Link to Muscle Reading
Link to Muscle Question Document
Showing posts with label Readings. Show all posts
Showing posts with label Readings. Show all posts
Tuesday, May 27, 2014
Tuesday, May 6, 2014
Circulatory and Respiratory System - Breathing and Gas Exchange.
Today we introduced the respiratory system and will look at how do the circulatory and respiratory system work together to produce energy in your body.
Here is an image of the respiratory system and its structures.
Here is an image of the gas exchange that occurs between the alveoli and the capillaries.
Here is an image of the respiratory system and its structures.
Here is an image of the gas exchange that occurs between the alveoli and the capillaries.
This is a really good interactive site for looking at the breathing process.
Access code: cep-4041
Monday, May 5, 2014
Respiratory System
Here is the link to the reading on the Respiratory System and the Questions.
Questions to answer tonight are p. 120 1c, 2b, and 2c.
Gas Exchange
Monday, April 28, 2014
Heart Reading - Green Text
Here is the link to the Heart Reading p. 80-82 in the Green Text.
Click here to access. You will have to download the pdf to open it.
Questions are on p. 84 2a-c.
Wednesday, April 16, 2014
Circulatory System and the Human Heart
Here is a link to a good Kids Health Article on the Human Heart.
Please read through it and use the interactive links.
Chambers of your Heart Visual
Cutting Edge Science- Can you grow a human heart?
Popular Science - Human Heart Grown and Beats
Mayo Clinic - Video on the Heart
Wednesday, April 2, 2014
Photosynthesis Activity and Macro to Micro Reading - Stoma Lab Lesson 10
Lesson 10 - Reading Looking at Leaves p. 129-131
Monday, March 31, 2014
Cell Energy Processes
Reading Section 1- Photosynthesis and Section 2 - Cellular Respiration
Reviewing Key Concept Question to complete for Homework.
p. 48 #1 a-c and #2 a-c
and
p. 53 #1 a-d
When you complete that you can work on the A-Z Worksheet
This Chem4Kids Link can help to explain the processes.
Thursday, March 20, 2014
Science- Cell and its Environment
"A Cell and its Environment" Reading- Click here to access.
Homework Questions : 1b, 2c, 3a-c Use complete sentences and provided sketches.
Homework Questions : 1b, 2c, 3a-c Use complete sentences and provided sketches.
Monday, January 13, 2014
Whole Blood and the 4 Components of Blood.
Students used the "Cafe Style" Format today to investigate the 4 components of blood.
The following links will guide their research:
Also p. 91-94 in the Green Class Text.
Here is the document where you can record all your information. Please download it from Google Drive and type into it. Click Here to Access.
I also handed out a hard copy in class if that is better for you.
Here is a photo from today's work.
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Friday, January 10, 2014
Sunday, December 8, 2013
Macro to Micro Update - December 9th Week
We have been immersed in growing Wisconsin Fast Plants, corn and bean seeds.
Our Wisconsin Fast Plants have just sprouted flowers and will be cross-pollinating them this week.
The corn and bean will be used to compare monocot and dicot plants.
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We also just received our Cabbage White Butterfly Eggs and have placed these on the radish leaves. We should see the larva emerge soon! Here are the eggs under the digital microscope.
Our Wisconsin Fast Plants have just sprouted flowers and will be cross-pollinating them this week.
The corn and bean will be used to compare monocot and dicot plants.
We also just received our Cabbage White Butterfly Eggs and have placed these on the radish leaves. We should see the larva emerge soon! Here are the eggs under the digital microscope.
Monday, December 2, 2013
Tuesday, November 19, 2013
Monday November 18th - Wisconsin Fast Plants
Students were focused and working hard today as every science group built a planter and sowed both Wisconsin Fast Plants and radish seeds. We will be using these plants to examine the role of water and minerals in the growing system, look at at plant's life cycle, and explore the plant's connection to the cabbage white butterfly. We're hoping to see Fast Plant sprouts by the end of this week!
Please go to this link to read more about Wisconsin Fast Plants. Students should be reading "Nutritional Needs of Plants" on pages 47-49.
Wednesday, November 13, 2013
Wednesday November 13th - Microscopes!
NOTES FROM YESTERDAY:
Here are the notes we took yesterday (Tuesday Nov. 12th) in class on the parts of a microscope and also the different magnifications of the objective lenses.
Today's goals for science were for students to:
After some great work over the past few days, students were finally able to take what they have learned about microscopes--the history, the purpose, the parts, etc.--and apply it to a hands on activity.
We kicked it off by going over "How to Use a Microscope" and applied the instructions towards our microscope labs.
Students used "Guidelines for Scientific Drawings" to create their own sketches.
The class was unleashed to apply all of their knowledge to the "e" lab. They took newspaper cuttings of the letter "e" and examined it through the lens of compound microscopes. Their sketches and observations were recorded here.
Homework Tonight: Continue reviewing material and handouts about microscopes and sketches.
Also read pg's 26-27 "Microscope Pioneers". Answer questions on Page 21 A-C.
Today's scientists at work...
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Here are the notes we took yesterday (Tuesday Nov. 12th) in class on the parts of a microscope and also the different magnifications of the objective lenses.
Today's goals for science were for students to:
- Understand the purpose of microscope parts.
- Understand and apply basic elements of a scientific sketch
- Explore and understand how to use a microscope
After some great work over the past few days, students were finally able to take what they have learned about microscopes--the history, the purpose, the parts, etc.--and apply it to a hands on activity.
We kicked it off by going over "How to Use a Microscope" and applied the instructions towards our microscope labs.
Students used "Guidelines for Scientific Drawings" to create their own sketches.
The class was unleashed to apply all of their knowledge to the "e" lab. They took newspaper cuttings of the letter "e" and examined it through the lens of compound microscopes. Their sketches and observations were recorded here.
Homework Tonight: Continue reviewing material and handouts about microscopes and sketches.
Also read pg's 26-27 "Microscope Pioneers". Answer questions on Page 21 A-C.
Today's scientists at work...
Wednesday, November 6, 2013
November 6th - Starting a New Unit - Macro to Micro
Today we started our New Unit- Macro to Micro.
The learning goals were:
1. Identify and list physical characteristics of organisms.
2. Understand how organisms earn there scientific name.
Students constructed a working definition of physical characteristics/traits.
They also learned new vocabulary:
- taxonomy
- nomenclature
- binomial nomenclature
Here is the link to today's reading - Macro to Micro Lesson 1.
Complete the reading on "What is an organism?" p. 8-11
Wednesday, October 23, 2013
Tuesday and Wednesday October 22nd and 23rd
Students worked through Ecobeaker Ex #3 today - Big Fish Little Fish.
Goal: Students should gain a solid understanding behind a trophic cascade. They should understand that a change in the population of one organism in an ecosystem has a direct impact on the other organisms within that ecosystem.
We are also digging into the idea behind invasive species.
Here is an article from Science Magazine on invasive species.
Native Frogs Beat Invasive Toads
and here is a video on aquatic invasives
CNN Student News - Link
2:51 - 5:45 on the Invasive Species Lionfish.
Goal: Students should gain a solid understanding behind a trophic cascade. They should understand that a change in the population of one organism in an ecosystem has a direct impact on the other organisms within that ecosystem.
We are also digging into the idea behind invasive species.
Here is an article from Science Magazine on invasive species.
Native Frogs Beat Invasive Toads
and here is a video on aquatic invasives
CNN Student News - Link
2:51 - 5:45 on the Invasive Species Lionfish.
Wednesday, October 16, 2013
October 15th and 16th - Ecology
Today we started a new Unit of Ecology!
Students were introduced to the concepts of modeling and simulations.
Students have access to an amazing technology resource in EcoBeaker Maine Explorer. This modeling program takes them into a Maine Lake and how the organism interact within it.
Here is an image of the program.
Students are working through vocabulary concepts on a Google document seen here.
We also completed a Sciencesaurus reading on food webs and food chains. In the reading the different trophic levels were introduced and defined. That reading can be found here.
Finally here is a link to a fun food web interactive site. - GouldEdu.au
Friday, September 13, 2013
Friday September 13th - Exploring Parts of and Experiment
Today we explored parts of an experiment through a reading called, "Life Saver." The reading explores a study conducted to see if softer baseballs are actually safer than harder baseballs.
Our students will become familiar with the vocabulary used in conducting an experiment such as:
Click the image of the article to access the entire article and questions.
Our students will become familiar with the vocabulary used in conducting an experiment such as:
- independent and dependent variables
- control
- constant
- hypothesis
Once familiar with the language and expectations then we will perform some of our own experiments in class, collect the data and create our own conclusion!
Monday, September 9, 2013
Friday September 6th and Monday September 9th
We read an article on Asteroids and Dinosaurs which discussed good scientific practices and the study of how dinosaurs became extinct. After we completed the reading as a class highlighting the main ideas in each paragraph the students were challenged to attempt some follow-up questions.
The final question was a constructed response. We supplied the students with:
1. A product descriptor on a scientific constructed responses and
2. A rubric on how we assess scientific constructed responses.
The students have until Wednesday to make any changes to their responses. Today we supplied them with anchor constructed responses showing them what a "meets" and "exceeds" looked like.
The final question was a constructed response. We supplied the students with:
1. A product descriptor on a scientific constructed responses and
2. A rubric on how we assess scientific constructed responses.
The students have until Wednesday to make any changes to their responses. Today we supplied them with anchor constructed responses showing them what a "meets" and "exceeds" looked like.
Thursday, September 5, 2013
Thursday September 5th
Today we reviewed the Mystery Box Activity and allowed students to sketch and discuss what they felt was on the bottom of the cube. Here is a look into some of their work:
We followed up this activity with a reading on Asteroids and dinosaurs: unexpected twists to an unfinished story, explaining Walter Alverez exploration into the extinction of dinosaurs. All of this draws out practices that describe "good" practices in science.
We followed up this activity with a reading on Asteroids and dinosaurs: unexpected twists to an unfinished story, explaining Walter Alverez exploration into the extinction of dinosaurs. All of this draws out practices that describe "good" practices in science.
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