaps under the words. In the center section, draw a picture to illustrate the word. Use color. For pH, write about the pH scale. For Neutrals, write about neutralization.

Students will be able to
-compare, contrast, and classify the properties of compounds, including acids and bases.
-identify common examples of acids and bases.
-*review Fall IA (periods 2, 4, 6).
-*review classification (periods 1, 5, 6).
-*review heat transfer (periods, 2, 4).

Some classes completed the review of the Fall interim assessment. Students should know that they are graded on their group presentation of the information to the class.

Students participated in a team collaborative activity, using the CPS clicker system. Students were given questions on the topic of acids and bases to answer. The members of the winning team received Wildcat dollars!

Students received HL 5, which can be found at the top of this blog. It is due on Wednesday.

Students watched a BrainPop movie on Acids and Bases.

Students then read for understanding, underlining key words and passages from their text, pages 378-381.

Students made a foldable of the information from the text. You can find the handout for the foldable at the top of this blog.

Mini lessons were began, but not completed on the review of information on classification or heat transfer.

Thursday/Friday, 13/14 September, 2012

This is the first part of the lab. Be sure to copy it into your notebook. In your table of contents, be sure to put the date, benchmark (SC.8.P.9.2) and the topic (Chemical Change in a Bag), along with the page number. This should come AFTER home learning 4, the virtual lab Physical and CHemical Change, and the mini-assessment pages.

Students will be able to:

-identify characteristics of physical changes of matter.
- identify characteristics of chemical changes of matter.
-recognize examples of physical and chemical changes.
-record observations of physical and chemical changes of matter.

Students took the first mini-assessment in lieu of the bell ringer.

Students will do home learning 6 from the text. They should read pages 302-305 and answer questions 1-6 on page 309 on their own paper. They should record only the letter answers.

Students updated their notebooks.

Students also began the lab Chemical Change in a Bag. For those who missed the physical write up (which is the LAST "I Do" that I will do for you...from now on, you're to use the examples given to write up your laboratory experiences.), you can find the details at the top of this blog.

Tuesday, 23 August, 2011

Here are the handouts for your notebook

Friday, 20 May, 2011

Be sure to bring the exam back on Monday!

Students will be able to:
use information from textbooks, supplementary texts, internet access, and classroom discussions to
-identify the functions of the various body systems.
-compare and contrast the various body systems.
-prepare an iMovie presentation of an assigned body system that explains the system, its organs, and a disease that affects the system.

Students continued their iMovie preparation.

We will take the exam on Monday using the clickers, so be sure to bring back your copy, which can also be found at the top of this blog.

Notebooks will also be collected on Monday.

Website Address

http://www-bioc.rice.edu/pblclass/6th%20grade/
process%20skills/graphing/graphing.htm

Wednesday, 9 June, 2010

Students will be able to:
use information from classroom discussions and group work to
-take the final make-up examinations.
-identify body systems shown in a film.
-discuss how body systems interact with each other.

Students that needed to make up the final examination did so.

Classes completed the film Osmosis Jones, looking for information on each of the body systems and recording the information in the appropriate place on their papers.

Some classes also viewed the Bill Nye video on genes.

Have a wonderfully blessed summer vacation. May the Lord watch between me and you while we're absent one from another.

Friday, Monday, Tuesday, 4-8 June, 2010

Students will be able to:
use information from classroom discussions and group work to
-take the objective final.
-present their team iMovie on human body systems.
-identify body systems shown in a film.
-discuss how body systems interact with each other.

Students that did not view their team presentations did so.

Students also took the objective final.

Students watched a video on the human body and recorded information about each body system from the video.

Tuesday, Wednesday, and Thursday, June 1-3, 2010

Students will be able to:
use information from classroom discussions and group work to
-take the essay final.
-present their team iMovie on human body systems.
-review for the objective final.
-recognize human body systems and how they interact.

Students taking the exam essay final did so.

Students also reviewed for the objective final, which begins Friday.

Students presented their Human Body System iMovie projects.

Students viewed the movie Osmosis Jones to identify body systems, how they are affected by sickness and illness, and how the body systems work together.

The home learning assignment is to study for the final exam.

Friday, 28 May, 2010

Students will be able to:
use information from the internet and texts to
-plan a video presentatio on an assigned human body system.

Students submitted their My Growth and Development projects.

Teams completed work on their Human Body Systems tech projects.

Remember to study for the final!

Thursday, 27 May, 2010

Students will be able to:
use information from laboratory experiments to
-measure heart rate.
-analyze data and draw conclusions from an experiment.

Students worked on lab 16 about heart rate and exercise. Since this is a physical lab, this particular lab cannot be made up by performing a virtual activity. You can do the following as an option:

EITHER - cut and paste this link into your browser window: http://glencoe.mcgraw-hill.com/sites/0078759864/student_view0/unit9/chapter34/virtual_labs.html#

Then, click the link for the virtual lab Blood Pressure. Read and follow all directions. Be sure to copy and complete the data chart. Be sure to make up a problem and hypothesis, list the independent variable, dependent variable, control, and constant(s). Also, be able to answer all the journal questions.

OR - cut and paste this link into your browser window: http://www.phunweek.org/pdfs/G-Pre-visit%20Heart%20Rate%20Respiration%20Activity%20-%20MS%20(9%20pages).pdf

Then, read each page, print out pages 6-9 and complete.

Regardless, all work must be turned in by Friday.

My Growth and Development Projects are due in class on Friday!!!!!

Wednesday, 26 May, 2010

Students will be able to:
use information from the internet and texts to
-plan a video presentation on an assigned human body system.

Students spent the class period constructing their team presentation for the Human Body. The presentation should include:
slide 1-Team name and period
slide 2-Body System
slide 3-team member's names
slides 4-6 pics of the system
slide 7-definition of system (what does the system do)
slide 8+-organs of the system and their functions (each on its own slide)
slide 9+-disease that affects the system

You can actually mix slides 4-9, as long as the introductory 3 slides are present.

Remember, the project is due on Friday!

Tuesday, 25 May, 2010

Students will be able to:
use information from the internet and texts to
-plan a video presentatio on an assigned human body system.

Students took both a quiz and an exam, using the clickers on the Human Body Systems and Behavior.

Students spent the remainder of the class period working on their team presentation for the Human Body.

Remember, the project is due on Friday!

Monday, 24 May, 2010

Bring these sheets back tomorrow to enter your answers via the clicker system!

Students will be able to:
use information from the internet and texts to
-plan a video presentatio on an assigned human body system.

Students received exam 8, which MUST be brought back tomorrow, to enter using the clickers. You can find the exam at the top of this blog.

Students spent the remainder of the period working on their iMoive presentations for the human body systems.

Friday, 21 May, 2010

This is an example of the write up for Lab 15.





Use these sheets to help write paragraphs 4-6 of your growth and development project.

Students will be able to:
use information from the internet and texts to
-plan a video presentatio on an assigned human body system.

Students submitted and reviewed home learnings 12 through 18. Students should be reminded that there will be a quiz AND an exam on this material next week!

Students also received information on genetics, heredity, and sex linked traits to help write their background information for the growth and development project. You can find the handouts at the top of this blog.

Students wrote up Lab 15: Which color of the light spectrum is most important for plant growth? in their interactive notebooks. You can find an example of the lab write up at the top of this blog.

Students were introduced to the technical project, in which each group will make a music video using iMovie, similar to the Bill Nye music videos. Each group will be assigned a human system and will compose a 2 minute presentation, using words, posters, and music.

Remember, the growth and development project is due May 28.

Thursday, 20 May, 2010

Students will be able to:
use information from videos and classroom discussions to
-discuss the growth and development process in humans.
-describe how an egg is fertilized.

Students watched the video Miracle of Life, to help with writing paragraphs 1-5 of their Growth and Development project.

To watch a similar NOVA program (Life's Greatest Miracles) at home, click the following link and follow the directions to watch the segments in either quick time or real video:

http://www.pbs.org/wgbh/nova/miracle/program.html

Remember, home learnings 12-18 are due tomorrow!

Wednesday, 19 May, 2020

These are the lab handouts. Be sure to use pencil for all data. Be sure to find the mean or average for your data points.

Students will be able to:
use information from virtual labs and classroom discussions to
-carry out an experiment to determine which colors of the light spectrum are used in photosynthesis as evidenced by plant growth.
-measure plant growth under lights of differnet colors of the spectrum.

Students did the virtual lab activity "Which colors of the light spectrum are most important for plant growth?" Be sure to print out the lab sheets, found at the top of this blog. Find the link for the lab at: http://drgcdms.podomatic.com under Wednesday, 19 May, 2010 and click the link. Once at the site, click the link for the lab.

The do now was to read the background information for the lab, found on the left hand side of the screen for the virtual lab.

Students also watched the video.

Students then completed the lab, being sure to calculate the average plant height. They then shared data.

Remember, the home learning package is due in class on Friday!

Tuesday, 18 May, 2010

Students will be able to:
use information from supplementary reading material, short videos, and classroom discussions to
-compare and contrast photosynthesis and respiration.
-analyze the relationship between a stimulus and tropism in plants.

As the do now, students drew the micrograph of the photosynthetic leaf, using the micrograph viewers.

Students then watched videos of phototropisms and gravitropisms. You can watch the videos by cutting and pasting the following link into your browser window. Then, click on the different links to vies the plants in action!

http://plantsinmotion.bio.indiana.edu/plantmotion/movements/tropism/tropisms.html

Students then took notes on photosynthesis and tropisms. A sample of the notes can be found below. The benchmark is SC.F.1.3.7


Photosynthesis and Tropisms


Photosynthesis

Plants make their own food (the sugar glucose) by the process of photosynthesis. They change these sugars into starches, fats and proteins that can be stored in the plant for later use.

During photosynthesis:
-roots absorb water from the soil
-veins carry water to the leaves
-stomata in the leaves allow carbon dioxide to enter the plant
-sunlight supplies energy
-the plant uses carbon dioxide and water to make sugar
-water and oxygen are given off as wastes

Photosynthesis can occur because plants have the green pigment chlorophyll located in the chloroplasts. The mesophyll cells of the leaf have many chloroplasts.

Tropisms
-responses to changes in light, gravity, and water by plants.
-response is caused by a stimulus or a change.
-tropism is the reaction of the plant to the stimulus
-these are extremely slow reactions

Types of tropisms
-leaves and stems will bend towards light (sun)
-roots grow down in response to gravity
-most stems grow away from the pull of gravity
-roots grow towards water





Remember, the home learning package, will ALL home learnings done properly and on INDIVIDUAL sheets (except HL #8, which has TWO sheets on ONE page), are due this FRIDAY!!!!!

Monday, 17 May, 2010

This is HL #12. Follow all directions, and place on its own sheet of loose leaf, properly headed paper.


This is HL #13. Follow all directions, and place on its own sheet of loose leaf, properly headed paper.


This is HL #14. Follow all directions, and place on its own sheet of loose leaf, properly headed paper.


This is HL #15. Follow all directions, and place on its own sheet of loose leaf, properly headed paper.


This is HL #16. Follow all directions, and place on its own sheet of loose leaf, properly headed paper.


This is HL #17. Follow all directions, and place on its own sheet of loose leaf, properly headed paper.



This is HL #18. Do BOTH on the same sheet of properly headed loose leaf paper. Follow all printed directions.


This page is just for your information, but be sure to read it, it WILL be on the exam!

Students will be able to:
use information from supplementary reading material, observatons, and classroom discussions to
-identify the parts of a leaf.
-graph data from the growth and development project.
-draw conclusions and make analysis of data from the project.

Students turned in their notebooks for notebook check 3.

Students also received a packet of home learnings (HL 12- HL 18). Each (except HL 18) is to be done on a SEPARATE sheet of loose leaf paper, properly headed. Follow all written instructions. All home learnings are due on Friday.

Students spent the remainder of the class period working on graphing their data from their growth and development project. Students also worked on answering conclusion and analysis questions.

Friday, 14 May,2010

Students will be able to:
use information from supplementary reading material and classroom discussions to
-describe the structure of roots.
-explain the job of roots.
-distinguish between herbaceous and woody stems.
-explain the job of stems.
-describe the structure of leaves.
-classify leaves as simple or compound.

Students took a quiz on plants as their do now.

Students also submitted and reviewed home learning 11.

Students continued the notes on roots, stems and leaves. You can find a smilie of notes below:

I. Roots
A. Taproots
a. one large root with many small thin roots growing from the large root.
b. some can store food.
c. examples are carrots, radishes, and dandelions
B. Fibrous roots
a. made of many thin, branched roots.
b. examples are grass, wheat, and barley.
C. Parts of a root
a. root hairs extend from the outer layer of the main root and extend the surface area of the root.
b. inner root made of tubes of the transport tubes to carry water and dissolved minerals upwards.
c. root tip is covered by a root cap to protect it and where new root cells form and grow.
D. Function of roots
a. take in water and dissolved minerals from the soil.
b. anchor or hold plant firmly in the soil.
c. store food in some plants, like carrots.
II. Stems
A. Herbaceous stems
a. smooth, soft, and green
b. plants don’t grow taller than 2 m
c. plants with these stems grow during spring and summer and then die
d. examples are bean and tomato plants
B. Woody stems
a. thick, hard and rough
b. have a rough outer layer of bark
c. may live for many growing seasons
d. grow taller and wider each year
e. includes all trees, like oaks and maples
C. Function of Stems
a. support the leaves
b. transport materials between the roots and leaves
c. some store foods, such as cane or potatoes
D. Stem Structure
a. xylem tubes carry water into the leaves
b. phloem tubes carry dissolved food made in the leaves downward
c. xylem and phloem are together in bundles
III. Leaves
A. Structure
a. made of a stalk and a wide, flat blade
b. photosynthesis occurs in the blade
c. stalk supports the blade and attaches it to the stem of the plant
d. veins are tubes made up of xylem and phloem, connecting them to the stem.
e. veins carry water and dissolved materials into and out of the leaf
f. veins support the leaf blade
B. Kinds of leaves
a. simple leaves have a one piece leaf blade
b. examples of simple leaves are maple, oak and elm
c. compound leaves have leaf blades that are divided into pieces
d. pieces that make up a compound leaf are called leaflets, which looks like a small leaf
e. examples of compound leaves are poison ivy and roses
C. Leaf Tissues
a. epidermis is a protective layer that covers the leaves and prevents the loss of water form the leaf
b. stomata are tiny openings in the upper and lower epidermis, controlled by guard cells that open and close the
stomate to control water loss, the exchange of oxygen and carbon dioxide between the inner tissues of the leaf and
the surrounding air
c. mesophyll is layer beneath the epidermis where the chlorophyll make the food for the plant

Possible Costa's leveled questions:

Level 1: Name the three major plant parts.

Level 2: Compare and contrast taproots and fibrous roots. OR Compare and contrast herbaceous stems and woody stems. OR Compare and contrast simple leaves and compound leaves.

Level 3: Predict what would happen to a plant grown without air or water.

Possible summary: Roots anchor plants in the soil, absorb water and minerals and some store food. Stems support leaves and transport materials between the roots and the leaves. Most leaves have a blade and veins. Leaves can be simple or compound.

Be sure to past home learning 10 into your notebook after these notes. Be sure to use your highlighters to highlight the answers to the questions. Be sure to teach your parent/guardian about roots, stem, and leaves and have them write what they learned and sign the third space on page O of your interactive notebook.

There WILL be a notebook check on Monday!

Thursday, 13 May, 2010

Students will be able to:
use information from supplementary reading material and classroom discussions to
-describe the first land plants.
-explain tropisms in plants

Dr. Gayden has left the building!

And because of that, students are reading handouts on plants.

We will resume notes on roots, stems, and leaves tomorrow.

Be sure HL #11 is ready to turn in!

Wednesday, 12 May, 2010

This is HL #11. Do both on one sheet of properly headed loose leaf notebook paper. Use blue/black ink or pencil. Follow all written directions.

Students will be able to:
use information from supplementary reading material and classroom discussions to
-describe the structure of roots.
-explain the job of roots.
-distinguish between herbaceous and woody stems.
-explain the job of stems.
-describe the structure of leaves.
-classify leaves as simple or compound.

The do now was to draw pictures of taproots and fibrous roots; herbaceous and woody stems; and simple and compound leaves. Use Google search to find pictures and draw and label in the Cornell notes section.

Students then wrote notes on roots. We did not finish stems and leaves, and will do so on Friday.

Home learning 11 was assigned, but is no due until Friday. You can find it at the top of this blog.

Below find the notes on roots:

I. Roots
A. Taproots
a. one large root with many small thin roots growing from the large root.
b. some can store food.
c. examples are carrots, radishes, and dandelions
B. Fibrous roots
a. made of many thin, branched roots.
b. examples are grass, wheat, and barley.
C. Parts of a root
a. root hairs extend from the outer layer of the main root and extend the surface area of the root.
b. inner root made of tubes of the transport tubes to carry water and dissolved minerals upwards.
c. root tip is covered by a root cap to protect it and where new root cells form and grow.
D. Function of roots
a. take in water and dissolved minerals from the soil.
b. anchor or hold plant firmly in the soil.
c. store food in some plants, like carrots.

Tuesday, 11 May, 2010

These sheets are HL #10. Do them in the correct order. Follow all printed directions. Head your paper correctly. Use blue/black ink or pencil.




These pages should help you write paragraphs one through three and paragraphs seven through ten for the background of your project. Do not plagiarize this work!

Students will be able to:
use information from supplementary reading material, videos from the internet, and classroom discussions to
-identify steps of meiosis.
-describe the parts of the male and female reproductive system.
-describe fertilization.
-illustrate the stages of human embryo development.
-describe the stages of human development.
-collect data for the project.

The do now was to record your own individual dominance or recessive trait for: freckles, widow's peak, ability to roll tongue, mid-digit hair, and hand clasping.

Students received home learning 10, which can be found at the top of this blog. Be sure to follow all written directions, and do all three pages on one loose leaf sheet of paper, properly headed.

Students also received handouts to help write the background for the project, paragraphs 1-3. These sheets can also be found at the top of this blog.

Students watched three BrainPop movies: fetal development, infancy, and adolescence. These should help you write your own paragraphs 7-10. To watch the BrainPop entitled Fertilization and Birth, paste the following URL address into your browser window, and scroll down to this BrainPop link, then click to watch the movie.
http://glencoe.mcgraw-hill.com/sites/007869387x/student_view0/brainpop_movies.html#

Students then collected data from their classmates for the project.

Monday, 10 May, 2010

Students will be able to:
use information from supplementary reading material, videos from the internet, and classroom discussions to
-compare an contrast vascular and nonvascular plants.
-distinbuish between characteristics of seedless vascular and seedless nonvascular plants.
-describe the main charactristics and importance of gymnosperms and angiosperms.

The do now was a quick write: Explain the difference between gymnosperms and angiosperms.

Students watched a BrainPop movie on seed plants. To view the movie, paste the following URL address into your browser window. Once it loads, scroll down to the link for Seed Plants, click, and watch the movie.
http://highered.mcgraw-hill.com/sites/0078617022/student_view0/brainpop_movies.html

Students then completed notes on Vascular Plants.

A sampling of possible notes is included below, along with possible Costa's leveled questions and a possible summary.

Gymnosperms
-woody land plants
-have uncovered seeds, or reproductive structures
-have stiff, woody stems
-have system of tubes to carry water and dissolved minerals (xylem and phloem)
-have true stems, roots, and leaves.

Conifers
-most common gymnosperms, also called evergreens
-produce seeds in cones
-leaves are needles that stay green throughout the year
-examples are pines, cedars, spruce and hemlock
-used for lumber and fuel, production of paper, turpentine, charcoal, tar and alcohol
-used by farmers to slow down winds to prevent erosion

Cycads and Ginkgoes
-types of gymnosperms
-cycads have large, feathery, fernlike leaves
-female trees have conelike structure in the center
-ginkgoes have fan-shaped leaves which are shed in the fall

Angiosperms
-largest plant group
-have true roots, stems and leaves
-have highly developed system of transport tubes (xylem and phloem)
-have flowers
-are seed plants
-flowers produce seeds and fruits
-seeds contained within fruit, and are covered and protected

Monocots and Dicots
-cotyledons are inside the seeds of angiosperms and contain food for the developing plant
-monocot seeds have a single cotyledon
-dicot seeds have two cotyledons
-monocots have flowers with petals arranged in groups of three
-monocots have parallel veins in their leaves
-dicots have flowers arranged in groups of four or five.
-dicots have branched veins in their leaves.

Costa's Leveled Questions (Remember to use your highlighters to color the question and the answer from your notes in the same color. Use three different colors!)

1. What are gymnosperms?
2. Compare monocots and dicots.
3. Make a prediction: If I were to go out and find a plant outside, what type of plant would it be? How would you recognize it as a gymnosperm or angiosperm?

Summary
Gymnosperms are woody land plants with true roots, stems, leaves, transport tubes and uncovered seeds. Angiosperms are flowering plants with true roots, stems, and leaves. They also have fruits.

Notebooks were collected.

There was no home learning.

Friday, 7 May, 2010

Students will be able to:
use information from supplementary reading material and classroom discussions to
-compare an contrast vascular and nonvascular plants.
-distinbuish between characteristics of seedless vascular and seedless nonvascular plants.
-describe the main charactristics and importance of gymnosperms and angiosperms.

The do now was a quick write: What is the difference between ferns and bryophytes?

Students submitted and reviewed home learning 9.

Students spent the remainder of the period finishing notes on spore plants (See below, including possible Costa level questions and a possible summary.)


Spore Plant Notes

Bryophytes
-simple plants
-first land plants
-include mosses, liverworts, and hornworts
-are spore plants
-produce spores, or reproductive seeds
-need water for reproduction

Structure of Bryophytes
-have no true roots, stems or leaves
-have rhizoids, which are hairlike structures that grow down into the soil and anchor the plant and take in water and dissolved minerals
-do not have tubes to carry water and dissoved materials

Mosses
-have rhizoids and stalks that contain spore cases which are filled with spores.
-have thin stalks with leaflike parts that make food for the moss.

Ferns
-are spore plants
-have leaves called fronds, which grow upward from the rhizomes
-fronds are made up of blades.

Structure of Ferns
-have true roots, stems and leaves
-stems and roots grow underground
-rhizome is the underground stem
-roots grow downward from the rhizome

Costa's 3 leveled questions
1. What are spore plants?
2. Compare and contrast mosses and ferns.
3. Predict which will grow bigger and why, a moss or a fern?
Ferns will grow bigger because they have roots, stems and leaves to carry nutrients farther in the plants if the plants are large.

Summary
Bryophytes, or the mosses, liverworts, and hornworts are spore plants that do not have true roots, stems or leaves and reproduce by spores. Ferns do have true roots, stems and leaves, called fronds, and are also spore plants.


Vascular Plant Notes

Gymnosperms
-woody land plants
-have uncovered seeds, or reproductive structures
-have stiff, woody stems
-have system of tubes to carry water and dissolved minerals (xylem and phloem)
-have true stems, roots, and leaves.

Conifers
-most common gymnosperms, also called evergreens
-produce seeds in cones
-leaves are needles that stay green throughout the year
-examples are pines, cedars, spruce and hemlock
-used for lumber and fuel, production of paper, turpentine, charcoal, tar and alcohol
-used by farmers to slow down winds to prevent erosion

Cycads and Ginkgoes
-types of gymnosperms
-cycads have large, feathery, fernlike leaves
-female trees have conelike structure in the center
-ginkgoes have fan-shaped leaves which are shed in the fall

Angiosperms
-largest plant group
-have true roots, stems and leaves
-have highly developed system of transport tubes (xylem and phloem)
-have flowers
-are seed plants
-flowers produce seeds and fruits
-seeds contained within fruit, and are covered and protected

Monocots and Dicots
-cotyledons are inside the seeds of angiosperms and contain food for the developing plant
-monocot seeds have a single cotyledon
-dicot seeds have two cotyledons
-monocots have flowers with petals arranged in groups of three
-monocots have parallel veins in their leaves
-dicots have flowers arranged in groups of four or five.
-dicots have branched veins in their leaves.

Thursday, 6 May, 2010

Place the answers to BOTH of these sheets on ONE sheet of loose leaf, properly headed paper. Do them in the correct order. Answers only. Follow all written directions. Use blue/black ink or pencil only.

These are the project sheets. Read and follow all directions carefully.

These are the directions for the project. Be careful to include all necessary information


This is the check-off list for the project. Be sure you can check yes to ALL questions prior to submitting your project.


This sheet belongs with your data. Complete in pencil. Check dominant or recessive for each female you interview. Be sure to place the name of the person in the subject box.


This sheet belongs with your data. Complete in pencil. Check dominant or recessive for each male you interview. Be sure to place the name of the person in the subject box.


This is the graph paper to graph the male and female data. It will be done using colored pencils.


These are pictures of the traits you should choose from to complete the project. Choose only ONE trait (for both female and male data) to gather your data. You must determine if YOU are dominant or recessive for EACH trait, to be included in paragraph ten of your background.

Students will be able to:
use information from supplementary reading material and classroom discussions to
-compare an contrast vascular and nonvascular plants.
-distinguish between characteristics of seedless vascular and seedless nonvascular plants.

The do now was to make a KWL chart and complete the K and W for spore plants (bryophytes and ferns).

Students received home learning 9, which can be found at the top of this blog.

Students also received Project 4 (My Growth and Development) handouts, which can also be found at the top of this blog.

Students spent the remainder of the period taking notes on spore plants. The benchmark was SC.F.1.3.1. Since we did not complete the notes, we will complete them tomorrow, in addition to taking notes on gymnosperms and angiosperms.

Below, find a summary of notes on bryophytes and ferns. We may not have completed this information in class as of yet.

Bryophytes
-simple plants
-first land plants
-include mosses, liverworts, and hornworts
-are spore plants
-produce spores, or reproductive seeds
-need water for reproduction

Structure of Bryophytes
-have no true roots, stems or leaves
-have rhizoids, which are hair-like structures that grow down into the soil and anchor the plant and take in water and dissolved minerals
-do not have tubes to carry water and dissolved materials

Mosses
-have rhizoids and stalks that contain spore cases which are filled with spores.
-have thin stalks with leaf-like parts that make food for the moss.

Ferns
-are spore plants
-have leaves called fronds, which grow upward from the rhizomes
-fronds are made up of blades.

Structure of Ferns
-have true roots, stems and leaves
-stems and roots grow underground
-rhizome is the underground stem
-roots grow downward from the rhizome