This Week...
UPDATE FOR TODAY!
HOW TO OPEN YOUR TEAM ROOM FOR SCIENCE - LOOK AT THE SCREEN SHOTS ABOVE
The first one is on the front page of your portal - OPEN OFFICE 365
then it will show the second screen shot OPEN TEAMS
You should see your science class team page - open it & respond to the question posted.
OR you can try this on your phone:
https://teams.microsoft.com/downloads
Good Morning!
You have 2 assignments today -
First complete the EDGENUITY LAB part of SC.6.E.7.5 Influences of Solar Energy
(If you didn't do the first two parts yesterday FINISH THEM TODAY! Please check your grades! )
The second assignment is to enter your class period Science TEAM ROOM in Office 365 and send me a response to my post - Do this AFTER 1:00PM PLEASE!
I hope everyone is feeling healthy - I miss you!
Mrs. Sapp
Class Session 63 March 9 & 10
Review Mendel's findings then start:
DNA & Genetics
Class Session 62 March 5 & 6
Gregor Mendel
Text pages. 453 -466
Class Session 61 March 3 & 4
Introduction to Genetics
Flower Dissection Lab
https://www.youtube.com/watch?v=HP21hIVJhWI
https://learn.genetics.utah.edu/content/labs/extraction/howto/
Class Session 60 February 28 & March 2
REPRODUCTION TEST
Class Session 59 February 26 & 27
Study Guide for Reproduction Test
Class Session 58 February 24 & 25
Sexual Reproduction
Vocabulary Relationships
The egg is the female sex cell
The sperm is the male sex cell
Fertilization is the joining together of the egg and sperm that produces...
A zygote that develops into a new organism
Haploid cells have only one set of chromosomes - sex cells are haploid
Diploid cells have homologous chromosomes (pairs) one from each parent
Sexual reproduction involves putting together the DNA of two different sex cells through fertilization
A diploid cell has homologous chromosomes - one from each parent
Meiosis separates pairs of homologous chromosomes which are made up of DNA
resulting in haploid cells
Meiosis begins with ONE diploid cell and produces...
FOUR haploid cells
Lesson Outline Chapter 9 Lesson 1
Meiosis v. Mitosis
Class Session 57 February 20 & 21
Special types of cells - Mitosis & Meiosis
MITOSIS https://www.youtube.com/watch?v=f-ldPgEfAHI
MEIOSIS https://www.youtube.com/watch?v=VzDMG7ke69g
Specialized cells
Red blood cells
White blood cells
Smooth muscle cells
Nerve cells
PLANT CELL ORGANELLES
Cell Wall
Chloroplasts
Large Vacuole
Class Session 56 February 18 & 19
Asexual Reproduction packet & Cells
CELLS
Animal Cell Drawing Labeled
Nucleus
Cell (or Plasma) Membrane
Cytoplasm
Mitochondria
Rough Endoplasmic Reticulum
Smooth Endoplasmic Reticulum
Golgi Apparatus
Ribosomes
Class Session 55 February 13 & 14
Video Charles Darwin
Write a paragraph comparing the discoveries of Charles Darwin and Alfred Wallace in your journal.
Complete the Lesson outline on Asexual Reproduction
Text p.434-441
PROKARYOTES are organisms made up of cells that lack a cell nucleus or any membrane-encased organelles.
EUKARYOTES are organisms made up of cells that possess a membrane-bound nucleus that holds genetic material as well as membrane-bound organelles.
ASEXUAL REPRODUCTION
FISSION
MITOTIC CELL DIVISION
BUDDING
ANIMAL REGENERATION
VEGETATIVE REPRODUCTION
CLONING
http://meiosis.geniverse.concord.org/#caselog
Class Session 54 February 11 & 12
Natural Selection LAB
Investigation - Species Grabberensis
Variety - Scissorisis - Forkisis & Spifes
Prey - Jolly Ranchensis
Variety Calories
Red & Pink 5
Green 10
Purple 15
Blue 20
Question: In 10 seconds how many calories of food can each variety of grabberensis get?
Scissorensis Forkinsis Spifes
Trial 1
Trial 2
Trial 3
Class Session 53 February 7 & 10
Charles Darwin & On the Origin of Species
Spork & Bean Lab - Natural Selection
Class Session 52 February 5 & 6
SUB - Definitions Chapter 11.3
Text p.547 #1,2,5,& 6 p.548 #1-8
p.543 SUMMARIZE # 2
p. 544 NGSSS Check #3
P.545 Analyze #4
Class Session 51 February 3 & 4
Class Session 50 January 30 & 31
Fossil Formation Graphic Organizer
Class Session 49 January 28 & 29
https://www.fossils-facts-and-finds.com/paleogene_period.html
Rise of Mammals
Warm Climate
Dense tropical forests
Woodlands & Grasslands
First primates
Horses
Dogs & Cats
Terror Birds
Marine Life : Sharks Whales - Trout & Bass
Insects: flowering plant pollinators like bees
Started very hot & humid & became cooler & drier
Paleocene Eocene Oligocene
Europe & N/A Europe & N/A Sea Levels lower
are joined together separate Australia &
Antarctica separate
NEOGENE PERIOD
Mountain building:
Himalayas
Alps
Rockies
Cascades
Sierra Nevadas
Andes
Land bridges
Forests change to grasslands
Climate cools
Marine life - Kelp beds & Megalodon
Miocene Pliocene
Some mollusks Many different mollusks
Quartenary Period
MEGA MAMMALS - wooly mammoths
Giant sloths - sabre-toothed tigers - cave bears
The development of homonids - humans
ICE AGE
Class Session 43 January 9 & 10 2020
Air Pollution
Class Session 42 January 7 & 8 2020
Human Impact on Water & Water Pollution
https://www.youtube.com/watch?v=bcQK4mlAi0o
Class Session 41 December 20 & Jan 6th
NUCLEAR ENERGY
Yes or NO!
https://www.nationalgeographic.com/environment/energy/reference/nuclear-energy/#close
https://www.youtube.com/watch?v=SPZOf8R-d4U
https://abcnews.go.com/Archives/video/chernobyl-disaster-nuclear-plant-soviet-1986-9843882
https://www.youtube.com/watch?v=Nh5Tx1QLKBI
TEXT p.201
Journal - My Opinion
Class Session 40 December 18 & 19
Complete Plate Tectonics Maps
Class Session 39 December 16 & 17
Landforms Worksheets
Class Session 38 December 12 & 13
https://www.nationalgeographic.org/maps/earths-tectonic-plates/
Plate Tectonics - Lecture, Videos & Worksheets
https://www.nationalgeographic.org/media/plate-tectonics/
https://oceanexplorer.noaa.gov/facts/plate-boundaries.html
Class Session 37 December 10 & 11
Make Plate Tectonics Maps
Class Session 36 December 6 &9
More Review and grade repair work
Class Session 35 December 4 & 5
Review & Test
Class Session 34 December 2 &3
ROCKS Worksheets
Class Session 33 November 25 & 26
What are Minerals?
To meet the definition of "mineral" used by most geologists, a substance must meet five requirements:
naturally occurring
inorganic
solid
definite chemical composition
ordered internal structure
"Naturally occurring" means that people did not make it. Steel is not a mineral because it is an alloy produced by people. "Inorganic" means that the substance is not made by an organism. Wood and pearls are made by organisms and thus are not minerals. "Solid" means that it is not a liquid or a gas at standard temperature and pressure.
"Definite chemical composition" means that all occurrences of that mineral have a chemical composition that varies within a specific limited range. For example: the mineral halite (known as "rock salt" when it is mined) has a chemical composition of NaCl. It is made up of an equal number of atoms of sodium and chlorine.
What are Rocks?
A rock is made of a combination of two or more different minerals. They may also contain organic compounds.
They come in infinite sizes, shapes, colors, weights, textures and strengths. Rocks constantly change from one type to another, and from place to place, in a cycle known as the rock cycle.
IGNEOUS ROCKS
Igneous rocks are formed from the solidification of molten rock material. There are two basic types.
Intrusive igneous rocks crystallize below Earth's surface, and the slow cooling that occurs there allows large crystals to form. Examples of intrusive igneous rocks are diorite, gabbro, granite, pegmatite, and peridotite.
Extrusive igneous rocks erupt onto the surface, where they cool quickly to form small crystals. Some cool so quickly that they form an amorphous glass. These rocks include andesite, basalt, dacite, obsidian, pumice, rhyolite, scoria, and tuff.
What Are Sedimentary Rocks?
Sedimentary rocks are formed by the accumulation of sediments. There are three basic types of sedimentary rocks.
Clastic sedimentary rocks such as breccia, conglomerate, sandstone, siltstone, and shale are formed from mechanical weathering debris.
Chemical sedimentary rocks, such as rock salt, iron ore, chert, flint, some dolomites, and some limestones, form when dissolved materials precipitate from solution.
Organic sedimentary rocks such as coal, some dolomites, and some limestones, form from the accumulation of plant or animal debris.
What are Metamorphic Rocks?
Metamorphic rocks have been modified by heat, pressure, and chemical processes, usually while buried deep below Earth's surface. Exposure to these extreme conditions has altered the mineralogy, texture, and chemical composition of the rocks.
There are two basic types of metamorphic rocks. Foliated metamorphic rocks such as gneiss, phyllite, schist, and slate have a layered or banded appearance that is produced by exposure to heat and directed pressure.
Non-foliated metamorphic rocks such as hornfels, marble, quartzite, and novaculite do not have a layered or banded appearance. Pictures and brief descriptions of some common types of metamorphic rocks are shown on this page.
Gneiss is a foliated metamorphic rock that has a banded appearance and is made up of granular mineral grains. It typically contains abundant quartz or feldspar minerals. The specimen shown above is about two inches (five centimeters) across.
Class Session 32 November 21 & 22
Grade & Review Concepts - Interior of the Earth
Chapter Assessment Text p.19 #4 & #5 Text p. 20 #1-5
Class Session 31 November 19 & 20
Grade & Review Concepts - The Rock Cycle
Watch a mineral grow https://www.youtube.com/watch?v=ZTG8FCJZL3M
Minerals http://www.geologyin.com/2014/05/the-mohs-scale-of-mineral-hardness.html
Mineralization - Roman Concrete & Salt Water Mystery https://www.telegraph.co.uk/science/2017/07/03/secret-roman-concrete-survived-tidal-battering-2000-years-revealed/
Class Session 30 November 15 & 18
SUB PACKET - The Rock Cycle
Lesson Outline
Key Concept Builder
Content Practice
Enrichment
Class Session 29 November 13 & 14
Let's try to use Office 365 to create a digital version of the information in your Earth's Interior Packet that has more visuals &
is easy to understand.
Start with:
1. A cover page with the names of the members of the group and a diagram of the interior of the Earth
2. Describe the characteristics of each layer and sub layer (Sections D E F of your packet)
3. Explain how scientists discover clues about the Earth's interior (A) include section C Using earthquake waves to learn about the structure and characterisitics of each layer and sublayer.
4. What effects do temperature and pressure have on the layers of the Earth?
Class Session 28 Nov. 8 & 12
Packet - Earth's Interior Text Chapter 1
https://app.discoveryeducation.com/learn/videos/06250975-f0d8-42b9-b287-9206ca7df6c1/
http://lasp.colorado.edu/home/mop/files/2012/04/1Msphere.jpg
Layers of the Earth Materials
http://aksci.org/lessons_database/lessons/scan/scanaa_68_EarthScience_ScaleDrawingOfEarth.pdf
Class Session 27 Nov. 6 & 7
Finish Testing & Edgenuity
Class Session 26 Nov. 1 & 5
Science Quarterly Assessment
Class Session 25 October 30th
Optics Labs with Light & Color Continued
Refraction https://www.askiitians.com/iit-jee-ray-optics/refraction-through-a-prism/
Reflection http://www.thestargarden.co.uk/Reflection-refraction-and-diffraction.html
Activities https://www.optics4kids.org/classroom-activities/15
https://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Optics.Guide.html
FILTERS AND PURE LIGHT
Use diffraction filter to view: WHAT DO YOU SEE
LASER LIGHT
RED LIGHT
GREEN LIGHT
BLUE LIGHT
WHITE LIGHT
GRAPHIC for Electromagnetic Spectrum
https://www.miniphysics.com/electromagnetic-spectrum_25.html
CPO Science Lab manual
http://www.npenn.org/cms/lib/PA09000087/Centricity/Domain/438/CPO_Lab_book.pdf
Class Session 24 October 28th
Science Project Progress Report
OPTICS with Light & Color Labs
Observation 1
The dark blue lens is _________________________ and the Lorax image is _____________________________________
The light blue lens is _________________________and the Lorax image is ______________________________________
Class Session 17 October 4th
Tsunami 2004 https://www.youtube.com/watch?v=VGW9i_9qBa4
I. Modeling Waves with Springs Lab
http://hyperphysics.phy-astr.gsu.edu/hbase/Sound/tralon.html
TUNING FORKS LAB
Background Information:
The frequency of a wave refers to how often the particles of the medium vibrate when a wave passes through the medium. The frequency of a wave is measured as the number of complete back-and-forth vibrations of a particle of the medium per unit of time. If a particle of air undergoes 1000 longitudinal vibrations in 2 seconds, then the frequency of the wave would be 500 vibrations per second. A commonly used unit for frequency is the Hertz (abbreviated Hz), where
1 Hertz = 1 vibration/second
Frequency, Pitch and Human Perception
The ears of a human (and other animals) are sensitive detectors capable of detecting the fluctuations in air pressure that impinge upon the eardrum. The human ear is capable of detecting sound waves with a wide range of frequencies, ranging between approximately 20 Hz to 20 000 Hz. Any sound with a frequency below the audible range of hearing (i.e., less than 20 Hz) is known as an infrasound and any sound with a frequency above the audible range of hearing (i.e., more than 20 000 Hz) is known as an ultrasound. Humans are not alone in their ability to detect a wide range of frequencies. Dogs can detect frequencies as low as approximately 50 Hz and as high as 45 000 Hz. Cats can detect frequencies as low as approximately 45 Hz and as high as 85 000 Hz. Bats, being nocturnal creature, must rely on sound echolocation for navigation and hunting. Bats can detect frequencies as high as 120 000 Hz. Dolphins can detect frequencies as high as 200 000 Hz. While dogs, cats, bats, and dolphins have an unusual ability to detect ultrasound, an elephant possesses the unusual ability to detect infrasound, having an audible range from approximately 5 Hz to approximately 10 000 Hz.
II. Tuning Forks Waves Frequency & Pitch
Longest tuning fork Letter _____ Number ____
Shorter tuning fork Letter ______ Number ____
Which tuning fork has the highest pitch? ______________
Test 1) Tap the tuning fork and touch the end - what happens?
Test 2) Place the ends of the tuning fork in water - what happens?
Test 3) Put the handle of the vibrating tuning fork on the top of your head - what happens?
Test 4) Put the ends of the tuning fork against a suspended sheet of paper - what happens?
Test 5) Put a piece of duct tape near the top of the vibrating tuning fork - what happens?
https://www.youtube.com/watch?v=pptDV899P6E
Class Session 16 October 2nd
Class Session 15 September 29th
Class Session 14 September 27th
INTRODUCING WAVES!
Class Session 13 September 25th
Online Test UNIT 1 ENERGY
Written Test Unit 1
Class Session 12 September 23rd
Create a STUDY GUIDE for Unit Test 1
Homework- STUDY FOR THE TEST!
Class Session 11 September 19th
Review Unit 1 Text p. 244-299
Answer UNIT SUMMARY QUESTIONS #1 & 2 p. 300
DRY ICE LAB
http://mjhs.chicousd.org/subsites/lhobbs/documents/Unit%202/2%20WS/DRY%20ICE%20LAB.doc
Class Session 10 September 17th
VOCABULARY p.288 -295
p. 296 Complete SUMMARIZE IT or CONNECT IT
p. 297 #1, 3 , 5
p.298 #1-7
Class Session 9 September 16th
ENERGY NOTES
Law of Conservation of Energy
Energy Transfer v. Energy Transformation
Calculating Work
Renewable energy & energy transformations
Non-renewable energy
Class Session 8 September 11, 2019
An object can have gravitational potential energy due to its location in a gravitational field. In this lesson, learn how to calculate the gravitational potential energy of objects in different situations.
What Is Potential Energy?
You look up and notice that there is a big rock hanging over your head. Are you scared? Probably so, because you know that the rock has the ''potential'' to fall on you, and if it did, it would likely cause a lot of damage.
Be careful! This rock has gravitational potential energy!
Even though the rock is not moving right now, you know it has some energy. If it were let go, its stored energy would make it start moving right towards your head. In physics, we call the kind of energy that is stored within a system potential energy. Potential energy can easily be converted to other forms of energy, like kinetic energy. This is exactly what would happen if the rock fell on your head!
One important type of potential energy is gravitational potential energy, which is energy that an object has due to its position in a gravitational field, like the one created by the Earth.
Gravitational Potential Energy near the Earth
On Earth, the gravitational potential energy of an object (Ug) depends on the mass of the object (m), the gravitational acceleration on Earth (g = 9.8 m/s2), and how high up the object is raised (h). In this case, the surface of the Earth is considered to be the point where gravitational potential energy is zero. Therefore, as you move the object farther and farther away from the Earth, its potential energy increases!
How to calculate gravitational potential energy near the surface of the Earth
Gravitational potential energy is usually measured in units of energy called Joules (J). Let's look at that rock again and see if we can figure out how much potential energy it has. If the rock has a mass of 15 kg and it is being held 5 m above the ground, what is its gravitational potential energy?
https://www.youtube.com/watch?v=sVRAtQ7XjkM
Class Session 6 & 7 SCIENCE ASSESSMENT BASELINE :(
Class Session 5 August 29, 2019
NOTES!!! ( with some mini-lab activities)
Starting with Text p. 276-280
VOCABULARY
1. heat
2. temperature
3. conduction
4. thermal conductor
5. thermal insulator
6. convection
7. radiation
Class Session 4 August 27, 2019
Finishing the Foldable
Page 6 - Quantitative Observations List
Page 7- Qualitative Observations List
Page 8 - Behavioral Observation - Field Study
In your composition book Lab section write:
Demonstration Lab - Temperature Changes Everything
Background Information:· Temperature affects the motion of molecules.· As air is warmed, the energy from the heat causes the molecules of air to move faster and farther apart.
CLAIM:IF Water is heated in a flask with a balloon attached to the top THEN as the air molecules are heated they will move faster and further apart which will cause the balloon to expand.
Observations of Bottle, Balloon and Water Set-up
Test Variable: Outcome Variable: Outcome variable: Outcome variableWater Temperature Qualitative observations of flask Observations of balloon Observations of the water
RoomTemperature_______°C
Hot – BoilingWater100degreesC
TemperatureAfterCooling ___°C
Now Lets Run the Demonstration Lab!
Temperature Changes Everything
Problem Statement: How can adding or removing heat from a system result in a change of state?Background Information:
https://www.chem.purdue.edu/gchelp/liquids/character.html
https://energyeducation.ca/encyclopedia/Heat_vs_temperature
· Temperature affects the motion of molecules.· As air is warmed, the energy from the heat causes the molecules of air to move faster and farther apart.
CLAIM:IF Water is heated in a flask with a balloon attached to the top THEN as the air molecules are heated they will move faster and further apart which will cause the balloon to expand.
Experimental Design:
Variables & Controls Independent variable - adding heat to the flask of water and airDependent variable - how much the balloon expands over what period of timeControls - run several trials using the same materials
Materials:· one small party balloon · thermometer· one small bottle/flask · oven mitt or flask tongs· hot plate · 15 mL water
Procedures: Lab Procedures: 1. Pour about 15 mL of water into an empty flask. 2. Measure and record the initial water temperature. 3. Partially blow up the balloon, and then let the air out of it. Do this several times as this helps to stretch the balloon.4. Stretch the open balloon over the top of the bottle. 5. Record observations of the room temperature bottle, water, and balloon. 6. Place the bottle on the hot plate and turn it on to a high setting. 7. Heat the bottle until the water boils vigorously. Write down your observations of the boiling water, hot flask, and balloon’s appearance on the data table. 8. Turn off hot plate 9. Using an oven mitt or flask tongs, place the bottle with balloon on it on the lab counter. 10. Allow the bottle to cool (if time allows, let it return to room temperature). 11. Write observations of the water, balloon, and the bottle. 12. Remove the balloon. Measure and record the final water temperature in the data table.
Observations of Bottle, Balloon and Water Set-up
Test Variable: Outcome Variable: Outcome variable: Outcome variableWater Temperature Qualitative observations of flask Observations of balloon Observations of the water
RoomTemperature_______°C
Hot – BoilingWater100degreesC
TemperatureAfterCooling ___°C
Data Analysis:1. What variable did you test or change? __________________________________________________2. What outcome variables did you observe during the investigation? ________________________________________________________________________________________________3. What happened inside the balloon that caused the balloon to expand? ________________________________________________________________________________4. What is the relationship between heat and temperature? ______________________________________________________________________________________________________________________6. What happened to particles inside the balloon as it cooled? ___________________________________________________________________________________7. What was the source of heat energy that caused the changes you observed? _____________________ Which materials in your set up received that heat energy? _________________________________________________________________________________________________________________________8. Fill in the blanks: Heat moves from ______________ objects to _______________ objects.9. What would happen to the water if the bottle were placed in the freezer? ______________________________________________________________________________________________10. What happened to the heat energy in the flask when you removed it from the hot plate?___________________________________________________________________________________11. Was this lab activity an experiment or an investigation? Explain: ________________________________________________________________________________________________________________Results and Conclusion1. How did this lab activity demonstrate water changing from liquid to gas? ____________________________________________________________________________________________2. Sketch and label a model of the flask and attached balloon with water molecules in the liquid state.
CLAIM: EVIDENCE:
REASONING:
QUIZ
1. Beth takes a sip of very hot soup and decides to put an ice cube in her bowl. Which best describes what happens next?
A. The cold from the ice evaporates in the air. B. Heat is destroyed as the ice melts. C. Heat from the soup flows into the ice cube. D. Cold from the ice cube flows into the soup.
2. Federico removes a metal spoon from a freezer and places it into a beaker of water that is at room temperature. Which of the following will occur?
A. Heat will flow from the water to the spoon. B. Heat will flow from the spoon to the water.C. The temperature of the spoon will decrease. D. The water and the spoon will exchange heat at the same rate.
3. Car engines generate a lot of heat. In a water-cooled engine, a water pump prevents the engine from burning up by circulating liquid coolant through the engine. That liquid is then pumped to the radiator. A fan then causes air to flow through the radiator. Which best describes the flow of heat through this system?
A. The fan blows cool air through the engine, and heat leaves the engine in one continuous movement. B. The coolness from the water pump's liquid coolant flows into the hot radiator, cooling the system. C. Heat from the engine is transferred to the liquid coolant, which transfers to the radiator and then to the air. D. Heat is transferred to the air flowing through the radiator. It is then dissipated into the atmosphere.
4. When a liquid substance, such as water, gains heat energy, which of the following will happen?
A. The water will always change state and become a gas. B. The water may become a solid.C. The water will remain in the liquid state regardless of the amount of heat gained.D. The water may change states depending on the amount of heat gained.
5. Eric places some room-temperature strawberries into his freezer. Which of the following correctly describes what happens to the strawberries?
A. The heat from the strawberries is transferred to the freezer and causes the strawberries to freeze. B. Some of the cold from the freezer is transferred to the strawberries and causes the strawberries to freeze. C. The temperature of the freezer remains the same as the temperature of the strawberries decreases.D. Heat is transferred from the freezer to the strawberries and causes the temperature of the strawberries to decrease.
Benchmarks:SC.7.P.11.1 Recognize that adding heat to or removing heat from a system may result in a temperature change and possibly a change of state.SC.7.P.11.4 Observe and describe that heat flows in predictable ways, moving from warmer objects to cooler ones until they reach the same temperature.Purpose of the Lab/ Activity:Explain how adding or removing heat from a system may result in a change in temperature or a change of state.Predict how heat will flow in a system i.e., from warmer to cooler until they reach the same temperature.
Class Session 3 August 23, 2019
TESTING THE ROTOCOPTERS!
Enter your data trials in your table
ANALYSIS
Create a bar graph comparing the average time for Rotocopter C and Rotocopter T
CONCLUSION
Look at the hypothesis and the analysis then write:
The data supports the hypothesis or
The data does not support the hypothesis
TITLE:
PROBLEM STATEMENT:
BACKGROUND/ RESEARCH:
HYPOTHESIS: IF ______ THEN _______
EXPERIMENTAL DESIGN
Variables & Controls:
Materials:
Procedures:
DATA:
ANALYSIS:
CONCLUSION:
Class Session 2 August 21, 2019
Scientific Processes & Engineering Design
TITLE: WHIRLY GIG - ROTOCOPTER
PROBLEM STATEMENT: Can I make the Rotocopter that drops the most slowly?
BACKGROUND/ RESEARCH: https://exploratorium.edu/science_explorer/roto-copter.html
COPY OUT THE TEMPLATE HERE
HYPOTHESIS:
IF I make the blades of the rotocopter shorter THEN it will drop faster
OR
IF I make the stem of the rotocopter shorter THEN it will drop slower
EXPERIMENTAL DESIGN
Variables & Controls:
Independent variable - the change made in the rotocopter
Dependent variable - the time it takes for the rotocopter to hit the ground after it is released.
Controls - Two models will be made exactly the same then the test rotocopter will have one change made also the launch system for the two rotocopters will be the same.
Materials: pencil, paper, ruler, scissors, template drawing, paper clip
Procedures:
Draw 2 identical templates
Cut out the templates
cut straight lines
fold dotted lines
place paperclip on the stem
test and time the two rotocopters in 3 trials each
DATA:
ANALYSIS:
CONCLUSION:
=============================================================================
Class Session 1 August 19, 2019
1. Handout Class Rules & Policies Grading Policy Supply List
Cover page Your name - Your Dadeschools email
Lab safety rules & contract ( Signed & returned next class)
7th Grade Science Curriculum handout - 1 Edgenuity per week starting 8/26/19 Due September 1st
WHO ARE YOU?
Foldable booklet
COVER
Page 2:
Learning Style
If there is a new skill or new information you need to learn do you like
1) to read the instructions or directions
2) Listen to someone explain
3) Work with other students to figure it out
4) Watch a video online
5) Copy notes from a Powerpoint
6) ???
Page 3:
CLASS PREFERENCE
Which classes do you like best?
Usually science class is___________
Page 4:
SCHOOL OVERALL
What are 3 good things about school?
How do you know you are going to hate a class? List 3 things that make you feel that way.
Page 5:
THE FUTURE
What are you looking forward to in 7th grade?
If we have time - Mini-Lab
A. Heat and Temperature
1. Thermal energy
2. Heat
3. Kinetic Energy
MONDAY APRIL 20th
Good morning!
This week I will be giving assignments out daily.
Today & tomorrow are text based and are very much like the Lesson Outlines.
I hope these assignments will be very easy.
Wednesday will be a Lab Activity
Thursday is ZOOM Day - We will watch a video of a Dogfish Shark Dissection & Kahoot
Friday is Extra-Credit Science Video Day
FRIDAY APRIL 17th
THIS ASSIGNMENT IS FOR EXTRA CREDIT - IF YOU NEED TODAY TO CATCH UP THE REQUIRED WORK DON’T WORRY ABOUT THIS ONE
OK - We have two videos, the first is about HYDRA - It is 8:24 minutes long
And the second is about YEAST – It is 3 minutes long and it zooms in on yeast from low power to 1500X(as you watch you will see some different types of protozoa swimming around)
After you watch there is a short worksheet in the TEAM ROOM ASSIGNMENTS to fill in and TURN IN
Hope everyone has good internet access today and also a Wonderful Weekend!
https://www.youtube.com/watch?v=jnD_YitEk5M Cool hydra video
THURSDAY APRIL 16th
Some students have shared that the MDCPS Portal and Edgenuity have been hard to access this week. I will not put in grades for the Classification Edgenuity until Monday April 20th - so please keep trying to get into Edgenuity and complete it.
I have posted a new assignment in your TEAM Rooms that is a POWERPOINT on CLASSIFICATION & a KAHOOT Review the Powerpoint before taking the Kahoot!
I am posting the links here too just in case ...
Kahoot
I am cancelling our ZOOM Meeting today because of technical difficulties. Sorry :( I will miss seeing you!
TUESDAY APRIL 14th Ready to start our next unit of study - ECOLOGY!
The first assignment of the week is a review Edgenuity on Classification - You may complete part 1 Introduction to Classification today and Part 2 Classification of Living Things tomorrow.
I will post this assignment in the TEAM Room but you do not need to turn it in. Thursday we will have one Zoom session at 10:30AM - 11:15AM I will post Fridays assignment in the TEAM ROOM that morning.
Please communicate with me through your TEAM room if you need assistance with anything!
MONDAY APRIL 13th Look at your grades in my class!
TODAY IS MAKEUP DAY!
If you completed the GENETICS and the HEREDITY Tutorials and sent my a picture of the certificate
AND
you completed the Kahoot Study Guide PIN 05628183
AND
you took the test on Genetics THEN TODAY IS A FREE DAY!
Be sure to check the website tomorrow because I will be introducing ECOLOGY & all the new assignments for this week
=========================================================================================================
IF YOU DID NOT COMPLETE THIS WORK TODAY IS THE DAY TO MAKE UP THOSE ZEROES!
DON'T WORRY ABOUT MAKING UP ANY ASSIGNMENT THAT DOES NOT HAVE A ZERO - You need to complete the 4 assignments listed above - The Kahoot does not have a grade because it determines how well you will do on the Genetics Test.
ALSO REMEMBER TO TURN IN THE WORK IN THE ASSIGNMENTS SECTION OF THE TEAM ROOM
I will be available to answer questions through the TEAM ROOM post & reply
UPDATE: If you did not get into the ZOOM Please goto KAHOOT with this PIN 02406290 and complete it individually.
This KAHOOT is a Study Guide for the test. So make sure you do it BEFORE you try to take the test! Good Luck & Have a great weekend!
MONDAY APRIL 6th - TODAY IS THE OFFICIAL START OF THE 4th GRADING PERIOD
The assignments this week are a review of Genetics & Heredity - We will take a short test covering this information in our ZOOM Meeting Thursday April 9th - Period 1 & 2 Will meet at 12:00 NOON
Period 6 & 7 will meet at 12:30 PM Period 5 & 8 will meet at 1:00PM
First you will complete the CPALMS Student Tutorial Genetics https://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/173460
Once you complete it - add your name to the certificate & submit it to me in the assignment area in the Science Team Room. (You can either screenshot the certificate or print it as a PDF)
Second you will complete the CPALMS Student Tutorial HEREDITY
Once you complete it add your name to the certificate & submit it to me in the assignment area in the Science Team Room.
You may use the PDF version of the Tutorials to study for the test :
https://www.cpalms.org/uploads/resources/173460/AccessibleVersion.pdf
https://www.cpalms.org/uploads/resources/163306/AccessibleVersion-Heredity.pdf
I look forward to seeing everyone Thursday!
WEDNESDAY April 1st
NEW STUFF!!! OUR ZOOM WILL START AT NOON TODAY!!! Your invitation is in your class team room
Looking forward to seeing you ALL!
Today we are going to do a very short ZOOM trial according to this schedule:
Period 1 12:00NOON
Period 2 12:15
Period 5 12:30
Period 6 12:45
Period 7 1:00
Period 8 1:15
You will answer the question of the day in the zoom meeting.
Remember that Thursday & Friday are Teacher Work Days - Please keep up your Sleep schedule & be ready to turn it in to the Assignments section of your TEAM ROOM
Have a great long weekend!
TUESDAY March 31, 2020
The assignments for this week are posted under Monday March 30th
The TEAM ROOM Assignments & resources are also posted Please turn in the Summary & Sleep Journal under assignments in the TEAM ROOM on April 6th
The question of the day is posted in the TEAM ROOM - Please respond
I have fixed some of the problems with the TEAM ROOMS - Period 7 should be easier to join!
Period 5 & Period 8 were split up So a few students now have 2 Science team rooms - The one that has todays question is the one you should use from now on.
Tomorrow we will try out ZOOM - CHECK for your conference time tomorrow
MONDAY March 30, 2020
WELCOME BACK! I hope all of you had a great Spring Break!
This week we are all going to be learning new online tools - especially TEAMS & Zoom - Please go to your TEAMS room for Science each day & answer the question of the day!
Teachers will be taking online classes this Thursday & Friday 4/2 & 4/3 so there will be no office hours those days.
Your assignment this week is to read the Scholastic Article (link below) and write a summary of the article using the 13 vocabulary words and our Word of the Week: RESILIENT.
You will also keep a Sleep Journal collecting data about your sleep habits from March 31st to April 4th. We will use this data for a project starting next week.
I will start posting grades Monday, April 6th - so you will send a picture of your Sleep Journal and your paragraph summary Monday, April 6th to your TEAM room (I will give more directions on how to do this tomorrow)
THE LINK BELOW HAS BEEN UPDATED! IT HAS THE SLEEP JOURNAL & THE VOCABULARY LIST NOW!!!
Please DO NOT TRY TO TURN IN THE ASSIGNMENT BEFORE APRIL 6th - There will be a link on Assignments in your TEAM Room that will make this easy - TEAMS is a little difficult today for posting but by tomorrow it should be up!
https://drive.google.com/file/d/1YdTnWtV7nurt8nsNa5jb6CgBbauJST5Q/view?usp=sharing
This Wednesday we will have short ZOOM conferences in each TEAM room- I will post the times Wednesday morning -
It will be between 12 NOON and 1:30PM - If you can't join don't worry - it is only for extra credit.
Let me know if you have any problems accessing the info or questions about the assignment.
FRIDAY March 20, 2020
We made it! I hope everyone is safe & ready to relax over SPRING BREAK and most of all BE SAFE!
We are back to GIZMOS today - Reviewing DNA & Inheritance
Here is the PDF
https://el-gizmos.s3.amazonaws.com/materials/InheritanceSE.pdf
Remember just use the PDF to guide you in the experiments that you run on the GIZMO
Once you complete all the experiments then take the assessment under the GIZMO.
Have a safe & wonderful holiday!
Be sure to check in at leahsapp.com Monday, March 30th for our daily science lessons.
Thursday, March 19,2020
Good Morning! Your assignment today is Edgenuity SC.6.E.7.4
Also, if you have not yet opened the TEAM ROOM and answered the question
Please be sure to do so TODAY! This is a very easy "A"! Please email me if you have any questions at leahannsapp@gmail.com
EDGENUITY SC.6.E.7.4 - Interactions Among Earth's Spheres
Spheres of Earth
Warm-Up
Get ready for the lesson.
Instruction
How do the parts of the Earth system interact?
Summary
Review and connect what you learned.
Assignment
Analyze the interaction of spheres.
Quiz
Cycles of Matter
Warm-Up
Get ready for the lesson.
Instruction
How does matter cycle through an ecosystem?
Summary
Review and connect what you learned.
Assignment
Assess cycles of matter in an ecosystem.
Quiz
HOW TO OPEN YOUR TEAM ROOM FOR SCIENCE
Look on the front page of your portal - OPEN OFFICE 365
then it will show the second screen shot OPEN TEAMS
You should see your science class team page - open it & respond to the question posted.
OR you can try this on your phone:
https://teams.microsoft.com/downloads
Good Morning!
You have 2 assignments today -
First complete the EDGENUITY LAB part of SC.6.E.7.5 Influences of Solar Energy
(If you didn't do the first two parts yesterday FINISH THEM TODAY! Please check your grades! )
The second assignment is to enter your class period Science TEAM ROOM in Office 365 and send me a response to my post - Do this AFTER 1:00PM PLEASE!
I hope everyone is feeling healthy - I miss you!
Mrs. Sapp
UPDATE - I am sorry! I mismatched my EDGENUITY ASSIGNMENTS
YOU WILL BE DOING THESE TWO EDGENUITY ASSIGNMENTS TUES WED THURSDAY
Grade 6 Science Intervention: SC.6.E.7.4 - Interactions Among Earth's Spheres
Grade 6 Science Intervention: SC.6.E.7.5 - Influences of Solar Energy on the Earth
TODAY - TUESDAY IS PART 1 & 2 OF INFLUENCES 7.5 WEDNESDAY IS THE LAB FOR THIS EDGENUITY 7.5 AND THURSDAY IS 7.4
THANK YOU FOR LETTING ME KNOW ABOUT THE MIX UP!!!
TUESDAY, MARCH 17th DIGITAL LEARNING ASSIGNMENT 2
Here are some virtual Jolly Ranchers!
Log into Edgenuity through your portal and complete Part 1 & 2 today - You will do the LAB tomorrow.
SSA Science Intervention: SC.6.E.7.5 - Influences of Solar Energy on the Earth
SC.6.E.7.5 - Influences of Solar Energy on the Earth
COMPLETE Part 1 & 2 TUESDAY 3/17/20
Part 1 Energy in the Atmosphere
Warm-Up
Get ready for the lesson.
Instruction
How does energy travel through the atmosphere?
Summary
Review and connect what you learned.
Assignment
Explain how energy travels through the atmosphere.
Quiz Answers
Part 2 Winds
Warm-Up
Get ready for the lesson.
Instruction
How do local and global winds differ?
Summary
Review and connect what you learned.
Assignment
Distinguishing local and global winds.
Quiz Answers
IF YOU MISSED ASSIGNMENT 1 - YOU WILL GET FULL CREDIT IF YOU MAKE IT UP BY 3/20/20
UPDATE & CLARIFICATION - A question some of you had about this assignment - What should I do with the PDF?
Answer: You need to use the directions in the PDF to conduct the experiments in the GIZMO
After you finish conducting the experiments then you take the quiz and I automatically get the results.
TOMORROW'S ASSIGNMENT WILL BE AN EDGENUITY LESSON & I WILL ASK FOR FEEDBACK ON WHICH PROGRAM YOU PREFER.
MONDAY MARCH 16TH
ASSIGNMENT 1 - GIZMO Natural Selection
https://el-gizmos.s3.amazonaws.com/materials/NaturalSelectionSE.pdf
Log into explorelearning.com and launch the gizmo Natural Selection then read and follow the directions in the lesson (the PDF) - once you have completed the lesson, take the five question assessment under the GIZMO.
Here is some additional background information on this experiment that may help you understand natural selection.
Scientific Background
The story of the peppered moth, Biston betularia, is one of the best-known examples of natural selection in action. The peppered moth is common in Europe, North America, and Asia. It shelters on trees during the day and is eaten by birds. Peppered moths are found in three forms, or morphs:
Biston betularia morpha typica is light gray in color and speckled.
Biston betularia morpha carbonaria is dark gray in color.
Biston betularia morpha insularia is intermediate in color. (This morph is not shown in the Natural Selection Gizmo.)
Prior to 1800, the typica morph was much more common than the darker carbonaria morph in the English countryside. The speckled-gray moths blended in well with light-colored tree bark and lichens. The dark carbonaria form contrasted with the tree bark, making it easier to spot. During the 1800s, the Industrial Revolution changed the landscape of England. New coal powered factories spewed tons of dirty smoke into the air, blanketing the forests with soot. The lichens on tree trunks died, and tree trunks were darkened. When this happened, the typica form was easier to spot than the carbonaria form, and as a result more were eaten. By 1895, dark moths accounted for nearly 100% of the total population in some forests. The pattern of darkening is described by the term industrial melanism.
Throughout the 20th century, air quality improved, trees became lighter in color, and the proportion of typica moths increased. Today, carbonaria is almost as rare as it was before the Industrial Revolution. In the 1950's, Bernard Kettlewell conducted a series of experiments to test the hypothesis that natural selection, and more specifically bird predation, was the cause of industrial melanism in the peppered moth. Kettlewell released marked moths into polluted and unpolluted forests. In the polluted forests, dark moths were recaptured at a higher frequency, indicating that light moths were predated upon more by birds. The opposite was true in the unpolluted forests.
In the past two decades, some controversy has erupted over the validity of Kettlewell's methods and conclusions. For example, Kettlewell released moths during the day, a time when they are normally at rest and less likely to select an ideal hiding place. Other scientists have claimed that the moths normally rest on the undersides of branches, rather than on the exposed trunks. If this is the case, their coloration may be less of a factor. Starting in 2000, lepidopterist Michael Majerus began an experiment that was designed to address many of the criticisms of Kettlewell’s results. Every night Majerus released both light and dark moths into his garden, which contained trees that were covered in lichen and therefore favorable to the light moths. The next morning, he noted the resting place of each moth, and then checked again four hours later to see which moths had survived the morning. As Majerus expected, dark moths were eaten at significantly higher frequencies than light moths. Selected Web Resources Peppered moth simulation: http://www.biologycorner.com/worksheets/peppermoth_pape
PERIOD 3 Intensive Mathematics students - You should complete 20 minutes of iReady each day this week for a daily grade in my class.
You should spend one hour each day working on the assignments from your regular Mathematics teacher.
FSA TESTING DATES FOR 7th GRADE
MONDAY - MAY 6th & TUESDAY - MAY 7th FSA READING
TUESDAY - MAY 14TH & WEDNESDAY - MAY 15TH FSA MATHEMATICS
WEDNESDAY - MAY 22ND CIVICS EOC
https://www.mirror.co.uk/science/humans-could-living-mars-2030-10720755
https://docs.google.com/document/d/1bq5ZnJ9WIf8ug1SdDrKzBqVcnWCUZezxbf95Mlc5mio/edit?usp=sharing
Click here for today's lesson, homework & makeup work
https://sites.google.com/s/0B6-rKYFMwoNAMnExTm5HMUJCTjg/p/0B6-rKYFMwoNAZGF6ZTRWQzFOclE/edit
HOME LEARNING :
Due Feb 11th or 12th
Make a mini-poster listing Human Impacts on the Earth
What are the negative effects of human population expansion ? What can we do to reduce the impact we have on the Earth's diverse environments?
Science Fees are $10.00 and are due by October 17th
To make a payment please sign in to the MDCPS Parent Portal
Click Apps/Services/Sites
Click OSP Parent link
Click Child's School level
Click Name of Your Child's School
Then the Activities will be displayed - Choose Science Lab Fees
Thank you!
Donations to our class through ADOPT A CLASSROOM are always appreciated!
https://www.adoptaclassroom.org/
A SCIENCE PROJECT WILL BE REQUIRED - However there are many different kinds of projects your child can complete.
MONDAY APRIL 20th
Good morning!
This week I will be giving assignments out daily.
Today & tomorrow are text based and are very much like the Lesson Outlines.
I hope these assignments will be very easy.
Wednesday will be a Lab Activity
Thursday is ZOOM Day - We will watch a video of a Dogfish Shark Dissection & Kahoot
Friday is Extra-Credit Science Video Day
FRIDAY APRIL 17th
THIS ASSIGNMENT IS FOR EXTRA CREDIT - IF YOU NEED TODAY TO CATCH UP THE REQUIRED WORK DON’T WORRY ABOUT THIS ONE
OK - We have two videos, the first is about HYDRA - It is 8:24 minutes long
And the second is about YEAST – It is 3 minutes long and it zooms in on yeast from low power to 1500X(as you watch you will see some different types of protozoa swimming around)
After you watch there is a short worksheet in the TEAM ROOM ASSIGNMENTS to fill in and TURN IN
Hope everyone has good internet access today and also a Wonderful Weekend!
https://www.youtube.com/watch?v=jnD_YitEk5M Cool hydra video
THURSDAY APRIL 16th
Some students have shared that the MDCPS Portal and Edgenuity have been hard to access this week. I will not put in grades for the Classification Edgenuity until Monday April 20th - so please keep trying to get into Edgenuity and complete it.
I have posted a new assignment in your TEAM Rooms that is a POWERPOINT on CLASSIFICATION & a KAHOOT Review the Powerpoint before taking the Kahoot!
I am posting the links here too just in case ...
Kahoot
I am cancelling our ZOOM Meeting today because of technical difficulties. Sorry :( I will miss seeing you!
TUESDAY APRIL 14th Ready to start our next unit of study - ECOLOGY!
The first assignment of the week is a review Edgenuity on Classification - You may complete part 1 Introduction to Classification today and Part 2 Classification of Living Things tomorrow.
I will post this assignment in the TEAM Room but you do not need to turn it in. Thursday we will have one Zoom session at 10:30AM - 11:15AM I will post Fridays assignment in the TEAM ROOM that morning.
Please communicate with me through your TEAM room if you need assistance with anything!
MONDAY APRIL 13th Look at your grades in my class!
TODAY IS MAKEUP DAY!
If you completed the GENETICS and the HEREDITY Tutorials and sent my a picture of the certificate
AND
you completed the Kahoot Study Guide PIN 05628183
AND
you took the test on Genetics THEN TODAY IS A FREE DAY!
Be sure to check the website tomorrow because I will be introducing ECOLOGY & all the new assignments for this week
=========================================================================================================
IF YOU DID NOT COMPLETE THIS WORK TODAY IS THE DAY TO MAKE UP THOSE ZEROES!
DON'T WORRY ABOUT MAKING UP ANY ASSIGNMENT THAT DOES NOT HAVE A ZERO - You need to complete the 4 assignments listed above - The Kahoot does not have a grade because it determines how well you will do on the Genetics Test.
ALSO REMEMBER TO TURN IN THE WORK IN THE ASSIGNMENTS SECTION OF THE TEAM ROOM
I will be available to answer questions through the TEAM ROOM post & reply
UPDATE: If you did not get into the ZOOM Please goto KAHOOT with this PIN 02406290 and complete it individually.
This KAHOOT is a Study Guide for the test. So make sure you do it BEFORE you try to take the test! Good Luck & Have a great weekend!
MONDAY APRIL 6th - TODAY IS THE OFFICIAL START OF THE 4th GRADING PERIOD
The assignments this week are a review of Genetics & Heredity - We will take a short test covering this information in our ZOOM Meeting Thursday April 9th - Period 1 & 2 Will meet at 12:00 NOON
Period 6 & 7 will meet at 12:30 PM Period 5 & 8 will meet at 1:00PM
First you will complete the CPALMS Student Tutorial Genetics https://www.cpalms.org/Public/PreviewResourceStudentTutorial/Preview/173460
Once you complete it - add your name to the certificate & submit it to me in the assignment area in the Science Team Room. (You can either screenshot the certificate or print it as a PDF)
Second you will complete the CPALMS Student Tutorial HEREDITY
Once you complete it add your name to the certificate & submit it to me in the assignment area in the Science Team Room.
You may use the PDF version of the Tutorials to study for the test :
https://www.cpalms.org/uploads/resources/173460/AccessibleVersion.pdf
https://www.cpalms.org/uploads/resources/163306/AccessibleVersion-Heredity.pdf
I look forward to seeing everyone Thursday!
WEDNESDAY April 1st
NEW STUFF!!! OUR ZOOM WILL START AT NOON TODAY!!! Your invitation is in your class team room
Looking forward to seeing you ALL!
Today we are going to do a very short ZOOM trial according to this schedule:
Period 1 12:00NOON
Period 2 12:15
Period 5 12:30
Period 6 12:45
Period 7 1:00
Period 8 1:15
You will answer the question of the day in the zoom meeting.
Remember that Thursday & Friday are Teacher Work Days - Please keep up your Sleep schedule & be ready to turn it in to the Assignments section of your TEAM ROOM
Have a great long weekend!
TUESDAY March 31, 2020
The assignments for this week are posted under Monday March 30th
The TEAM ROOM Assignments & resources are also posted Please turn in the Summary & Sleep Journal under assignments in the TEAM ROOM on April 6th
The question of the day is posted in the TEAM ROOM - Please respond
I have fixed some of the problems with the TEAM ROOMS - Period 7 should be easier to join!
Period 5 & Period 8 were split up So a few students now have 2 Science team rooms - The one that has todays question is the one you should use from now on.
Tomorrow we will try out ZOOM - CHECK for your conference time tomorrow
MONDAY March 30, 2020
WELCOME BACK! I hope all of you had a great Spring Break!
This week we are all going to be learning new online tools - especially TEAMS & Zoom - Please go to your TEAMS room for Science each day & answer the question of the day!
Teachers will be taking online classes this Thursday & Friday 4/2 & 4/3 so there will be no office hours those days.
Your assignment this week is to read the Scholastic Article (link below) and write a summary of the article using the 13 vocabulary words and our Word of the Week: RESILIENT.
You will also keep a Sleep Journal collecting data about your sleep habits from March 31st to April 4th. We will use this data for a project starting next week.
I will start posting grades Monday, April 6th - so you will send a picture of your Sleep Journal and your paragraph summary Monday, April 6th to your TEAM room (I will give more directions on how to do this tomorrow)
THE LINK BELOW HAS BEEN UPDATED! IT HAS THE SLEEP JOURNAL & THE VOCABULARY LIST NOW!!!
Please DO NOT TRY TO TURN IN THE ASSIGNMENT BEFORE APRIL 6th - There will be a link on Assignments in your TEAM Room that will make this easy - TEAMS is a little difficult today for posting but by tomorrow it should be up!
https://drive.google.com/file/d/1YdTnWtV7nurt8nsNa5jb6CgBbauJST5Q/view?usp=sharing
This Wednesday we will have short ZOOM conferences in each TEAM room- I will post the times Wednesday morning -
It will be between 12 NOON and 1:30PM - If you can't join don't worry - it is only for extra credit.
Let me know if you have any problems accessing the info or questions about the assignment.
FRIDAY March 20, 2020
We made it! I hope everyone is safe & ready to relax over SPRING BREAK and most of all BE SAFE!
We are back to GIZMOS today - Reviewing DNA & Inheritance
Here is the PDF
https://el-gizmos.s3.amazonaws.com/materials/InheritanceSE.pdf
Remember just use the PDF to guide you in the experiments that you run on the GIZMO
Once you complete all the experiments then take the assessment under the GIZMO.
Have a safe & wonderful holiday!
Be sure to check in at leahsapp.com Monday, March 30th for our daily science lessons.
Thursday, March 19,2020
Good Morning! Your assignment today is Edgenuity SC.6.E.7.4
Also, if you have not yet opened the TEAM ROOM and answered the question
Please be sure to do so TODAY! This is a very easy "A"! Please email me if you have any questions at leahannsapp@gmail.com
EDGENUITY SC.6.E.7.4 - Interactions Among Earth's Spheres
Spheres of Earth
Warm-Up
Get ready for the lesson.
Instruction
How do the parts of the Earth system interact?
Summary
Review and connect what you learned.
Assignment
Analyze the interaction of spheres.
Quiz
Cycles of Matter
Warm-Up
Get ready for the lesson.
Instruction
How does matter cycle through an ecosystem?
Summary
Review and connect what you learned.
Assignment
Assess cycles of matter in an ecosystem.
Quiz
HOW TO OPEN YOUR TEAM ROOM FOR SCIENCE
Look on the front page of your portal - OPEN OFFICE 365
then it will show the second screen shot OPEN TEAMS
You should see your science class team page - open it & respond to the question posted.
OR you can try this on your phone:
https://teams.microsoft.com/downloads
Good Morning!
You have 2 assignments today -
First complete the EDGENUITY LAB part of SC.6.E.7.5 Influences of Solar Energy
(If you didn't do the first two parts yesterday FINISH THEM TODAY! Please check your grades! )
The second assignment is to enter your class period Science TEAM ROOM in Office 365 and send me a response to my post - Do this AFTER 1:00PM PLEASE!
I hope everyone is feeling healthy - I miss you!
Mrs. Sapp
UPDATE - I am sorry! I mismatched my EDGENUITY ASSIGNMENTS
YOU WILL BE DOING THESE TWO EDGENUITY ASSIGNMENTS TUES WED THURSDAY
Grade 6 Science Intervention: SC.6.E.7.4 - Interactions Among Earth's Spheres
Grade 6 Science Intervention: SC.6.E.7.5 - Influences of Solar Energy on the Earth
TODAY - TUESDAY IS PART 1 & 2 OF INFLUENCES 7.5 WEDNESDAY IS THE LAB FOR THIS EDGENUITY 7.5 AND THURSDAY IS 7.4
THANK YOU FOR LETTING ME KNOW ABOUT THE MIX UP!!!
TUESDAY, MARCH 17th DIGITAL LEARNING ASSIGNMENT 2
Here are some virtual Jolly Ranchers!
Log into Edgenuity through your portal and complete Part 1 & 2 today - You will do the LAB tomorrow.
SSA Science Intervention: SC.6.E.7.5 - Influences of Solar Energy on the Earth
SC.6.E.7.5 - Influences of Solar Energy on the Earth
COMPLETE Part 1 & 2 TUESDAY 3/17/20
Part 1 Energy in the Atmosphere
Warm-Up
Get ready for the lesson.
Instruction
How does energy travel through the atmosphere?
Summary
Review and connect what you learned.
Assignment
Explain how energy travels through the atmosphere.
Quiz Answers
Part 2 Winds
Warm-Up
Get ready for the lesson.
Instruction
How do local and global winds differ?
Summary
Review and connect what you learned.
Assignment
Distinguishing local and global winds.
Quiz Answers
IF YOU MISSED ASSIGNMENT 1 - YOU WILL GET FULL CREDIT IF YOU MAKE IT UP BY 3/20/20
UPDATE & CLARIFICATION - A question some of you had about this assignment - What should I do with the PDF?
Answer: You need to use the directions in the PDF to conduct the experiments in the GIZMO
After you finish conducting the experiments then you take the quiz and I automatically get the results.
TOMORROW'S ASSIGNMENT WILL BE AN EDGENUITY LESSON & I WILL ASK FOR FEEDBACK ON WHICH PROGRAM YOU PREFER.
MONDAY MARCH 16TH
ASSIGNMENT 1 - GIZMO Natural Selection
https://el-gizmos.s3.amazonaws.com/materials/NaturalSelectionSE.pdf
Log into explorelearning.com and launch the gizmo Natural Selection then read and follow the directions in the lesson (the PDF) - once you have completed the lesson, take the five question assessment under the GIZMO.
Here is some additional background information on this experiment that may help you understand natural selection.
Scientific Background
The story of the peppered moth, Biston betularia, is one of the best-known examples of natural selection in action. The peppered moth is common in Europe, North America, and Asia. It shelters on trees during the day and is eaten by birds. Peppered moths are found in three forms, or morphs:
Biston betularia morpha typica is light gray in color and speckled.
Biston betularia morpha carbonaria is dark gray in color.
Biston betularia morpha insularia is intermediate in color. (This morph is not shown in the Natural Selection Gizmo.)
Prior to 1800, the typica morph was much more common than the darker carbonaria morph in the English countryside. The speckled-gray moths blended in well with light-colored tree bark and lichens. The dark carbonaria form contrasted with the tree bark, making it easier to spot. During the 1800s, the Industrial Revolution changed the landscape of England. New coal powered factories spewed tons of dirty smoke into the air, blanketing the forests with soot. The lichens on tree trunks died, and tree trunks were darkened. When this happened, the typica form was easier to spot than the carbonaria form, and as a result more were eaten. By 1895, dark moths accounted for nearly 100% of the total population in some forests. The pattern of darkening is described by the term industrial melanism.
Throughout the 20th century, air quality improved, trees became lighter in color, and the proportion of typica moths increased. Today, carbonaria is almost as rare as it was before the Industrial Revolution. In the 1950's, Bernard Kettlewell conducted a series of experiments to test the hypothesis that natural selection, and more specifically bird predation, was the cause of industrial melanism in the peppered moth. Kettlewell released marked moths into polluted and unpolluted forests. In the polluted forests, dark moths were recaptured at a higher frequency, indicating that light moths were predated upon more by birds. The opposite was true in the unpolluted forests.
In the past two decades, some controversy has erupted over the validity of Kettlewell's methods and conclusions. For example, Kettlewell released moths during the day, a time when they are normally at rest and less likely to select an ideal hiding place. Other scientists have claimed that the moths normally rest on the undersides of branches, rather than on the exposed trunks. If this is the case, their coloration may be less of a factor. Starting in 2000, lepidopterist Michael Majerus began an experiment that was designed to address many of the criticisms of Kettlewell’s results. Every night Majerus released both light and dark moths into his garden, which contained trees that were covered in lichen and therefore favorable to the light moths. The next morning, he noted the resting place of each moth, and then checked again four hours later to see which moths had survived the morning. As Majerus expected, dark moths were eaten at significantly higher frequencies than light moths. Selected Web Resources Peppered moth simulation: http://www.biologycorner.com/worksheets/peppermoth_pape
PERIOD 3 Intensive Mathematics students - You should complete 20 minutes of iReady each day this week for a daily grade in my class.
You should spend one hour each day working on the assignments from your regular Mathematics teacher.
FSA TESTING DATES FOR 7th GRADE
MONDAY - MAY 6th & TUESDAY - MAY 7th FSA READING
TUESDAY - MAY 14TH & WEDNESDAY - MAY 15TH FSA MATHEMATICS
WEDNESDAY - MAY 22ND CIVICS EOC
https://www.mirror.co.uk/science/humans-could-living-mars-2030-10720755