December 9 through Dec 31

Dec. 10 to Dec. 14 is the last week before the three week winter break (Dec. 16 to Jan. 6).
In order to minimize any disruptions that can be caused by "homework" over the break I will attempt to make sure that everything is completed by Thursday/Friday; Dec. 13/Dec. 14.

Monday, Dec. 10, 2007:
Correct ALL RNTG assignments: pages 112-119, this includes the highlighted page 115.

Tuesday/Wednesday, Dec 11/12, 2007:
In class: Form into groups of 2 or 3 and...
Create a web page or PowerPoint presentation around the terms habitat and extinct. One block to complete. 50 basis points with extra points awarded for creativity (up 25 extra points)

Thursday/Friday, Dec. 13/14, 2007:
In class: Form
Create a presentation that answers the following key concepts:

1. What factors have contributed to the diversity of species?
2. How do new species form?
3. How do scientists infer evolutionary relationships among species?
4. What causes the extinction of species?

50 basis points with 25 bonus available for being creative.

Have a nice break. NO HOMEWORK!

California Life Science, Chapter 7: Changes Over Time

So much to do and so little time:

California State Standards covered in the chapter-

• 7.3 Biological evolution accounts for the diversity of species developed through gradual processes over many generations.

1. Students know both genetic variation and environment factors are causes of evolution and diversity of organisms.


2. Students know the reasoning used by Charles Darwin in reaching his conclusions that natural selection is the mechanism of evolution.


3. Students know how independent lines of evidence from geology, fossils, and comparative anatomy provide the bases for the laws of evolution.


4. Students know how to construct a simple branching diagram to classify living groups of organisms by shared derived characteristics and how to expand the diagram to include fossil organisms.


5. Students know that extinction of a species occurs when the environment changes and the adaptive characteristics of a species are insufficient for its survival.
   

• 7.4 Evidence form rocks allows us to understand the evolution of life on Earth.

1. Students know fossils provide evidence of how life and environmental conditions have changed.
   

Chapter 7: The BIG Idea--- What factors have caused the evolution and diversity of organisms?

Monday, 11/19/07 [minimum day]

In class--

Preview: page 219 [textbook]: "Check What You Know." Written answer.
page 220 [text]: "Build Science Vocabulary", do the "Apply It!" at the bottom of the page

PHSchool.com web code: cvj-2070. "Vocabulary Builder", flash cards.

Vocabulary by section:

1. species, fossil, adaptation, evolution, scientific theory, natural selection, variation


2. comparative anatomy, homologous structures, mold, cast, petrified fossil, trace fossil, paleontologist, gradualism, punctuated equilibria


3. habitat, extinct


4. classification, taxonomy, binomial nomenclature, genus, prokaryote, eukaryote


5. branching tree diagram, shared derived characteristic

Extra Credit: page 223, "Extinction and Fossils" 20-70 points. Points will be awarded based upon how comprehensive and complex the presentation is.

Tuesday/Wednesday [11/20-21/2007]

In class---

1. Cornell note definitions of key terms.


2. Sustained silent reading (SSR) [pages 224-231] Cornell notes with answers for the key concepts:

---What important observations did Darwin make on his voyage?
---How did Darwin account for the diversity of species and the differences between similar species?
---How does natural selection lead to evolution?

Thursday/Friday [11/22-23/2007]

Thanksgiving Holiday: Homework--complete Cornell notes for Chapter 7, Section 1

Extra Credit: Reading checkpoints [225, 227]

-------------------------

Monday, 11/26/07 [minimum day]

Check Cornell notes of Chapter 7, Section 1 [10 points]

Video Field Trip: "Changes Over Time"
Presentation Express: Chapter 7, Section 1

No homework

Tuesday/ Wednesday [11/27-28/2007]

In class---

Section 1 Assessment [page 231, 18 points] 12-15 minutes plus 10 minutes to grade.

Extra Credit: [page 231] Writing in Science "Interview"

Skills Lab: page 232 [complete write is due Monday 12/03/2007]

Thursday/Friday [11/29-30/2007]

SSR Chapter 7, Section 2 [pages 234-240]

Cornell notes should cover key terms [page 234] and the key concepts [page 234]

---What evidence supports the theory of evolution?
---How do fossils form?
---What do scientists learn from fossils?

Homework: complete the Cornell notes for Chapter 7, Section 2

Extra Credit: Reading checkpoints [pages 235, 237, 240]

Chapter 3, Sections 1-4

Monday, 10-29-2007 [all blocks]

Review & Assessment: pages 109 [Study Guide: no points] -110 [Review & Assessment: 135 points]-111 [Standards Practice: 80 points]textbook. Start assessment today with remainder to be completed upon the next meeting.

Tuesday [blocks 2.4.6] [10-30-2007] & Wednesday [blocks 1, 3, 5] [10-31-2007]

Finish Chapter 3: Assessment pages 109-111-111
Exam View Quick Take Quiz, Chapter 3 [20 ?'s]

Thursday [blocks 2, 4, 5][11-01-2007] & Friday [blocks 1, 3,5] [11-02-2007]

Lab Prep, Chapter 4, "Shine On". Break into groups of minor groups of two and master groups of six. Each minor group gets a small [$3.00 or less] plant: Coleus, ivy, etc.

Chapter 4, Section 1, Vocabulary:

• photosynthesis: The process by which a cell captures energy in sunlight and uses it to make food. fotosintesis:
• autotroph: An organism that makes its own food. autótrofo:
• heterotroph: An organism that cannot make its own food. heterótrfo:
• pigment: A colored chemical compound that absorbs light and can be used to color other materials. pigmento:
• chlorophyll: The main photosynthetic pigment found in the chloroplasts of plants, algae, and come bacteria. clorofila:
• stomata: Small openings on a leaf through which oxygen and carbon dioxide can move. extomas:

Chapter 3, Section 4: The Cell in Its Environment

California Science Standard: S 7.1.a

• In prior sections students have learned that the cell membrane controls the movement of materials into and out of a cell. Now, they will see how this control occurs.


• Students know that cells function similarly in all living organisms.

Text Key Concepts/Objectives:

3.4.1 - Describe how most small molecules cross the cell membrane
3.4.2 - Explain why osmosis is important to cells
3.4.3 - Tell the difference between passive transport and active transport.

Monday 10/22/2007 [all blocks]

Open TEXTBOOK quiz. Section 3 Assessment, page 101. [30 points]
Extra credit: Lab Zone At-Home Activity, page 101.

Tuesday 10/23/2007 [blocks 2, 4, 6] / Wednesday 10/24/2007 [blocks 1, 3, 5]

In-class:
Cornell Notes Key Terms

1. selectively permeable


2. diffusion


3. osmosis


4. passive transport


5. active transport

Cornell Notes Section 4, pages 102-107. Large group R.T.

Thursday 10/25/2007 [Blocks 2, 4, 6] / Friday 10/256/2007 [Blocks 1, 3, 5]

In-class

Reading and Note Taking Guide [RNTG] pages 65-67
Note: Highlight key concepts/big ideas on page 65

Handouts: "Facilitated Diffusion" "The Cell In Its Environment"
Note: Incomplete handouts are homework.

Looking Ahead:

Monday 10/29/07 [all blocks]
Review and Assessment page 109-110 [Chapter 3, all sections]. Start today and complete in the next block.

Tuesday/Wednesday 10/30-31/07: Finish Chapter 3.

Thursday/Friday 11/01-02/2007: Preparation for Chapter 4. New lab report: "Shine On!"

Life Science, 10/15-19/2007

Science Standard: 7.1.a -- Students will find out about the chemical compounds that make up the structures that make up a cell.

Text Objectives:

• 3.3.1 Define elements and compounds
• 3.3.2 Explain how water is important to the function of cells
• 3.3.3 Identify the functions of carbohydrates, lipids, proteins, and nucleic acids.

Monday, 10/15/2007
To be checked: Cornell Notes Key Terms page 97
In class:

• Standards Warm-Up--"What Is a Compound?"
• R.T. [whole group] with Cornell Notes: pages 97-101 (if it is not completed in class then it is homework)

Homework: RNTG pages 62-64

Tuesday/Wednesday, 10/16-17/2007
Checked in class: Cornell Notes, pages 97-101. RNTG pages 62-64
In class:

• Reading Checkpoints page 99,101.
• Math: Analyzing Data, page 100
• Begin work on cell model.

Homework: Gather all materials for portfolio creation on Thursday/Friday.

Thursday/Friday, 10/18-19/2007
Check for portfolio materials

In class

• Finish cell model
• Create Science Portfolio

Homework: Study for Section 3 Assessment page 101 on Monday, 10/22/07

7th Grade Life Science: Week of 10-08-07

Due Monday 10-08-07

The following will be checked in class:
Read and take Cornell notes on pages 88-95 [30 points]
Reading Checkpoints: pages 89, 92, & 94. [6 points, 2 each]
RNTG 58 (only)[? points. I will add this when I get back into class.].

In class Monday 10-08-07

Measure eggs and add the last liquid. The final measurement will take place Thursday/Friday 10-11-07 /10-12-07.
Count sprouts on potatoes and record. Discard the potatoes (yeah!).

Go over handouts/homework:

Sizing Up A Cell. Summary Chapter 3, Section 2: How to use highlighters.

Tuesday/Wednesday 10-09/10-10-07

In Class:

Check Sizing Up A Cell. Correct all errors.
Review Summary Chapter 3, highlighted version. Prepare for Section 2 Assessment.

Final Handouts for Chapter 3, Section 2: Go over and assign as homework [Review & Reinforce and Enrich].

Thursday/Friday 10-11/10-12/07

Take and grade Chapter 3, Section 2 Assessment, p. 95 [S 7.1.b, 7.7.c; Reading 7.1.2; Writing 7.2.0] This will be a TIMED assessment. 25 minutes maximum limit.

Create cell models of the plant cell and animal cell using construction paper and a large foldable (16x24). The models will use the data from Sizing Up A Cell and the information students have learned over the time spent in this section.

Homework: Cornell Notes format for KEY TERMS on page 97 in the textbook.

Update for 10-4-07 to 10-8-07

Due to the large number of students that did not do their homework I will change the content of the assignments slightly.

For 10-04 and 10-05 (Thursday/Friday) the new assignments are:

Read and take Cornell notes on pages 88-95.
Reading Checkpoints: pages 89, 92, & 94.
RNTG 58 (only).

The assessment on the bottom of page 95 is postponed while the students learn how to take good Cornell notes and complete their homework.

In class we will cover the following:

• Complete the movie--"The Inside of a Cell"
• View the DVD video--"Cell structures" (from Prentice-Hall)
• Listen to page 88 being read by the computer and then take Cornell notes with full prompts from Mr. Thorne.
• continue this on page 89.
• Pages 90-91, the drawings: Copy the drawings, label them in English and Spanish. Write a short description in English or Spanish. Double credit for bi-lingual.
• Pages 92 and on...complete as much as possible in class with the rest due on Monday, 10/08/07.

Lesson Plan Oct.1 to Oct. 5, 2007

continue Chap 3:
S. 7.1.b, 7.1.c
Students know that characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.
Students know the nucleus is the repository for genetic information in plant and animal cells.

Objectives / Key Ideas

• 3.2.1 Identify the role of the cell wall and the cell membrane in the cell
• 3.2.2 Identify the role of the nucleus in the cell
• 3.2.3 Name the organelles found in cytoplasm and describe their functions
• 3.2.4 Describe how cells differ
  

Monday, Oct. 1
Evaluate page 85: Section 1 Assessment
Collect optional "Writing in Science"
Check Potatoes A-B, record observations in data table.
Homework: Define key terms page 88, Cornell Note style


Tuesday/Wednesday Oct2-3
continue movie "Inside A Cell" (Cornell note taking)
Measure and record egg circumference. Replace vinegar with salt-water around eggs.
Homework: read pages 88-91 (Cornell notes). Answer Reading Checkpoint questions, page 89 and page 92 (4 points).
Reading and Note Taking Guide (RNTG) page 58

Thursday/Friday Oct4-5
Reciprocal Teaching (RT) pages 88-95. Cornell notes to supplement Tue/Thurs homework.
Video: Cell Structure and Function (PH DVD: Discovery Channel School)
Measure and record egg circumference. Replace salt-water with regular water.
Homework: Reaching Checkpoint question, page 94 (2 points).
Section 2 Assessment (S 7.1.b, 7.7.c, E-LA: Reading 7.1.2, Writing 7.2.0): Vocabulary skill and Reviewing Key Concepts 1 through 4.
NOTE: Bring in liquid of choice to complete egg-speriment on Monday. Replacement to be done on Monday for final observation on Thursday/Friday.

Preview: Monday Oct. 8--Book foldable: The Animal Cell . Final observation of potatoes.

Assignments for 9/24-28/07

NOTE: Back-to-school night is Thursday, 9/25/07

Monday, 9/24/07: Very easy day--Set-up potato lab. Make sure you have your potato and two Ziploc bags (sandwich size and larger).

Tuesday/Wednesday 9/25-26/07:
A lot of stuff today.

• Re-do of Chapter 3 Vocabulary Quiz. Remember to take notes so you can use them.
• Grade all Chapter 1 Reading and Note Taking Guide homework assignments. Pages 16-28.
• Bring one egg per table pair. This is for use on Thursday/Friday.
• Begin note taking on the video: Inside A Cell
• Homework: page 78, worth 10 points.

Thursday/Friday 9/27-28/07

• Grade page 78.
• Begin egg lab---put the eggs in a cup and cover with vinegar. If you don't have your eggs you are in BIG trouble.
• Reciprocal Teaching with the use of Cornell notes to cover pages 81-85 in the textbook.
• continue notes on Inside A Cell
• Homework: page 85: Assessment on the bottom half of the page. Required: #1-4. 4 points per letter--total: 48 points. Encouraged: Writing in Science section---major bonus for doing this part (40 points). Homework is due Monday, 9/30/07.

Assignments for the week of 9/17-21/07

Due 9/18-19/07: RNTG pages 15-24, Textbook Sections 2-3, pages 13-22.

Due 9/20-21/07: RNTG pages 25-28, Textbook Section 4, pages 23-26

Materials due on 9/20-21/07: One potato per group, 2 Ziploc baggies (lunch bag size or larger)

Quiz: Chapter 3 Vocabulary, check page 77 in the textbook for the full list. For practice go to http://www.phschool.com code: cvj 1030

Chapter 3 Vocabulary words and PHSchool link

Chapter 3: Vocabulary for all sections

active transport: The movement of materials through a cell membrane using energy.

amino acid: A small molecule that is linked chemically to other amino acids to form proteins.

carbohydrate: An energy-rich organic compound made of the elements carbon, hydrogen, and oxygen.

cell: The basic unit of structure and function in living things.

cell membrane: The outside cell boundary that controls which substances can enter or leave the cell.

cell theory: A widely accepted explanation of the relationship between cells and living things.

cell wall: A rigid layer of nonliving material that surrounds the cells of plants and some other organisms.

chloroplast: A structure in the cells of plants and some other organisms that captures energy from sunlight and uses it to produce food.

compound: Two or more elements that are chemically combined.

cytoplasm: The material within a cell apart from the nucleus.

cytoskeleton: A protein "framework" inside a cell that gives the cell a shape.

diffusion: The process by which molecules move from an area of higher concentration to an area of lower concentration.

DNA: Deoxyribonucleic acid; the genetic material that carries information about an organism and is passed from parent to offspring.

element: Any substance that cannot be broken down into simpler substances.

endoplasmic reticulum: A cell structure that forms passageways in which proteins and other materials are carried through the cell.

enzyme: A protein that speeds up chemical reactions in a living thing.

Golgi body: A structure in a cell that receives proteins and other newly formed materials from the endoplasmic reticulum, packages them, and distributes them to other parts of the cell.

lipid: Energy-rich organic compound, such as fat, oil, or wax, that is made of carbon, hydrogen, and oxygen.

lysosome: A small, round cell structure containing chemicals that break down large food particles into smaller ones.

mitochondria: Rod-shaped cell structures that convert energy in food molecules to energy that cell can use to carry out its functions.

multicellular: Consisting of many cells.

nucleic acid: Very large organic molecule made of carbon, oxygen, hydrogen, nitrogen, and phosphorus, that contains the instruction cells need to carry out all the functions of life.

nucleus: The control center of the eukaryotic cell that directs the cell's activities and contains the information that determines the cell's form and function.

organ: A structure in the body that is composed of different kinds of tissue.

organ system: A group of organs that work together to form a major function in the body.

organelle: A tiny cell structure that carries out a specific function within the cell.

osmosis: The diffusion of water molecules through a selectively permeable membrane.

passive transport: The movement of materials through a cell membrane without using the cell's energy.

protein: Large, organic molecule made of carbon, hydrogen, oxygen, nitrogen, and sometimes sulfur.

ribosome: A small grain-like structure in the cytoplasm of a cell where proteins are made.

RNA: Ribonucleic acid; a nucleic acid that plays an important role in the production of proteins.

selectively permeable: A property of cell membranes that allows some substances to pass through, while others cannot.

tissue: A group of similar cells that perform the same function.

unicellular: Made of a single cell

vacuole: A sac inside a cell that acts as a storage area.

Study link: http://www.phschool.com/
code: cvj 1030

Vocabulary Quiz 1

PHSchool.com has a quiz, 10 questions, that covers the vocabulary we need for this week.

Website: http://phschool.com
On the left, approximately half-way down you will see two rectangles for the web code. The code is: cvj 1010.

Going to this section will allow you to practice with the vocabulary and take a quiz. The quiz button is located on the right of the screen.

New Vocabulary

New and revised vocabulary words with definitions:

biology: The study of life

classifying: The process of grouping together items that are alike in some way.

communicating: The process of sharing ideas with others through writing and speaking.

complementary: Any two colors that combine to form white light or black pigment.

control: The part of an experiment to which you compare the results of the other tests.

controlled experiment: An experiment in which only one variable is manipulated at a time.

data: Facts, figures, and other evidence gathered through observations.

development: The process of change that occurs during an organism's life to produce a more complex organism.

function: A process that enables an organism to survive.

hypothesis: A possible explanation for a set of observations or answer to a scientific question: must be testable.

inferring: The process of making an inference, an interpretation base on observations and prior knowledge.

life science: The study of living things.

making models: The process of creating representations of complex objects or processes.

manipulated variable: The one factor that a scientist changes during an experiment; also called the independent variable.

observing: The process of using one or more of your senses to gather information.

operational definition: A statement that describes how to measure a particular variable or how to define a particular term.

organism: A living thing.

predicting: The process of forecasting what will happen based on past experience or evidence.

qualitative observation: An observation that deals with characteristics that cannot be expressed in numbers.

quantitative observation: An observation that deals with number or amount.

responding variable: The factor that changes as a result of changes to the manipulated, or independent, variable in an experiment; also called dependent variable.

scale model: A model that accurately shows the proportions between its parts.

science: A way of learning about the natural world and the knowledge gained through the process.

scientific inquiry: The diverse way s in which scientists study the natural world and propose explanations based on evidence they gather.

structure: The way an organism is put together as a whole.

variable: A factor in an experiment that can change.

First Assignments

Defining basic science words using Wikipedia has proven to be a bit more difficult that I imagined. Most of the students did well, but some just copied the Wikipedia writing without any mind crunching so that it would appear in the own words.

The words are: concept, process, evidence, research, science, observe, quantitative observation, qualitative observation, inference, predict, classify, model, scale model.

Wiki Answer has proven a useful alternative. The drawback is that you have to know what questions to ask. Yahoo.com seems to be better than Google when requesting definitions due to its direct linkage to Heritage Dictionary.