See you in 2013!
Thursday, December 27, 2012
Tuesday, December 18, 2012
Cell Organelle Links
Access the following Links for the "Be the Expert Presentation".
Cells Alive
Utah Education - Cell Organelle Table
California Education Site- Structure/Function Organelles
University of Wisconsin - Interactive Organelle Link
Here is the link to the Note Organizer
Download the Pages document and type into it.
Then upload your information to the correct location in the Cell Organelle Google Presentation.
Cells Alive
Utah Education - Cell Organelle Table
California Education Site- Structure/Function Organelles
University of Wisconsin - Interactive Organelle Link
Here is the link to the Note Organizer
Download the Pages document and type into it.
Then upload your information to the correct location in the Cell Organelle Google Presentation.
Monday, December 17, 2012
Comparing Plant and Animal Cells
Here is a link to tonight's reading. p 83-85 Exploring Cells
Be ready to come in and compare and contrast a plant cell to an animal cell.
Here is a link to an example Venn Diagram to use.
Be ready to come in and compare and contrast a plant cell to an animal cell.
Here is a link to an example Venn Diagram to use.
Wednesday, December 12, 2012
Wednesday December 12th
Today in class we looked at the Wonderful World of Cells. To introduce the size factor of cells we watched the Powers of Ten Video.
We discussed the idea of structure and function in the world and students started to create Foldables providing a definition and example.
We discussed the idea of structure and function in the world and students started to create Foldables providing a definition and example.
Monday, December 10, 2012
Monday December 10th
Here is the link for tonight's reading p. 113-115 - "Methods of Reproduction."
Today in class we finished the flower sketches on Lesson 9.1.
You need to complete the three questions on the worksheet.
Today in class we finished the flower sketches on Lesson 9.1.
You need to complete the three questions on the worksheet.
Friday, December 7, 2012
GSD - Reflection Due Monday
Greatest Scientific Discovery Reflection
Essential Question-
From your graphic organizer choose two scientists who have different research approaches to their scientific discoveries, discuss how they both have done “good” science (what techniques or approaches did they use to be successful).
2) How have their discoveries in science and technology changed our lives and our world or allowed for future experiments?
Be sure to use constructed response format. 4-5 paragraphs would be a complete reflection.
Essential Question-
From your graphic organizer choose two scientists who have different research approaches to their scientific discoveries, discuss how they both have done “good” science (what techniques or approaches did they use to be successful).
2) How have their discoveries in science and technology changed our lives and our world or allowed for future experiments?
Be sure to use constructed response format. 4-5 paragraphs would be a complete reflection.
Wednesday, December 5, 2012
Wednesday December 5th - Guest Speaker
Today we had Karen Thurlow-Kimball come to our 7th grade science classes and present on her expertise as a bee keeper and the impact of bees on pollination. She lives in Yarmouth and owns Brown's Bee Farm in North Yarmouth. Her talk was filled with information linking concepts to our study of Macro to Micro. From the specific physical characteristics and behaviors that bees exhibit to information provided on cross pollinating of plants, it was a dynamic and stimulating talk.
Tuesday, December 4, 2012
Tuesday December 4th
Today the students are completing their Greatest Scientific Discovery Presentations!
They have been amazing.
This Friday we will have our first quiz over the Macro to Micro Curriculum. Here is the link to the study guide. A good process to use would be to be able to answer all the questions on the study guide. Tackle 2-3 of the concepts per night and come in Thursday with any questions.
They have been amazing.
This Friday we will have our first quiz over the Macro to Micro Curriculum. Here is the link to the study guide. A good process to use would be to be able to answer all the questions on the study guide. Tackle 2-3 of the concepts per night and come in Thursday with any questions.
Monday, December 3, 2012
Monday December 3rd- Parts of a Flower
Here are the notes we completed today.
Thursday, November 29, 2012
Thursday' s Presentations - GSD
The amazing presentations continue on our second day of the Greatest Scientific Discoveries!
In the Devils Class we learned about:
In the Tweeties Class we learned about:
In the Devils Class we learned about:
- The discovery of hormones
- The finding of Pangea
- Edison and the light bulb
- Radioactivity and Marie Curie
- The discovery of the laser
In the Tweeties Class we learned about:
- The cloning of sheep
- The cloning of frogs and discovery of stem cell research
- The small pox vaccine
- The invisibility cloak
- Franklin and electricity
Wednesday, November 28, 2012
Greatest Scientific Discoveries - Wednesday Presentations
We had some amazing presentations for our first day of the Greatest Scientific Discoveries!
In the Devils Class we learned about:
Great job so far!
In the Devils Class we learned about:
- Magnetic Field Reversal
- The Discovery of Insulin
- The First Kidney Transplant
- The Discovery of Anitbiotics
- The Discovery of the First Dinosaur Fossil
- Thomas Edison and perfecting the light bulb
- The invention of the air bag for cars
- The invention of the wireless walkie talkie
Great job so far!
Tuesday, November 27, 2012
Tuesday Nov 27th
Here is the link to the in class Google Form used to review the material we covered in Macro to Micro thus far. Here are the answers to the in class Study Guide for the Assessment next week on the Macro to Micro Unit. You can read the comments put together by the different groups.
Greatest Scientific Discovery Project
The following is the write up for 10 rules to good presentations.
Be sure to practice and be ready to present tomorrow!
Greatest Scientific Discovery Project
The following is the write up for 10 rules to good presentations.
Be sure to practice and be ready to present tomorrow!
Monday, November 26, 2012
Monday November 26th - CWB Eggs have arrived!
Wednesday of last week our Cabbage White Butterfly eggs arrived!
This past week we placed them on the radish leaves and additional cabbage leaves provided so they had something to eat when they hatched.
Today in class the students sketched both the egg and the larvae in the first instar stage of their life cycle. They were able to get very accurate measurements using our new digital microscopes.
Here are the pictures we took from class.
This past week we placed them on the radish leaves and additional cabbage leaves provided so they had something to eat when they hatched.
Today in class the students sketched both the egg and the larvae in the first instar stage of their life cycle. They were able to get very accurate measurements using our new digital microscopes.
Here are the pictures we took from class.
Friday, November 16, 2012
Friday November 16th
Today in class the students had some class time to work on their Greatest Scientific Discovery Project.
They could ask questions on their research and also see a presentation
by Mr. Arsenalt on how to embed a YouTube video in their Keynote
presentations.
Here is a link on how to complete the process.
Good Luck!
Here is a link on how to complete the process.
Good Luck!
Thursday, November 15, 2012
Wednesday and Thursday Nov14th/15th
In class we reviewed monocot and dicot plants as well as completed a reading on the Wisconsin Fast Plant (in Lesson #5). Today we created planters and planted the Wisconsin Fast Plant Seeds. These should sprout in 4 days!
We have a lot of "balls in the air right now." Here is a recap of why we are doing what we are doing:
1. Bean and Corn Plants -allow is to compare and contrast moncot and dicot plants.
2. Radish plants- will allow food for the Cabbage White Butterflies
3. Wisconsin Fast Plants - will allow us to track a plants life cycle and we will grow it from seed until it seeds.
We have a lot of "balls in the air right now." Here is a recap of why we are doing what we are doing:
1. Bean and Corn Plants -allow is to compare and contrast moncot and dicot plants.
2. Radish plants- will allow food for the Cabbage White Butterflies
3. Wisconsin Fast Plants - will allow us to track a plants life cycle and we will grow it from seed until it seeds.
Tuesday, November 13, 2012
Tuesday November 13th
Today's Goals:
1. Be able learn the differences between monocot and dicot plants based on characteristics of seed, stem, roots and leaves.
2. Learn how to use the Gail Virtual Library - accessible through the HMS Library Site.
Notes for today's class can be accessed here.
The students were taught how to access the Gail Virtual Library to access research jounrals and books on line. Then the students learned about monocot and dicot plants. We took notes and then they applied the notes to the bean and corn seeds they grew in class.
Students need to read the following pages in the provided pdf from Lesson #5.
1. Be able learn the differences between monocot and dicot plants based on characteristics of seed, stem, roots and leaves.
2. Learn how to use the Gail Virtual Library - accessible through the HMS Library Site.
Notes for today's class can be accessed here.
The students were taught how to access the Gail Virtual Library to access research jounrals and books on line. Then the students learned about monocot and dicot plants. We took notes and then they applied the notes to the bean and corn seeds they grew in class.
Students need to read the following pages in the provided pdf from Lesson #5.
Friday, November 9, 2012
Wednesday, November 7, 2012
Wednesday Nov 7th
Today we are working through Lesson #4. The students created and sketched ponds. They will view these ponds over time to watch the reproduction of Lemna or duckweed, as well as the microscopic organisms that are living in this pond habitat.
The students were also exposed to the next major project, The Greatest Scientific Discovery. Click here for the link to the Project Page. Students should be coming up with areas of science they are interested in to focus on a major breakthrough or discovery. For example a student last year studied the M-11 hockey helmet. This breakthrough was to decrease the number of concussions. Students should think about and use the "Links" provided in the side bar of the sight to explore options.
The students were also exposed to the next major project, The Greatest Scientific Discovery. Click here for the link to the Project Page. Students should be coming up with areas of science they are interested in to focus on a major breakthrough or discovery. For example a student last year studied the M-11 hockey helmet. This breakthrough was to decrease the number of concussions. Students should think about and use the "Links" provided in the side bar of the sight to explore options.
Tuesday, November 6, 2012
Monday and Tuesday November 5th and 6th
Election Day!! Be sure to remind your parents to vote!
Yesterday we worked through the directions in Lesson 5 - Beginning the Cycle.
Students created growing systems for the radish seeds which the Cabbage White Butterflies will hatch and feed later on this Unit.
They also planted their bean and corn seeds. Students will watch and observe the germination of these seeds and learn about the differences between monocot and dicot plants. Click here for a comparison chart on monocot and dicot plants.
Today we will be finishing up the Black Worm Investigation and the students will be working through the Science Review.
Any questions not completed in class should be done for homework.
Yesterday we worked through the directions in Lesson 5 - Beginning the Cycle.
Students created growing systems for the radish seeds which the Cabbage White Butterflies will hatch and feed later on this Unit.
They also planted their bean and corn seeds. Students will watch and observe the germination of these seeds and learn about the differences between monocot and dicot plants. Click here for a comparison chart on monocot and dicot plants.
Today we will be finishing up the Black Worm Investigation and the students will be working through the Science Review.
Any questions not completed in class should be done for homework.
Thursday, November 1, 2012
Thursday November 1st
I think it is kind of funny we are looking at black worms on Halloween.
This lesson focuses on 2 main goals:
1. What are the physical characteristics of black worm?
2. Compare and contrast the characteristics of the black worm to Earthworm.
In class the students worked on the 3.1 Worksheet sketching the worm and answering questions around it movement and ability to regenerate. There was also a section asking them to use a Venn Diagram to compare and contrast the two types of worms.
The readings for this Lesson can be found here- Lesson #3 Readings
Here are two great sites to get information on both organisms:
Black Worm (Lumbriculus variegatus)
Common Earthworm (Lumbricus terrestris).
1. What are the physical characteristics of black worm?
2. Compare and contrast the characteristics of the black worm to Earthworm.
In class the students worked on the 3.1 Worksheet sketching the worm and answering questions around it movement and ability to regenerate. There was also a section asking them to use a Venn Diagram to compare and contrast the two types of worms.
The readings for this Lesson can be found here- Lesson #3 Readings
Here are two great sites to get information on both organisms:
Black Worm (Lumbriculus variegatus)
Common Earthworm (Lumbricus terrestris).
Tuesday, October 30, 2012
Tuesday- No School and Wednesday Oct 31st.
Monday we moved onto Lesson #3 in Macro to Micro. This Lesson focuses on the Black Worm (Lumbriculus variegatus). In part of the work it compares the body features, physical characteristics and regeneration ability to the Common Earthworm (Lumbricus terrestris).
Friday, October 26, 2012
Friday October 26th
Today the students continued their work with the Melittobia digitatta, the WOWBug.
They sketched the below image in their work packet which was a image magnified 100 times.
They sketched the below image in their work packet which was a image magnified 100 times.
Thursday, October 25, 2012
October 25th - The WOWBug!
Today in class we reviewed the following Powerpoint on correct science sketch technique (you may not be able to open it but can download it and view).
The students then met the amazing find of Dr. Matthew's, the WOWBug. We discussed what are common characteristics of an insect and students corraled and sketched the WOWBugs under scanning mode of the compound microscopes.
Here is an image of the body parts if you still need to label your sketch tonight.
I have to say the sketches were amazing! We have some true artists.
The students then met the amazing find of Dr. Matthew's, the WOWBug. We discussed what are common characteristics of an insect and students corraled and sketched the WOWBugs under scanning mode of the compound microscopes.
Here is an image of the body parts if you still need to label your sketch tonight.
I have to say the sketches were amazing! We have some true artists.
Wednesday, October 24, 2012
Wednesday - Microscopes!
Greetings All!
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 of a cat liver.
Finally, 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 22-25 in Micro to Macro ("Intriguing Insects" and "Dr Matthews and the WOWBug"). Write 3 things you take away from the reading, 2 things you would like to explore in more detail, and 1 question you have.
Today's scientists at work...
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 of a cat liver.
Finally, 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 22-25 in Micro to Macro ("Intriguing Insects" and "Dr Matthews and the WOWBug"). Write 3 things you take away from the reading, 2 things you would like to explore in more detail, and 1 question you have.
Today's scientists at work...
Tuesday, October 23, 2012
October 23rd
Today in class students reviewed the parts of a microscope and then jumped in feet first to how to use a compound light microscope. We were fortunate enough to be granted money from the Yarmouth Education Foundation to buy a digital microscope and it was used for the first time today! Thank you YEF!
Here are the notes we took today in class on the parts of a microscope and also the different magnifications of the objective lenses.
Be sure to study up! You get to use the microscopes tomorrow to go through the letter "e " lab and also sketch a pre-mounted slide!
Here are the notes we took today in class on the parts of a microscope and also the different magnifications of the objective lenses.
Be sure to study up! You get to use the microscopes tomorrow to go through the letter "e " lab and also sketch a pre-mounted slide!
Monday, October 22, 2012
Monday October 22nd
Today we started the Second Lesson in the Macro to Micro Book which deals with microscopes.
The goals were:
1. Learn the parts of the microscope.
2. Understand the history behind the microscope.
3. Discover what happens to the diameter of field and magnification of the specimen under different objectives.
Students can reference the "Getting Started" Lesson. Read the Macro to Micro entry on pages 13-16. Have an answer to Question #5 on p. 16.
Also study the handout on parts of the microscope and page 14 of the above text reading.
Here is a picture from our investigations today using hand lenses, a lead in to the compound microscope.
The goals were:
1. Learn the parts of the microscope.
2. Understand the history behind the microscope.
3. Discover what happens to the diameter of field and magnification of the specimen under different objectives.
Students can reference the "Getting Started" Lesson. Read the Macro to Micro entry on pages 13-16. Have an answer to Question #5 on p. 16.
Also study the handout on parts of the microscope and page 14 of the above text reading.
Here is a picture from our investigations today using hand lenses, a lead in to the compound microscope.
Friday, October 19, 2012
Friday October 19th
The students completed their Create-A-Creature Projects (see some photos below).
They answered the questions #3 A and B on page 5 of the reading. This was to be done in their science journals which are in their Google Docs. They need to title the entry, "October 19th 2012, Lesson #3 - What are Organisms?"
Once they are completed with that they can read the entry on "Microscope Pioneers" on p. 26-27 in the Macro to Micro Text. This will be to preview for Monday's Class (an entry slip will be given on this).
They answered the questions #3 A and B on page 5 of the reading. This was to be done in their science journals which are in their Google Docs. They need to title the entry, "October 19th 2012, Lesson #3 - What are Organisms?"
Once they are completed with that they can read the entry on "Microscope Pioneers" on p. 26-27 in the Macro to Micro Text. This will be to preview for Monday's Class (an entry slip will be given on this).
Thursday, October 18, 2012
October 18th - Class Work
Links to the Sea Monsters. View the below links and find out what parts of the name were linked to their physical characteristics.
Dolichorhynchops
Tylosaurus
In class today the students started the mini-project "Create-a Creature."
They worked in groups to sketch the creature, list the physical characteristics and then submit the drawing to me to approve. Once approved they can start to create the creature out of various items found in class. Here are some photos from our construction phase today. The kids were very creative and had a blast!
Tonight's reading is page 6 and 7 and can be downloaded here.
Dolichorhynchops
Tylosaurus
In class today the students started the mini-project "Create-a Creature."
They worked in groups to sketch the creature, list the physical characteristics and then submit the drawing to me to approve. Once approved they can start to create the creature out of various items found in class. Here are some photos from our construction phase today. The kids were very creative and had a blast!
Tonight's reading is page 6 and 7 and can be downloaded here.
Wednesday, October 17, 2012
October 17th Wednesday - Evidence vs Inference
Today's lesson goals were:
1. Understand how organisms are named based on their physical characteristics and where they are found.
2. Identify and distinguish between evidence and inference.
Definitions:
Inference- an explanation derived by reasoning or to derive as a conclusion from facts or premises.
Evidence- data that can be measured, observed, examined and analyzed to support conclusions.
Today we watched the movie Sea Monsters: A Prehistoric Adventure. Students identified evidence in the movie and then the inferences that paleontologists made from that evidence.
For homework students should think about a sea creature or oragnism that they would like to construct and make a sketch of it. In addition, they should think about the physical characteristics of the organism and where it might live and record this on the sketch.
Here is a list of some Greek and Latin Word Parts to help think about your creatures structure.
Also attached is a more detailed list.
1. Understand how organisms are named based on their physical characteristics and where they are found.
2. Identify and distinguish between evidence and inference.
Definitions:
Inference- an explanation derived by reasoning or to derive as a conclusion from facts or premises.
Evidence- data that can be measured, observed, examined and analyzed to support conclusions.
Today we watched the movie Sea Monsters: A Prehistoric Adventure. Students identified evidence in the movie and then the inferences that paleontologists made from that evidence.
For homework students should think about a sea creature or oragnism that they would like to construct and make a sketch of it. In addition, they should think about the physical characteristics of the organism and where it might live and record this on the sketch.
Here is a list of some Greek and Latin Word Parts to help think about your creatures structure.
Also attached is a more detailed list.
Tuesday, October 16, 2012
Classification Games- October 16th
The following are great links for interactive games that deal with classification of organisms.
Teacher Domain Classification
PBS- NOVA - Classification
Science Links - Classification
Today we created a working definition of the term organism. We went over how to classify organisms by their physical traits and then from their physical traits create scientific names for them using Latin and Greek roots. Here are some pictures of today's group work.
Monday, October 15, 2012
Monday October 15th - Introduction to 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. From this they practiced identifying traits of common flowers and animals.
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. From this they practiced identifying traits of common flowers and animals.
Here is the link to today's reading - Macro to Micro Lesson 1.
Thursday, October 11, 2012
Friday October 12th - Work for the Day
Good morning my fine students,
I am away at the ACTEM Conference presenting on the work I have done on Blogging, ShowMe videos, ScreenFlow, and "Flipping" of the classroom. I trust you will be on your best behavior for Mr. Greg and Mr. Poloquin.
Today you will continue your work on the the end of unit Final Ecology Assessment (Letter).
Remember you can click on the above link and choose one of the three tasks that are listed.
Many of you have already started this but I know you are at different places in completion.
Use the provided letter formats that I handed out either editorial or friendly letter as a guide. There are more at the front of the room clipped to the whiteboard if you need them.
You can use the following links for invasive insects and plants to provide detailed support and information in your body paragraphs. I was also able to get the pdf of the talk Ember gave which is also linked below.
Emerald Ash Borer
Asian Longhorned Beetle
Link to Ember's Talk PowerPoint.
Asiatic Bittersweet
http://umaine.edu/
I am away at the ACTEM Conference presenting on the work I have done on Blogging, ShowMe videos, ScreenFlow, and "Flipping" of the classroom. I trust you will be on your best behavior for Mr. Greg and Mr. Poloquin.
Today you will continue your work on the the end of unit Final Ecology Assessment (Letter).
Remember you can click on the above link and choose one of the three tasks that are listed.
Many of you have already started this but I know you are at different places in completion.
Use the provided letter formats that I handed out either editorial or friendly letter as a guide. There are more at the front of the room clipped to the whiteboard if you need them.
You can use the following links for invasive insects and plants to provide detailed support and information in your body paragraphs. I was also able to get the pdf of the talk Ember gave which is also linked below.
Emerald Ash Borer
Asian Longhorned Beetle
Link to Ember's Talk PowerPoint.
Honeysuckles
Japanese Knotweed
http://umaine.edu/
http://umaine.edu/
Mile-a-Minute Weed
http://umaine.edu/
http://umaine.edu/
Japanese Barberry
http://umaine.edu/
http://umaine.edu/
Multiflora Rose
http://umaine.edu/
http://umaine.edu/
Common Buckthorn
http://umaine.edu/
http://umaine.edu/
http://umaine.edu/
When you think you are done please do the following:
1. Check your work against the letter format sheet.
2. Check your content against the product descriptor.
3. Check your work for punctuation, spelling and capitalization.
4. Ask Mr. Greg or Mr. Poloquin the give your letter an edit and supply their ideas to make it better.
When all of the following have been accomplished then you may print it to the computer lab.
Once all of this is done you may read the following pages 8-11 in the Macro to Micro Book to preview our next Unit on Classification of Species.
Have a nice weekend!
Wednesday, October 10, 2012
Friday, October 5, 2012
Friday October 5th
Today in class we introduced the Final Ecology Assessment (Letter).
Students are to go to the following link and choose one of the three tasks that are listed.
Use the provided letter formats either editorial or friendly letter as a guide.
You can use the following links for invasive insects to provide further information:
Emerald Ash Borer
Asian Longhorned Beetle
Here is the link to Ember's Talk PowerPoint.
The letters will be due Wednesday the 10th of October.
Students are to go to the following link and choose one of the three tasks that are listed.
Use the provided letter formats either editorial or friendly letter as a guide.
You can use the following links for invasive insects to provide further information:
Emerald Ash Borer
Asian Longhorned Beetle
Here is the link to Ember's Talk PowerPoint.
The letters will be due Wednesday the 10th of October.
Thursday, October 4, 2012
Thursday October 4th
Sorry field trip is canceled due to rain!
Please read on of the following articles published recently that relate to our study of lake ecosystems.
Protection of Maine Trout from the Portland Press Herald and from the Sun Journal an article on Algae Blamed for Fish Kill.
After reading the articles you can then write a response or reaction to it. Do you agree or disagree and why?
Please read on of the following articles published recently that relate to our study of lake ecosystems.
Protection of Maine Trout from the Portland Press Herald and from the Sun Journal an article on Algae Blamed for Fish Kill.
After reading the articles you can then write a response or reaction to it. Do you agree or disagree and why?
Wednesday, October 3, 2012
Tuesday/ Wednesday October 2nd and 3rd
We had our first assessment on Tuesday October 2nd!
I will get those back to you as soon as I get them corrected.
Wednesday we are preparing for our Field Trip to the Spear Farm Estuary which will occur on Thursday. Please use the following links to acquaint yourself with the invasive plants that we will find at the Spear Farm Estuary Preserve. When viewing the links please fill out the following worksheet.
Asiatic Bittersweet
http://umaine.edu/
I will get those back to you as soon as I get them corrected.
Wednesday we are preparing for our Field Trip to the Spear Farm Estuary which will occur on Thursday. Please use the following links to acquaint yourself with the invasive plants that we will find at the Spear Farm Estuary Preserve. When viewing the links please fill out the following worksheet.
Honeysuckles
Japanese Knotweed
http://umaine.edu/
http://umaine.edu/
Mile-a-Minute Weed
http://umaine.edu/
http://umaine.edu/
Japanese Barberry
http://umaine.edu/
http://umaine.edu/
Multiflora Rose
http://umaine.edu/
http://umaine.edu/
Common Buckthorn
http://umaine.edu/
http://umaine.edu/
http://umaine.edu/
Monday, October 1, 2012
Monday October 1st
Students worked on the citations in their Invasive Species Projects today.
In addition I handed out a Practice Quiz to the students to complete. We went over this in class and I fielded any additional questions on the Study Guide. Students should complete a final 10-15 minute review tonight.
Here are some links to some Ecology Games to help you study.
Consumer, Producer & Decomposer Identification
Food Chain/Web Game
Another Food Chain/Web Game
Yet another Food Chain/Web Game!
Invasive Species Projects have been moved to a Due Date of Wednesday October 3rd!
In addition I handed out a Practice Quiz to the students to complete. We went over this in class and I fielded any additional questions on the Study Guide. Students should complete a final 10-15 minute review tonight.
Here are some links to some Ecology Games to help you study.
Consumer, Producer & Decomposer Identification
Food Chain/Web Game
Another Food Chain/Web Game
Yet another Food Chain/Web Game!
Invasive Species Projects have been moved to a Due Date of Wednesday October 3rd!
Thursday, September 27, 2012
The 7th Grade Science Classes were visited by Kyle Warren, Head Steward, of the Royal River Conservation Trust and Ember Hummel from the Maine Conservation Corps. Together they presented a wonderful talk on invasive insects that are being introduced or could be introduced to the State of Maine. This will be followed up with a field trip next week to Spear Farm where students will walk the trails and get a hands-on approach to invasive plant species and how the RRCT maintains the green spaces in Yarmouth.
Here are some pictures of the talk.
Here are some pictures of the talk.
Wednesday, September 26, 2012
Wednesday September 26th
Today we went over the provided Study Guide for Tuesday's Quiz.
We also showed how to use the Apple Word Document "Pages" to create a poster.
The following are some examples from past years.
We also showed how to use the Apple Word Document "Pages" to create a poster.
The following are some examples from past years.
Tuesday September 25th
Students had class time to work on researching their invasive species.
The America's Most Unwanted Project can be found here.
A reminder that all of their work can be checked against the following rubric.
The project will be due on October 2nd
The America's Most Unwanted Project can be found here.
A reminder that all of their work can be checked against the following rubric.
The project will be due on October 2nd
Monday, September 24, 2012
September 24th - Class
Today in class the students chose their invasive species that they will research for the America's Most Unwanted Project. For more information on the project access the link.
We were fortunate to have Ms Stuhr (our school librarian) come in and work with us on citation format. For the most part the two major citations that will need to be used are:
1. Website and
2. Web Image
For Wednesday September 26th you should have all of your research completed and be ready to begin formatting your project layout.
We were fortunate to have Ms Stuhr (our school librarian) come in and work with us on citation format. For the most part the two major citations that will need to be used are:
1. Website and
2. Web Image
For Wednesday September 26th you should have all of your research completed and be ready to begin formatting your project layout.
Thursday, September 20, 2012
Thursday September 20th
Two great articles published recently that relate to our study of lake ecosystems.
Protection of Maine Trout from the Portland Press Herald and from the Sun Journal an article on Algae Blamed for Fish Kill.
The following is a link to the America's Most Unwanted Project. Please read over the rubric and go to the supplied links to find out more on this project as well as to choose an interesting invasive species.
Protection of Maine Trout from the Portland Press Herald and from the Sun Journal an article on Algae Blamed for Fish Kill.
The following is a link to the America's Most Unwanted Project. Please read over the rubric and go to the supplied links to find out more on this project as well as to choose an interesting invasive species.
Wednesday, September 19, 2012
Wednesday Septmber 19th- Class
Today in class we started our discussion on Invasive Species.
We watched the following PBS video on "Biological Invaders."
Quick Summary:
We watched the following PBS video on "Biological Invaders."
Quick Summary:
From southern India to South America, from Guam to the Great Lakes, a quiet but significant threat to ecological health and biodiversity
is outrunning all efforts to control it. Invasive species -- foreign
organisms taking up residence in ecosystems where they didn't evolve --
are decimating crops and displacing native populations, even loosing new
human diseases, and costing the world economy billions of dollars a
year.
The invasions haven't gotten wide attention until recently, and attempts to beat back the intruders have not met with great success. Finally, though, governments are starting to take notice and mount new efforts to combat the bioinvasion that has been spread by the surge in global commerce.
It's estimated that since Columbus, some 30,000 species of imported plants, animals, and microbes have taken hold in North America. In some cases, invasive species have been purposely introduced, and in many others they have stowed away in ballast water of ships, in crevices of airplanes, or aboard unsuspecting travelers.
Most of the time the foreign transplant doesn't gain a foothold in the new environment, but sometimes the organism has neither opponents nor predators and thrives in its new habitat. Examples include the zebra mussels that invaded the Great Lakes, fouling shipping and water systems; the pesticide-resistant whitefly in South America, capable of transmitting 60 kinds of plant viruses; and a comb jelly from the Americas that was accidentally released into the Black Sea, causing $350 million damage to fish stocks.
The invasions haven't gotten wide attention until recently, and attempts to beat back the intruders have not met with great success. Finally, though, governments are starting to take notice and mount new efforts to combat the bioinvasion that has been spread by the surge in global commerce.
It's estimated that since Columbus, some 30,000 species of imported plants, animals, and microbes have taken hold in North America. In some cases, invasive species have been purposely introduced, and in many others they have stowed away in ballast water of ships, in crevices of airplanes, or aboard unsuspecting travelers.
Most of the time the foreign transplant doesn't gain a foothold in the new environment, but sometimes the organism has neither opponents nor predators and thrives in its new habitat. Examples include the zebra mussels that invaded the Great Lakes, fouling shipping and water systems; the pesticide-resistant whitefly in South America, capable of transmitting 60 kinds of plant viruses; and a comb jelly from the Americas that was accidentally released into the Black Sea, causing $350 million damage to fish stocks.
I had the students work in small groups to chunk the information using a Jig Saw Protocol and then had them share the information in a Google Document with the entire class.
Tuesday, September 18, 2012
September 18th - Class
Today we performed a task called the Human Bar Graph. Students used cards to represent the population of different species. When given a scenario they would hold the cards still, raise the card (increase in population) or lower the card (decrease in population) when a specific scenario was given.
Below you can find the link to a movie detailing a trophic cascade. This can help you in your studies reviewing the material we went over in class.
Tonight's homework is to revise your Ecobeaker handouts and to complete the Constructed Response Question #11.
See these notes to aid you in this.
Monday, September 17, 2012
September 17th - Class Notes
Today in science we started by reviewing some vocabulary. Students brainstormed and charted ideas for the terms: trophic level, cascade, invasive species and native species. The following notes document our discussion.
Students completed their journal entries to the below questions and then continued on with Ecobeaker Lesson #3 - Big Fish, Little Fish
Lake Invaders: Exercise #2 - Go Fish Follow-up
1.
How is the Lake Invaders computer model different from the food
chain/web we have seen or drawn in the past? How are they similar?
2. Describe what happened to the lake ecosystem when the trout (top predator) was removed?
3. What do you think might happen to the populations of other species when we add pike to the lake ecosystem?
The following image is of a marine trophic level sequence. We will be discussing what happens to a specific level when an organism is removed from the overall food chain. In most instances trophic cascades occur.
September 13th and 14th - Thursday/Friday
Today in class we introduced the vocabulary term Troph-. This term means "to nourish." In the context of ecology we see what is the flow of nourishment from organism to organism. In the Ecobeaker modeling program the organisms we are dealing with are algae, zooplankton, trout and pike. Students will work with the program to see what happens in terms of an organisms population when one of the organisms is removed or introduced back into the food chain.
When students have completed the modeling activity they will answer the following journal questions on their Google document.
Lake Invaders: Exercise #2 - Go Fish Follow-up
1. How is the Lake Invaders computer model different from the food chain/web we have seen or drawn in the past? How are they similar?
2. Describe what happened to the lake ecosystem when the trout (top predator) was removed?
3. What do you think might happen to the populations of other species when we add pike to the lake ecosystem?
When students have completed the modeling activity they will answer the following journal questions on their Google document.
Lake Invaders: Exercise #2 - Go Fish Follow-up
1. How is the Lake Invaders computer model different from the food chain/web we have seen or drawn in the past? How are they similar?
2. Describe what happened to the lake ecosystem when the trout (top predator) was removed?
3. What do you think might happen to the populations of other species when we add pike to the lake ecosystem?
Wednesday, September 12, 2012
September 12th - Class
Today we had a great discussion around the differences and similarities between a food web and food chain. Students generated lists of organisms in different ecosystems around them. They will use these lists to create food webs tonight around the below journal prompt.
Journal Entry: Create a food web for another ecosystem that is nearby. For example; forest, stream, backyard, saltmarsh, or beach. You are encourage to choose an ecosystem that you are familiar with. You should organize your food web so that relationships between organisms are demonstrated (like we did in class).
Vocabulary:
ecosystem organism producer consumer decomposer food web
Below is an example of a food web and food chain.
Journal Entry: Create a food web for another ecosystem that is nearby. For example; forest, stream, backyard, saltmarsh, or beach. You are encourage to choose an ecosystem that you are familiar with. You should organize your food web so that relationships between organisms are demonstrated (like we did in class).
Vocabulary:
ecosystem organism producer consumer decomposer food web
Below is an example of a food web and food chain.
 | |||
| Marine Food Chain |
 |
| Arctic Food Web |
Tuesday, September 11, 2012
September 11th- Google Day
Today we had a technology day where students learned about the different Google Apps on their computers.
For science class tomorrow they should be completing their constructed response to the Lorax Debrief:
Describe a real life example where humans have had a negative impact on the environment and/or its inhabitants.
The following rubric will be used to grade their responses.
For science class tomorrow they should be completing their constructed response to the Lorax Debrief:
Describe a real life example where humans have had a negative impact on the environment and/or its inhabitants.
The following rubric will be used to grade their responses.
Monday, September 10, 2012
September 10th 2012 - Class
Today in class the students worked on their Lorax Debrief Question:
Describe a real life example where humans have had a negative impact on the environment and/or its inhabitants.
They were given in class writing time to create a response in their science journals. I will be reading and commenting on the writing to provide feedback.
We also discussed ways to read informational text and use symbols to make notes. The following is a link to the Ecology Reading and symbols we looked at in class.
Finally, the students started to think about lake ecosystems and we used a 4-Square graphic organizer to start some dialogue.
Describe a real life example where humans have had a negative impact on the environment and/or its inhabitants.
They were given in class writing time to create a response in their science journals. I will be reading and commenting on the writing to provide feedback.
We also discussed ways to read informational text and use symbols to make notes. The following is a link to the Ecology Reading and symbols we looked at in class.
Finally, the students started to think about lake ecosystems and we used a 4-Square graphic organizer to start some dialogue.
Thursday, September 6, 2012
September 6th Science Class
Today in class we read the Lorax and connected it to the following discussion questions.
1. How do you think the Once-ler could have used the Truffula Tree without cutting it down? What are some ways that we use trees without destorying them?
2. Why do you think the Once-ler doesn't want to listen to the Lorax? Do you think the Lorax is right when he tells the Once-ler, "You are crazy with greed"? Why or why not?
3. What effect does the Onc-lers's buisness have on the Swomee-Swans, the Brown Bar-ba-loots, and the Humming-Fish? What comparisons can you make between the story and how businesses affect the animals in our enviornment? Do you think buisnesses have a responsability to protect the environment? Why or why not?
Tonight's homework is to choose one of the following questions and create a constructed response around it.
Constructed responses need to have the following parts:
1. Restate the question
2. Supply supporting evidence
3. Conclude
Good luck and have fun with it!
1. How do you think the Once-ler could have used the Truffula Tree without cutting it down? What are some ways that we use trees without destorying them?
2. Why do you think the Once-ler doesn't want to listen to the Lorax? Do you think the Lorax is right when he tells the Once-ler, "You are crazy with greed"? Why or why not?
3. What effect does the Onc-lers's buisness have on the Swomee-Swans, the Brown Bar-ba-loots, and the Humming-Fish? What comparisons can you make between the story and how businesses affect the animals in our enviornment? Do you think buisnesses have a responsability to protect the environment? Why or why not?
Tonight's homework is to choose one of the following questions and create a constructed response around it.
Constructed responses need to have the following parts:
1. Restate the question
2. Supply supporting evidence
3. Conclude
Good luck and have fun with it!
Wednesday, September 5, 2012
Lorax Ebook Reading
On Thursday September 6th we will be reading The Lorax by Dr. Seuss in class. We will look at this classic in terms of human impact on an ecosystem. This attached eBook reading is a way to review the story.
Tuesday, September 4, 2012
Tuesday September 4th - 1st Day Back
We had a shortened schedule today in science due to the first day back.
We did cover how to set up our science binders in 2 sections:
1. General Handouts and
2. Current Unit- Notes
I explained the layout of the room and what the usual daily routine would look like.
We also had a chance to perform a "Toss-a-Name" Activity to learn people's names and become re-acquainted with students in the class.
We did cover how to set up our science binders in 2 sections:
1. General Handouts and
2. Current Unit- Notes
I explained the layout of the room and what the usual daily routine would look like.
We also had a chance to perform a "Toss-a-Name" Activity to learn people's names and become re-acquainted with students in the class.
Sunday, August 26, 2012
First Unit of Study - Ecology
Ecology Unit Overview:
Students use the EcoBeaker Maine Explorer program to investigate the complex relationships within ecosystems. Students are exposed to the idea of lakes and ponds in the state of Maine. They identify different organisms that live in lakes and ponds and transfer the characters into a food web. Students are then challenged to design a food web of a ecosystem they are familiar with and then identify the different trophic levels. Students use the EcoBeaker program to understand food chains and trophic cascades in lake ecosystems.
Another goal of the unit, and the program is for students to understand the role of models in understanding the workings of nature. They finish the unit by investigating invasive species, examining current articles and creating an “America’s Most Unwanted Species” poster. Finally, students end the unit with a reflection of human impact on ecosystems.
Students use the EcoBeaker Maine Explorer program to investigate the complex relationships within ecosystems. Students are exposed to the idea of lakes and ponds in the state of Maine. They identify different organisms that live in lakes and ponds and transfer the characters into a food web. Students are then challenged to design a food web of a ecosystem they are familiar with and then identify the different trophic levels. Students use the EcoBeaker program to understand food chains and trophic cascades in lake ecosystems.
Another goal of the unit, and the program is for students to understand the role of models in understanding the workings of nature. They finish the unit by investigating invasive species, examining current articles and creating an “America’s Most Unwanted Species” poster. Finally, students end the unit with a reflection of human impact on ecosystems.
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