Biology 9/2/11

Biology 9/2/11

• Write your first and last name on the front of the notecard.

• On the back, answer these questions. One sentence each:1. LIKE - What do you like about science?2. STRUGGLE - What do you struggle with in science?3. LEARNER - Do you think you are a visual, verbal, or

kinesthetic (learning by doing) type of learner?4. GRADE - What grade do you hope to get?

• When finished, read syllabus.

Biology 9/2/11

• Finish name cards and questions1. LIKE - What do you like about science?2. STRUGGLE - What do you struggle with in

science?3. LEARNER - Do you think you are a visual, verbal,

or kinesthetic (learning by doing) type of learner?

4. GRADE - What grade do you hope to get? •

Room, Syllabus and Rules

• Room Tour• Review Rules • Explain Hall Passes• Review syllabus.• Take home for your parents to write and sign.• Return by next Friday for 10 points!• Watch video and explain “Say something nice…”• Look for people showing RESPECT!• Pass “Say something nice…” around

Biology 9/6/11

• On your Entry Task Answer Sheet “TUESDAY”

• What are the three big ideas of science?• List 3 topics we will study in biology this year. • How much is this “entry” task worth?

• When finished, look at the words on the Biology tree. Choose TWO things you are curious about.

Grow your learning goals…

• On your leaf/acorn, write your name.• Write one topic you are interested in learning

on the front. • When you have reached that learning goal,

you will “harvest” these and answer 5 questions (worth 5 points)

• Repeat process on another leaf/acorn. • When finished, hold up both leaves/acorns.

Safety Rules and Contract

• Show fire extinguisher• Show MSDS• Show emergency exit• Goggles • Review, sign, detach and return bottom

portion to Ms. Maring.

Biology 9/7/11

Entry Task - WEDNESDAY1. Describe 2 safety rules we will follow in the

science classroom.2. Describe 2 unsafe activities in the science

classroom or lab setting. Consequences?3. When is your syllabus due?

When finished, choose another topic and write it on a leaf with your name. REMEMBER – each “harvested” leaf is worth 5 extra credit points!

SEATING CHART

• Move to the outside with your things. • Quietly moved to assigned seat.• Stay in your assigned seat today.• If you have an individual concern, please see

me before or after school.• People may be moved if they cannot see or

focus in their new spot.

Set up notebook• Notebook – name and grade inside front cover.• Number pages front and back.• Page 1 – fold hotdog. Top – TABLE OF CONTENTS.

Number down column on left. Number down column on right.

• Page 2 – classroom matrix FROM LAST WEEK• Page 3 – safety rules FROM TUESDAY• Page 4 – safety cartoon FROM TUESDAY

• Page 5 – fold hotdog. Number 1-36. For each, write down what is wrong in the “What not to do Laboratory.”

• When finished, come up to choose bin. THEN – work on your T-shirt until the end of class.

Biology 9/8/11

• Entry Task – THURSDAY• Explain 3 connections you have made regarding

RESPECT – Self, Others, Property – All staff, all students, all time.

• NOTE: These could be from Tuesday’s respect tour, or our class, or another class, or the assembly video.

• When finished, work on your safety cartoon answers on page 4 and 5 of your notebook.

Safety Cartoon

• Work on your safety cartoon answers on page 5.

• I will call each table up to assign storage bins.

Biology 9/9/11

• Entry Task – FRIDAY

• Fill in any answers you are missing from the week. Help each other

• Is your safety homework (cartoon answers) complete? #1-36

• Finish it, for another point!

• When finished, say something nice.• TURN IN YOUR SYLLABUS!!!

Say something nice…• Write down a specific person who you have

noticed respecting self, others, property. • I’ll read them all and draw one for a prize.

Safety cartoon answers1. Covered up first aid2. Too many cords3. No fire extinguisher4. Spraying bug spray5. No glasses/goggles6. Head in fumes7. Gas tank on floor8. Drinking9. Drinking chemicals10.Coffee in lab11.Tripping on cord

12.Wearing headphones13.Gas on14.Drawer open15.Smoking16.Sunglasses, barefeet17.Stepping over cord18.Climbing shelves19.Flammable materials

not stored properly20.Leaking biohazards21.Pouring chemicals

down sink

22.Spilled chemicals23.Gloves not on24.Boxes blocking exit25.Crack in door26.Exit sign broken27.Alarm blocked28.Lock on MSDS29.Fire extinguisher not

in place30.Boxes under

emergency shower31.Sucking on chemicals

32.Funnel left in container33.Box exploding34.Box upside down35.Not looking where going36.Hand on dangerous

equipment

Safety cartoon answers

Biology 9/12/11

• Entry Task – MONDAY Week of 9/12-9/16

• Is your syllabus turned in?• Make a prediction – how do you think practicing a

task will affect your performance?• List the steps from the two “Practice Makes Perfect”

sheet. Hint: these are the section headings.

• When finished, be ready with your partner and phone or watch to start the activity.

Practice Makes Perfect

• First, check if you have a watch or phone which can time 30 seconds.

• With your elbow partner, you will be timing how PRACTICE affects your ability to PERFORM A TASK.

• Leave the handout face up: “QUESTION”….• Read the entire procedure as a class. • Begin with one partner performing task and other

partner recording DATA. Practice 3 times.• Switch roles.

Biology 9/13/11

• Entry Task – TUESDAY

• Five people conducted “practice makes perfect.” Their scores were 11, 8, 22, 6, and 13. What was the average score?

• Show your work + correct answer = 3 points. • Help each other.

• When finished, be sure “class data” is glued to page 6. Try to answer #1.

On page 6…

• Enter your “Practice Makes Perfect – class data” sheet on page 6.

• Share observations and record class data with Ms. Maring.

• Complete data analysis #1 with your partner.

• How does this relate to science? How does this relate to work ethic?

On page 6 and 7• On page 6 - Complete data analysis #1 with your partner.• Enter a piece of graph paper on page 7. • We will be creating a bar graph on page 7. • Be tidy and use a ruler. • Draw your axes. What will go on each axis? LABEL THEM.

How tall should the Y-axis be? How many bars will we have?

• Write a title “How does practice affect performing a task.”• With your partner, draw the bars to the correct height

(average number reached). • CONCLUSION: write your conclusion at the bottom of

page 6.

Biology 9/14/11

• Entry Task – Wednesday• Please REWRITE to help make this impersonal and

scientific: “So, Joey and I did this thing in science. First time, we got 5 as the highest. Second time, we got 7 as the highest. Third time, we got 8 as the highest.” (2 pts)

• DISCUSS and write answer– Why does a BAR GRAPH make more sense than a line graph to communicate our data? (1 pt)

• When finished, take out notebook and work on page 6 and 7.

Biology 9/15/11

• Entry Task – Thursday

• Please REWRITE to help make this impersonal and scientific: “In the activity, “Practice Makes Perfect” first our number went up from 11 to 12, and then down to 10.” (3 pts)

• HINT – Use words like increase, decrease, average, students, etc.

• When finished, reread your data analysis and conclusion. Is it scientific and impersonal?

Completing “Practice Makes Perfect”• Data Analysis: Describe the data scientifically

and impersonally!• Conclusion: ANSWER THE QUESTION: HOW

DOES PRACTICE AFFECT ONE’S ABILITY TO PERFORM A TASK (use your data).

• By practicing a task, the average reached ___________________(increased or decreased) and then ________________. This shows practice _________________ (improves, does not improve) performance.

Further Investigative Questions?

• On the bottom of page 6, write one more question you are curious about.

• THIS FORMAT: • How does_________________________

affect____________________________?

Example: How does length of practice affect highest number reached? (30 seconds, 45 seconds, or 60 seconds)

CONGRATULATIONS!

• You have just completed your first scientific investigation in Biology using the scientific method!!

• We’ll be doing this again, so, what are the steps of the scientific method?

On page 9…

• Enter the “Designing an Investigation” page and keep it forever

• What steps are on the sheet? Look down the left column.

Biology 9/16/11

• Entry Task – FRIDAY

• What are the steps of the scientific method?• Are you missing any answers on this entry task

sheet? • Help each other fill in any missing answers.

• When finished, open notebook to page 10.

Watch one scientist conduct an investigation…

• As you watch, put your finger on the steps of the scientific method on your orange sheet.

• Now we’ll take a few notes…• Then we’ll throw paper airplanes. Am I

kidding?

RULES

• ALL airplanes will be left in this room with Ms. Maring.

• NO horseplay with scientific equipment: model planes, meter sticks, etcetera.

• EVERYONE will record data and participate. • ONE person per team will be the thrower as a

scientific control.

On page 9: What are the steps of the Scientific Method?

• What is the first step?

• What happens after the question?

1. Asking an investigative question. It should be written in this format:

• How does_______________affect______________?

2. Make a prediction or HYPOTHESIS!

• Can I change the question into a hypothesis?

• Try it!

• Yes! • Take the “how does” for

the “if” part. • Put the “affect” line for

the “then” part.• Add a scientific reason.• If___________________

__________________• Then________________

__________________• Because_____________

___________________.


On page 10

• Example: Write a question and hypothesis for this scenario:

• Jane and Gypsy are curious whether temperature makes soap bubbles pop faster.

• Investigative Question:• How

does_______________affect______________?

• If_____________________________________

• Then__________________________________

• Because________________________________.

Biology 9/19/11

• Entry Task – Monday

• Turn this scenario into an investigative question, in the format “How does _________ affect ___________?”

• Bill and Sandy wonder if summer heat causes the ripening of tomatoes.

• When finished, paste the paper airplane investigation onto pages 11 and 12. Read it.

• Curious about the tomato question? ANSWER

http://www.hort.purdue.edu/ext/tomatoesnotripening.html

On page 11 and 12

• Enter the “Investigating Flight Distance with model airplanes” sheets.

• Which wing shape do you think will fly furthest? Write your hypothesis!

• Ms. M will assign groups and flight zones. • Conduct experiment and collect data –

MEASURING IN CENTIMETERS!!!• Sit down to share data.

Metric vs. the American Measurement System

• In your head, add up 36 inches plus 36 inches.• Now add up 100 centimeters plus 100

centimeters. • Which was easier? • Metric is based on TENS (not 12) which makes

it easier to convert. • Use meter sticks appropriately!

RULES

• ALL airplanes will be left in this room with Ms. Maring.

• NO horseplay with scientific equipment: model planes, meter sticks, etcetera.

• VOLUME – quiet and conversational—no yelling. • EVERYONE will record data and participate. • ONE person per team will be the thrower as a scientific

control.• Nominate THROWER, two MEASURERS, DATA Manager

– checks if data is recorded in all data tables.

Biology 9/20/11• Entry Task – Tuesday

• Change the question, “How does summer heat affect the ripening of tomatoes?” into a hypothesis. (Look at your orange sheet or notes!)

• If_____________________________________• Then__________________________________• Because________________________________.

• When finished, check that everyone in your group has the data from yesterday. Reclaim your plane and prepare for flight.

• Complete the 3 trial flights and record all data.• Calculate your team’s average. • Share class data. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13.• Write conclusion – include data as evidence.• Write down your next question. • Paste your rubric on page 14 and see if you would

get all 12 points!

On page 12, 13 and 14

Biology 9/21/11• Entry Task – Wednesday• Change this question into a hypothesis: How does

amount of sleep affect drowsiness in teenagers?• Remember to use “If, then, because”!!

• ANSWER• When finished, begin working on graph on page 13. • Ms. M NOTEBOOK CHECK today – – 1 point for having notebook, – 1 point for working productively in time given, – 1 point for having airplane data table and

hypothesis complete.

http://science.education.nih.gov/supplements/nih3/sleep/guide/info-sleep.htm

Hypothesis

• If____________________________________• Then_________________________________• Because_______________________________

____________________________________.

Complete pages 12-14

NOTEBOOK CHECK today – 1 point for having notebook, 1 point for working productively in time given, 1 point for having airplane data table complete.

• Complete data table averages. • Complete Data Analysis. • CONSTRUCT A BAR GRAPH FOR page 13.• Write conclusion – include data as evidence.• Write down your next question. • Paste your rubric on page 14 and see if you would get

all 12 points!• When finished, show Ms. Maring your work.

Biology 9/22/11


• What do the 3 bars on your bar graph represent? • What is an appropriate label for the Y-axis?• What is an appropriate label for the X-axis?

• When finished, complete your data analysis, conclusion and next question.

Today…

• Complete your model airplane investigation on pages 11-14.

• Estimate your points using page 14. • Fix things you may have missed. • Show Ms. Maring your work so that your score

can be recorded. • When finished, work on measuring worksheet.

Biology 9/26/11


• Take out last week’s entry task and be sure it is complete. Have a tablemate add up your points for the week – 12 points possible!!

• Identify the manipulated and responding variables in this question:

• “How does amount of time exposed to air affect oxidation (turning brown) of apples?”

Our conclusions…

• Please look at page 12. • A conclusion should:– Answer the original question.– Say whether your hypothesis was supported by the

data (or not!)– Include data (aka NUMBERS) as evidence of your

conclusion. – Be scientific and impersonal

• How is yours? Have your elbow partner check it.• Please leave your notebook in your bin so that I

can record grades!!!

Metric Measuring

• Look at a meter stick. • What are the littlest lines? • How many millimeters per centimeter?• How many centimeters on the meter stick? • How many millimeters per meter? • TRICK QUESTION: How many meters per meter stick? ;P • PLEASE MEASURE WITH SUPERIOR ACCURACY!• Complete the metric measuring worksheet. You may

work with a partner.• You will turn this sheet in to the assignment box after we

review answers.


• Please look at your grade sheet. List any assignments your are missing.

• What was your goal for a grade on Day 1?• Are you meeting your goal? If not, what could you change to

improve?• TOUR of Ms. M’s Website

• When finished, say something nice Please try to make your comments specific to one person AND about respectful behavior (not “looks”).

https://kmaring.wikispaces.com/

• PLEASE MEASURE WITH SUPERIOR ACCURACY!

• Try moving the decimal point instead of counting lines

• Complete the metric measuring worksheet. You may work with a partner.

• You will turn this sheet in to the assignment box after we review answers.

Metric Measuring

Biology 9/28/11

• Entry Task – Wednesday

• How many centimeters would 25 mm be? • How many millimeters would 0.909 m be? • How many meters in a kilometer?

• When finished, please finish the pink sheet or help someone who is not done.

Biology 9/29/11


• Start with 1.34 m. How many cm is it?• How many mm is it? • If 10 years is a decade, how much of a meter do you

think a decimeter is? Hint – it is smaller than cm. • When finished, start on blue sheet “Measuring

Volume in Metric.” • REMINDER: PLEASE LEAVE NOTEBOOKS IN BINS

THIS WEEK.

• Where do our notes start?

• What is included in the materials and procedure part?

• On page 10!

• A list of ALL materials needed.

• A numbered list of ALL the STEPS, including safety, the manipulated variable (changed) and the responding variable (measured), at least 3 trials, and reminder to record data.


• What goes in the data part?

• A data table with all the measurements labeled.

• A graph.• Data Analysis –

scientific and impersonal.

• Conclusion and further investigative question.


• What is included in a conclusion?

• What is the further investigative question?

• Answer the original question.

• Say whether your hypothesis was supported by the data (or not!)

• Include data (aka NUMBERS) as evidence of your conclusion.

• Be scientific and impersonal

• This question becomes the next investigation!


Measuring Volume in Metric

• To help you get started, some information and questions for you…

• Complete the yellow sheet with a partner. • You may carefully get water from the back 3 lab stations

and then return to your seat. • NO HORSEPLAY. • When instructed on your sheet, raise your hand to ask Ms.

M for cubes. • CLEAN-UP: return all cubes to Ms. M. Dump all water in a

sink and return your measuring equipment to the front lab station.

Biology 9/30/11

• Entry Task – Friday

• Change 2.45 m to cm.• Change 1450 mm to cm. • How much water in mL would a cube with a volume

of 216 cm3 displace?

• When finished, say something nice about someone you’ve noticed working hard or focusing in school

QUIZ TUESDAY

• Scientific Method – finish notes today. • Metric Measuring – length and volume.• I will return your notebooks and measuring

worksheets on Monday. • On Monday we will study for the quiz together!

• AFTER NOTES – please put notebooks in bags to go home with Ms. M!!

Measuring Volume in Metric

• To help you get started, some information and questions for you…

• Complete the blue sheet with a partner. • You may carefully get water from the back 3 lab

stations and then return to your seat. • NO HORSEPLAY. • CLEAN-UP: return all cubes to Ms. M.

Dump all water in a sink and return your measuring equipment to the front lab station.

Biology 10/3/11

• Calculate the volume of a cube with sides measuring 40 mm. (Hint: convert to cm first).

• What amount of water in mL would be displaced by that cube?

• Please use calculators But also show your work.

• EXTRA CREDIT POINT: How much water would the light green rectangular prisms displace?

Today’s Work

• Airplane grades are not official until Friday! I will recollect notebooks then and enter grades!!

• Please FIX anything I circled!! • Check means good. • If you have circled items, you have homework

this week. • FINISH NOTES• Play Jeopardy!

Biology 10/4/11

• Entry Task – Tuesday

• Look at your Airplane Investigation page. Think of a “500 level” jeopardy question about the scientific method.

• When you trade for grading, have your partner try to answer it.

• When finished, keep out notebook and prepare for jeopardy.

Jeopardy!

• FIRST – has everyone turned in the blue sheet? • You must answer as a question, “What is….?”• There will be 2 teams (selected randomly). • The teams will take turns. Briefly consult and

choose a category and point value. “We’ll take scientific method for 200, please.”

• Consult and have spokesperson announce the question by the end of the song.

Biology 10/5/11


• Write down one thing you learned in our Jeopardy! Game yesterday.

• Trade and Grade • Put everything away except notebook and pen or

pencil.

• New seating chart…

QUIZ Expectations

• Look at your own paper and your own notebook. • Do not talk or call out. Raise your hand if you need

help from Ms. M• Do your best and work the entire time given. • Check your answers before finishing. • When finished, quietly hold up your quiz. • Read or do other homework QUIETLY until the end

of class. • EXTRA TIME? What about extra learning? Acorns

or Articles on the computer!

Biology 10/6/11


• How well did your own behavior match the quiz environment yesterday? Expectations – not talking, working the entire time, doing your best.

• Trade and grade.

• Has anyone not taken the quiz OR do you need a little more time? INVITATION – after school during tutorial TODAY 2:45 to 3:45.

Movie – “LIFE – Fish, Birds, and Insects”

• Oprah Winfrey narrates this stunning nature program.

• Please enjoy a “day off” watching the movie. You deserve it after your hard work on the quiz.

• Please do not distract others or yourself by talking.

• PS I will offer 3 extra credit points if you take notes on the movie and turn them in. Minimum 1 page.

• I will be handing back papers for you to keep in your binder or folder.

Biology 10/7/11


• Say something nice about yourself • Fill in any missing items from the week. • Turn in your sheet!

• When finished, say something nice about someone else. Try to think of examples of working hard, helping others, being respectful, etcetera.

Quiz Reflection

• Keep this reflection sheet on the inside back cover of your notebook.

• Review how to do this by reading the instructions…

• We are practicing a process and the reflection is MANDATORY for everyone Due MONDAY.

• Questions? • Rest of class work time – help each other!!!• Last 3 minutes – stack notebooks for grading.

Biology 10/10/11Week of 10-10 to 10-14


• Is your quiz reflection complete?• Is it turned in or ready to turn in?• Is your entry task sheet from LAST week turned

in? • 3 YES = 3 points!• First 2 people help hand back papers, please.

Today’s Work…

• Reflections in/Passed Quiz = Notecard Challenge (back table) QUIET VOICES– – Lailah, Justin, Nakari, Natosha

• Finish Reflections – everyone else (assigned seats)

• EXTRA TIME – Watch video


• Please turn in your quiz reflection for 1 point.• Look at the standard on the right side of the board. • Students can demonstrate skills necessary to do scientific inquiry

including: – developing questions, – hypotheses, – materials list, – procedure, – data analysis– and conclusions.

• For 2 more points, explain which area you think you need more experience in.

Who won the notecard challenge?

• Did you use a single notecard? Did you make a continuous strip?

• Winners -

Design it yourself…Gum Lab• For this lab, you will be chewing gum and taking the mass in

GRAMS on a mass balance.• You will be in groups of 3 (for 3 trials). EACH PERSON WILL

HAVE A COMPLETE INVESTIGATION IN THEIR OWN NOTEBOOK!• Your group will only be given 3 pieces of gum. • PLEASE LEAVE THE GUM IN MY GARBAGE!• But first, you’ll need to design the investigation. • For now, design it on the papers given. It will be entered in

your notebooks on pages 15-• I’ll give you the question, materials, and a data table. You

discuss and write the hypothesis, add any other materials, procedure, collect data, write data analysis, make a line graph, and write conclusions.

Take a minute to read and highlight…

• What can you design and finish before the investigation?

• Please get in your groups of 3. • Work together to highlight (or circle) all the

things you can finish before the investigation. • HINT – USE THE QUESTIONS AT THE END

“Checking Your Experimental Design Before You Begin” to guide you.

• Finish everything you can.

Biology 10/12/11


• Consider the controlled variables section in your gum lab. This is an idea we haven’t discussed yet. Why is it important to only have ONE changed variable per investigation?

• Finish the list – consider chewing method, accurate start/stop times, amount of saliva left on gum (eww!), subtracting weight of paper, etc

• When finished, get in your groups and circle/highlight remaining things you can finish before the investigation.

Today’s work

• Please get in your groups of 3. • Work together to highlight (or circle) all the things

you can finish before the investigation. • HINT – USE THE QUESTIONS AT THE END “Checking

Your Experimental Design Before You Begin” to guide you.

• Finish everything you can.

• We will do the lab tomorrow. Be very, very ready!

Biology 10/13/11• Entry Task – Thursday

• Is your procedure ready? Read through it! Finish it for 1 pt.• Will your team be able to follow it step by step to conduct the

investigation? Fix it for 1 pt.• Does everyone have it written down? Yes = 1 pt. (Finish this in

the first 10 minutes and give yourself back the point)

• When finished, each student: lab sheet, 3 small pieces of paper

• Groups: at least one timer/clock/timer in phone• Whole class: Ms. Maring will pass out gum. Mass

Balances will be on lab stations. BE VERY CAREFUL!!

The Gum Lab

• When finished, each student: lab sheet, 3 small pieces of paper

• Groups: at least one timer/clock/timer in phone

• Whole class: Ms. Maring will pass out gum. Mass Balances will be on lab stations. BE VERY CAREFUL!! Don’t accidentally knock them down!!

Biology 10/14/11 week of 10/10 to 10/14

• Entry Task – Friday – TURN IN YOUR SHEET TODAY!• Look at your hypothesis on page 1 of the gum lab. Was

it supported by the data you collected in the lab? IN OTHER WORDS, do the numbers agree or disagree with your prediction? Explain USING DATA FOR SUPPORT (evidence).

• Please use words like more than, less than, a total increase/decrease of….

• When finished, please “Say Something Nice” about someone else’s academic or social effort this week.

Note Card Challenge Winners!

• 10th grade—550 cm Natosha and Nakari• 9th grade— ? cm Anna and ?• 8th grade—1300 cm Jacob K.E. • 7th grade— ?

Today’s Work…• Start with your group where you left off. • Some groups still need to collect data.• Other groups are ready to describe the data in

the data analysis. • A few groups are ready to begin graphing and

writing conclusions. • You may glue these pages into your notebook

pages 17, 18, 19, 20 and a graph on page 21. • HEADS UP – In class notebook check next

week.

Biology 10/17/11Week of 10/17-10/21

• Entry Task – Monday – please use the back of a different entry task answer sheet and LABEL THE WEEK OF…

• What is your next question regarding gum? Please write in scientific question format: “How does________ affect ________?”

• How did we have 3 trials? • Is this a reliable way to have trials? Why or why not? • When finished, sit with gum groups and finish lab

papers.

“Housekeeping”

• Many missing entry task sheets 10/3 – 10/7 and 10/10 – 10/14 (turns to “0” after one week).

• Many quizzes went from failing to A’s and B’s after the reflection. TURN THOSE IN

• Still haven’t seen some notebooks to grade the airplane lab…

• You may come to tutorial and/or do extra credit!!

Gum Lab

• Glue into your notebook pages 17, 18, 19, 20 and a graph on page 21.

• RUBRIC on page 22.• Your HW was data analysis (or you finished this in

class).• Next steps: fill in blanks and answer questions.• Construct a LINE GRAPH!!• Write a conclusion using DATA!!• When finished, check in with Ms. M. If approved, you

will be a peer tutor for someone else

Biology 10/18/11


• What are the important parts of a conclusion? List them here. HINT – you can look on page 16 of your notes.

• If you don’t have those notes, please copy them now.

• What is included in a conclusion?

• What is the further investigative question?

• Answer the original question.

• Say whether your hypothesis was supported by the data (or not!)

• Include data (aka NUMBERS) as evidence of your conclusion.

• Be scientific and impersonal

• This question becomes the next investigation!


Today’s Work

• Finish gum lab:• Data Analysis• Line Graph• Conclusion• Further Investigative Question• ANY AND ALL BLANKS on pages 17-22. • Check your rubric for your points. • SHOW Ms. M to have your grade RECORDED.• Extra Time – Ask to go to a computer to do extra

learning for extra credit.

Biology 10/19/11


• Please look at your grade sheet. List any assignments your are missing. This may show as a “0” or a “*”.

• List any assignments you wish to IMPROVE. • Write a goal for turning things in, improving something with a

reflection, or extra learning you will complete.

• Quarter ends November 4th. I will take work until October 28th

(next Friday). • NOTE: any “*” will become a ZERO and impact your grade.

(Except for Extra Credit!!)

Today’s Work

• Share Gum Lab at document camera. Each group will choose their best section and be called up to read it and show it.

• Choices: 1.variables and hypothesis, 2.procedure and controlled variables, 3.data table and graph, 4.data analysis, 5.conclusion and next question

• Please look at your pages and see if they are complete, and completed well.

• NEXT: missing work time…

Missing work or improving your grade…

• Stay at seat. • I will circulate and record grades from

AIRPLANE LAB and GUM LAB. • If you are missing an entry task sheet, you may

ask to work at the computers. NEVER PRINT POWER POINT!! Just use it as a reference.

• EXTRA TIME? Finish an extra learning article summary…

Biology 10/20/11


• We are going to begin our study of cells. All living things have at least one cell. Explain everything you know about cells at this point. Where? What? What do they do? What is in them? How big or small are they?

• When finished, open your notebooks to page 23. • NOTE – if you did not turn in your notebook/gum lab,

you must do so at the end of class today!!

Video and notes…

• Watch video…try to absorb as much as you can. We will watch it again and pause to take notes.

• Divide page 23 into thirds…hotdog.• TITLE: Getting an idea of size: Powers of 10 • Headings:Where? Magnification? What?• Then we’ll take some notes…pausing video as

we go.

On page 23Getting an idea of size: Powers of 10

Where? Magnification (to see it 1m big) and Magnitude (size it really is)

What?

Ground Level – next to skin

Cells

Cell Nucleus – center of cell

DNA – inside nucleus

Magnification 0xMagnitude 1m

Magnification 100,000xMagnitude 0.00001 m or 10-5

Magnification 1,000,000xMagnitude0.000001m or 10-6

Magnification 10,000,000Magnititude 0.0000001m or 10-7

Skin on human body

Lymphocyte – white blood cell

Center of cell

Molecule

On page 23Getting an idea of size: Powers of 10

Where? Magnification (to see it 1m big) and Magnitude (size it really is)

What?

Atoms

Electrons – outer portion of atom

Atomic Nucleus – center of atom

Protons and neutrons

Magnification 1,000,000,000xMagnitude 0.000000001m or 10-9

Magnification 10,000,000,000xMagnitude 0.0000000001m or 10-10

Magnification 100,000,000,000,000xMagnitude 0.00000000000001m or 10-14

Magnification Magnitude

Examples – hydrogen, carbonVery small, moving very fast, very little mass

Made of clustered protons and neutronsVery small, more mass than electrons

On page 24…Molecules of Life:

Biological Macromolecules

• What are molecules? • What are biological

macromolecules?• What are the 4 kinds?

• Read pages 42 to 45 in Life Science textbook.

• Linked together atoms.• The important molecules

for life. • 1. carbohydrates – think

“sugar”• 2. lipids – think “fats”• 3. proteins – think “lots of

different kinds…hair and skin and hormones are made of these”

• 4. nucleic acid – think “genetic material like DNA”

Biology 10/21/11


• Finish any missing items and turn in this sheet after grading.• What did you learn yesterday from the video or notes about

size of cells?

• Crazy fact: On November 2, 2009, according to the National Geographic, "Each cell in the human body contains about 100 times as many atoms as there are stars in the Milky Way. As we all know, the Milky Way has ~ 200 Billion stars. SOOooo, 200,000,000,000 X 100 = 2.0 × 1013.”

Please vote…

• Please view (don’t touch) the recycling posters on the back tables.

• Take a piece of paper and cast your vote for ONE of the posters.

• CRITERIA: colorful and eye-catching, informative, inspiring, neat and tidy

• Put vote in “Say something Nice” box

Biology 10/24/11week of 10/24 to 10/28


• If a cell is 0.00001 meters, how much would you need to magnify it to see it as 1 meter big?

• When finished, “Say something Nice” about your neighbor’s academic effort this quarter. Have they worked hard to turn everything in on time? Are they always on task in class? Are they here every day or nearly? Do they listen to peers and teachers?

• Zoom to Oakville MS/HS. • Then we will re-watch video and pause to finish our notes.

Biology 10/25/11


• Word: MACROMOLECULE• Circle prefix and suffix.• Underline the vowel in the root word. • What do you think “macro-” means?• What do you think “mole” means?• What do you think “-cule” means?

• When finished, finish notes from yesterday.• Then we’ll do a word parts activity.

Word Parts Activity

1. Each group will get 5 words. 2. Use your “word Parts” worksheet to separate the words into

prefix, suffix, and root word.3. Use the word parts glossaries to write down meanings of each

part. No answer? Go to http://www.macroevolution.net/suffix-prefix-dictionary.html .

4. Write out a definition based on the parts. 5. Look up the real meaning in the glossary of the book or the

Biology dictionaries or http://www.thefreedictionary.com/ . 6. We will share and write down each other’s answers.7. LEAVE THE GLOSSARY PACKETS HERE FOR OTHER CLASSES!!

DO NOT WRITE ON THEM!!

http://www.macroevolution.net/suffix-prefix-dictionary.html

http://www.thefreedictionary.com/

Biology 10/26/11


• 5 minutes silent reading pages 42-45 in Life Science Textbook. Write down one unfamiliar word, circle prefix, suffix, underline root vowel. What do you think it means? Use word parts glossary and then book glossary.

• REMINDER – Qtr ends Nov 4th. I will collect work until MONDAY, October 31st. Grade sheets tomorrow. Plan on coming to tutorial if you are failing or not meeting your goals

Today’s work…

• Please continue with the word parts activity. • Plan on sharing your work at the document

camera so that other groups can copy the information.

• Extra Time? Log on and do an article summary or acorn harvest for extra credit. OR turn in something you are missing!!!

• MISSING GUM LABS: Skyler, Zach, Nakari, Ryon, Cheyenne, Braiden, Marcus

Biology 10/27/11


• Check your grade sheet for “*” or “0” or grades you do not like!

• List things you would like to work on and get turned in for 3 points.

• Last day for missing work MONDAY, October 31st.• Plan on coming to tutorial TODAY if you are failing

or not meeting your goals

Today’s work…

• Complete your word’s sheet. • Steps: 1. break it into parts (you may check with Ms. M to see if

the parts will “work”); 2. look up definitions of parts; 3. put it together for your own definition; 4. write down the book or internet definition.5. PLEASE LEAVE PAPER GLOSSARIES HERE!!!

Extra Time? Log on and do an article summary or acorn harvest for extra credit. OR turn in something you are missing!!!

Biology 10/31/11 week of 10/31 to 11/4


Figure out these three words using word parts clues or your textbook.

1. organelle which digests food, wastes, or invaders

2. a fancy word for "sugars"3. "little nut" in the center of the cellWhen finished, turn in any MISSING WORK.

Including labs, entry task sheets, or quizzes.

Today’s work

• Each group will present one or two or their words. Please stand together at the document camera. Audience and presenters – respect

• Everyone – copy down the information you do not have.

• Turn in Words worksheet by the end of class. • Watch short video “Virtual Cell”• Work on the Cell Words Puzzle – use textbooks

pages 63-67 or the glossary. • You may quietly work together. Please stay on task.

Biology 11/1/11


• Figure out these three words using word parts clues or your textbook.

1. the word parts mean "little organ"2. cells which have no true nucleus3. genetic materialWhen finished, do you have definitions for Cytoplasm, Chloroplast,

Prokaryotic, Nucleus, Organelle, Eukaryotic, Cytoskeleton?Complete TWO words worksheets and turn in.

Today’s work

• Watch video.• Work on cell words puzzle – help each other

and look in textbook pages 63-74 or glossary. • Following people, back table with Ms. M: • Skyler, Dylan, Geo, Ryon, Cheyenne, Braiden

Biology 11/2/11


• Figure out these three words using word parts clues or your textbook.

1. word parts mean "fat connected to a phosphorous"

2. surrounds each cell3. word parts means "green leaf“• When finished, work on puzzle. You should have at

least 9 words! Clues from the last 3 days of entry tasks.

Today’s work

• Watch video• 20 minutes – finish puzzle, share answers• Draw picture with video of “Parts of Cell” • Please save picture in bin or notebook. • We will be updating and gluing in our

notebooks SOON!

Biology 11/3/11


• Write down 3 vocabulary words you became more familiar with this week AND the approximate definition of each. IOW – don’t just look in the book! But you can look around the room and discuss this with each other.

• When finished, complete any missing items for the week and turn in sheet.

• Are your two words worksheets turned in?• Finish sharing answers on crossword puzzle. Turn this

in!

Today’s Work

• Glue biological macromolecule notes to page 24.

• Watch video and draw a picture of a cell with structures labeled.

• This drawing will go on PAGE 25 of your NOTEBOOK.

• Fold page 26 hotdog.• Consult pages 6-13 in the purple book “Inside

the Cell”

On page 24…Molecules of Life:

Biological Macromolecules

• What are molecules? • What are biological

macromolecules?• What are the 4 kinds?

• Linked together atoms.• The important molecules

for life. • 1. carbohydrates – think

“sugar”• 2. lipids – think “fats”• 3. proteins – think “lots of

different kinds…hair and skin and hormones are made of these”

• 4. nucleic acid – think “genetic material like DNA”

Biology 11/7/11week of 11/7 to 11/10


• We will be considering analogies of cell structures to objects we are more familiar with. To get us started, consider if you were to compare your personality to an animal, which one would you be?

• I am like a….• Because….• Trade and grade – 3 points for an animal analogy with

a reasonable explanation.

Today’s Work• Watch video “Cells are like a Factory”• Use the information communicated to fill in as much of your

“Worksheet: Cell Structure and Function Analogies” sheet. • Many of the analogies are given in images and explained in

words.• Review your rubric for the project. • Take a gallery walk of other students’ cell analogy posters.• Choose a system with interconnected parts as your main

analogy. • Finish your worksheet and begin your rough draft.

Biology 11/8/11


• Silently read pages 6 to 13 in the purple book “Inside the Cell.”

• Explain 3 new or clarified ideas from your reading about the parts of cells and how they function.

• Trade and grade. Please get in your groups.

Worksheet: Cell Structure and Function Analogies

1. Nucleus is like the cell’s brain because it directs the cell’s activities and contains DNA, which has instructions for making proteins.

2. DNA is like…

Because…

3. Cell Membrane is like…

Because…

4. Cytoplasm is like…

Because…

5. Endoplasmic Reticulum is like…

Because…

6. Vesicles are like…

Because…

7. Golgi (body) is like…

Because…

8. Lysosomes are like…

Because…

9. Mitochondria are like…

Because…

10. ATP is like…

Because…

11. Ribosomes are like…

Because…

12. Proteins are like…

Because…

Drafting ideas for your poster• Discuss how will each of the following

cell organelles and macromolecules will be represented on your poster:

1. Nucleus2. DNA3. Cell Membrane 4. Cytoplasm5. Endoplasmic Reticulum6. Vesicles7. Golgi (body)8. Lysosomes9. Mitochondria10. ATP11. Ribosomes12. Proteins

• Begin your draft on 11x17 paper. Your draft will need to be approved by Ms. M before beginning your poster.

• Each of the 12 items above should be represented by an item within your analogous system and include a text caption to explain.

Biology 11/10/11


• Watch the 4 min video of a plant cell. • Write down 3 analogies from the video. • ______is like ______ because ________.

• Finish any missing items and turn in your sheet. • Rough draft and worksheet DUE MONDAY end of class. • Work on project rest of class.

Biology 11/14/11Week of 11/14 to 11/18


• Reread pages 8-11 in the purple book. How does the author use imagery and analogy to increase the understanding of the text? Give one example and explain.

• When finished, please get in your groups. • Rough drafts and worksheets due END OF CLASS!• Remember – whatever your role in the project, you

must attempt to contribute at all times.

Biology 11/15/11

• Entry task – Tuesday

• What is the function of the endoplasmic reticulum?

• What is the function of mitochondria?• What is the function of the golgi body?• Trade, grade.• Please get in your groups.

Today’s Work

• Get in your groups.• If you have not completed and cleared your rough

draft with Ms. M, please do so. • Begin working on final draft – select poster color.

You may borrow markers, color pencils, glue sticks, etc. Please return them to art area.

• Review rubric so that you have clear goals. • Captions should be typed. • Images should be colored. • FINAL DRAFT DUE FRIDAY!

Biology 11/16/11


• What is the function of vesicles and vacuoles?• What is the function of ribosomes?• What is the function of DNA?

• PS These answers can become part of your captions!!

Today’s Work

• Review rubric so that you have clear goals. • Captions should be typed, printed and pasted

on near images. • Images should be colored.• Poster should be planned to fill entire space. • FINAL DRAFT DUE FRIDAY!• Please store your posters in stacks above the

appropriate signs (Oak Trees).

Biology 11/17/11


• What is the function of Lysosomes?• Where is ATP made? What is the function of ATP?• What is the function of proteins?• Finish any missing items from the week and turn in this sheet.

• PS These answers can become part of your captions!!• Please get in your groups and continue working on your

excellent posters

Biology 11/21/11Week of 11/21 to 11/23


• Write down your favorite caption from your poster. Be sure to include the “because” portion!

• Include “because” portion on all typed captions. • Finish posters today!! Turn them in on top of cabinets

above “Grade 10”• QUIZ TOMORROW ON CELL PARTS AND FUNCTIONS…

using analogies. • SAVE PAPERS TO GLUE INTO NOTEBOOKS!

Documents

Biology 9/2/11