Monday, September 29, 2014

Blog Assignment #2: The Brine Shrimp Life Cycle

http://learn.genetics.utah.edu/content/gsl/artemia/

Click on the link provided above.

Please read the article and facts about brine shrimp.  Click on the interactive life cycle to learn more about the brine shrimp life cycle.

1. How many different stages of development do Artemia undergo as the grow and develop?


2. How long can brine shrimp remain viable after being dormant?







Disclaimer: videos on this and all blogs can not be viewed on iPads.  Make sure you are using a laptop or desk top to view videos

Saturday, September 27, 2014

9/29-10/3 Agenda and Assignments (Week 5)


Monday
-Brine Shrimp Project (Collect Data)
-Learn how to write a formal lab report; analysis and conclusion
-HW: 1. Continue to work on lab report, due on 10/2
           2. Blog Assignment: Brine Shrimp Life Cycle
Tuesday
-Brine Shrimp Project (Collect Data)-View brine shrimp under dissecting scope and microscopes
-Work on Group Oral presentation
-HW: 
Continue to work on lab report, due on 10/2
Wednesday
-Brine Shrimp Project (Collect Data)
-Work on Group Oral presentation
-HW: 
Continue to work on lab report, due on 10/2
Thursday
-Oral presentations
-Lab reports are due today!
Friday
-Begin an new topic: Origins of Life
-Coacervate demonstration
-Read textbook pgs. 21-23
-HW: wkst. Where Does Life Come From? (2 sides); use textbook, pgs. 21-23

Saturday, September 20, 2014

9/22-9/26 Agenda and Assignments (Week 4)


Monday
-Homeostasis of the Eye Lab (questions 1-8) and Data Table complete, due today!
-Day 1: Brine Shrimp Project (Introduction)
-"Back to School Night" 
Tuesday
-Day 2: Brine Shrimp Project (planning and design)
Wednesday
-Day 3: Brine Shrimp Project (set-up experiment)
Thursday
-Day 4: Brine Shrimp Project (Set-up experiment and work on lab report)
-HW: Work on lab report doc and oral presentation
Friday
-Day 5: Brine Shrimp Project (data collection, work on lab report)
-HW: Work on lab report doc and oral presentation

Tuesday, September 16, 2014

Blog Assignment #1: Positive and Negative Feedback Loops


Only watch the first 8:15 minutes (you are welcome to watch it all)


1. Name 1 example of a negative feedback loop.


2. Name 1 example of a positive feedback loop.

Disclaimer: iPads cannot view blog videos!  For future reference.

Saturday, September 13, 2014

9/15-9/19 Agenda and Assignments (Week 3)


Monday
-Book Covers are due today!!  Must bring textbook to class each day.
-Review for Quiz
-Work on Features of Living Things Project, due on Fri. 9/19
-HW: 1.Study for Quiz, Tues. 9/16
           2. Work on Project, due on Fri. 9/19
Tuesday
-Quiz today!
-Work on project in class.
-HW:
1. Work on Project, due on Fri. 9/19
Wednesday
-Work on project in class.  
-Learn Citation Machine and Easybib
-HW: 1Work on Project, due on Fri. 9/19
Thursday
-Lab: Homeostasis of The Eye
-HW: 1. 
Work on Project, due on Fri. 9/19   
           2Blog Assignment - Bozeman Science(answer 2 questions),                  watch the first 8:15 minutes.
Friday
-Features of Living Things Project is due today!
-Finish Homeostasis of the Eye Lab

-HW: 1. Lab Questions (1-8) are due on Mon. 9/22

Thursday, September 11, 2014

Features of Living Things Project - Due: Friday, 9/19

Name__________________________________________Date________________


Features of Living Things Project


Goal: To Create a Comic-Strip or Cartoon that portrays, describes, and illustrates the 8 Features of Living Things of a specific organism.


  • Choose a specific organism. Examples: zebra, alligator, hummingbird, mushroom, bacterial cell, fern, oak tree, tulip, jelly fish, sea star, etc...
  • Think of examples and describe how each of the 8 features “fits” or applies to your chosen organism.  This part should be completed as a brainstorming rough draft.  You may need to research a bit to find out specific information.
  • Create a cartoon (one plate design) or a comic strip (many plate design) to show how each of the 8 features applies to your chosen organism.
  • Illustrate your organism using color and design to show each feature.
    • You may do this using a cartoon design where you would draw the organism and then provide labels in places where each of the 8 features would be represented.
    • You may do this using a comic strip design where you would create separate plates that show your organism representing the 8 features.
  • Label each feature neatly in a talking bubble and provide a description of how that feature applies to your organism.  This requires some research.
  • Include the scientific name of your organism.  
    • Example: Gray wolf, Canis lupus
  • Include your name and date on the bottom, right-hand corner of the paper.
  • Include a border that extends all the way around all sides of the paper.
  • Include your references on the back of the paper.  Use Citation Machine or   Easybib.
  • Have FUN and be creative!!
  • DUE: Friday, 9/19


Checklist
_____5_____ Organism chosen is a living thing and evidence for this is substantial.
_____3_____ Name and date are on the bottom, right-hand corner of paper.
_____2_____ Border extends all the way around all sides of the paper.
_____10____ Neatness, care, effort, and color in your design and descriptions.
_____35____ 8 features are represented and are correct.
_____35____ 8 features are described inside a talking bubble and are accurate.
_____10____ Works Cited: Use Citation Machine


___100______   Total Score and Comments:


Check List


________ Student chose a living organism; evidence to prove this is substantial.


________Name and date are at the bottom, right-hand corner of the paper.


________Border extends all the way around all sides of the paper.


________Neatness, care, effort, and color are evident in your research, design, and descriptions.


________8 Features are included, represented, and are correct.


________8 Features are described inside a talking bubble and are accurate.


________Works Cited are included either with Citation machine or Easy bib.



________TOTAL SCORE and COMMENTS

Sunday, September 7, 2014

Introduction to the Characteristics of Life


9/8-9/12 Agenda and Assignments (Week 2)


Monday
-All Aboard!  Reflection Questions for homework due on Tues. 9/9
-Conservation and Fundraising
-Bring in a Living Thing on Tues. 9/9
Tuesday
-Living Thing Day!
-In class reflection: Determining the Features of Living Things
-HW: Dog vs. Stream (2 sides)
Wednesday
-Notes
-Quiz: Features of Life, Tuesday, 9/15

-HW: Living or Non-Living? worksheet (1 side)
Thursday
-Discuss and go over HW
-Finish Notes
-HW: The Martian and The Car 
-Cover Textbook by Monday, 9/15
Book Cover Tutorial:
http://www.shellyssciencespot.com/Worksheets/paperbagbookcover.pdf
Friday
-Features of Life Comic Strip/Cartoon, due on Friday, 9/19
-Work on Features of Life Comic Strip/Cartoon
-HW: Study Notes for Quiz on Tuesday
, 9/16 and Cover Textbook by Monday, 9/15

Saturday, August 23, 2014

9/1-9/5 Agenda and Assignments (Week 1)


Monday
No School - Labor Day!!
Tuesday
First Day of School!!  Welcome to 7A Science!
-Welcome letter, have signed and returned

-Personal Coat of Arms, due Friday, 9/5
Wednesday
-Overview of Life Science
-Tour of the classroom and expectations

-Supplies: Portfolio (1.5" or 2")
-Lab Safety, Questions for homework
Thursday
-Sawdust?
-Go over lab safety questions
Friday
-Personal Coat of Arms - share
-Pre-test
-Bring in a living thing for Tuesday, 9/9

Welcome to 7A Science!!

Mrs. Stephanie Pratt
Team 7A Science, Room C-7
Phone: (781) 273-7028
E-Mail:  pratt@bpsk12.org  

Grade 7, Life Science 2014-2015

Dear Parents and Guardians,

It’s time to start another school year!  We have a busy year ahead of us.  In the science classroom, I have high expectations for student achievement and I try to make learning science fun and interesting on a daily basis.  Students will have opportunities to participate in independent and group activities and labs, projects and discussions. Seventh grade is a year of transition for many students and can be a very challenging year both academically and socially, therefore, the teachers on team 7A are committed to our students’ needs, are flexible and caring; but we also offer students the structure and support that they need at this age in order to meet their success.
My goal is to teach students to develop a variety of learning techniques and strategies which they will be able to use and apply to their own learning experiences on a daily basis; so as each student may achieve his or her potential in science.  Here are some tips for student academic success:

Structure:  Plan ahead for assignment due dates and test/quiz dates. Find a comfortable and/or quiet place to complete homework at home. Arrive to school each and every day on time.  I can not teach to empty chairs.  You can not learn if you are not here.

Organization: Pack up the book bag at night and put it by the door to go to school.  Make sure you have everything you need to go back to school. Arrive to school prepared ready to learn and equipped with writing utensils, notebook, portfolio, and textbook each day---no exceptions! Complete daily homework (reading and writing) and be prepared to discuss in class.  No late homework is accepted unless absent. Maintain a neat and organized portfolio. Use the homework/assignment folder provided to you. Write your assignments neatly and fully with due dates in your agenda.

Communication: Use your study buddy in case you are out or forgot something at school.  Make sure he/she is reliable.  Talk to the teacher when you are having difficulties understanding the assignment, topic, or concept.  I can help! Ask questions (that is what science is all about) and participate in class or group discussions.  Be an active learner!  Check Edmodo site and my class blog for news about class.

Classroom expectations: All students are charged with the task of promoting the learning environment.  This includes, but is not limited to:
  • No food or drink is allowed in the classroom, unless permission is granted.
  • Arrive to school/class on time.
  • Come to class prepared for the day’s activities.
  • Be attentive and respectful of the other people within the learning environment.
  • Missed work, due to absence will be completed in a timely manner and in accordance with the MSMS academic handbook (front of Agenda book).

Grading Policy: Grades will be determined in the following manner:
Written Work Project - 30%
70% of Grade Tests (x2)/Quizzes - 25%
Labs - 15%

Effort Participation grade - 10% - see rubric
30% of Grade Classwork/Homework & Portfolio grade- 20% - see rubric

  • Rubrics, checklists outlining the way in which credit is determined for assignments, will be handed out throughout the course.
  • Make-up/retake policy: All students who turn in an assignment on the due date will be given one week to make corrections to it to improve their understanding, and thus their score. Quizzes/Tests may also be re-done (refer to extra credit policies) within one week.  Students may only take advantage of this policy for make-up/retake if substantial effort was demonstrated before the initial due date (i.e. all questions were attempted).

Plagiarism:  Plagiarism is defined as the unauthorized use of the language and thoughts of another author and the representation of them as one’s own.  This includes copying another student’s homework, report, project, lab report or test/quiz even though the other student allowed his/her work to be copied.  This also includes cutting and pasting research from the internet for projects and reports and using resources for projects and reports that are not cited or improperly cited.  The penalty for plagiarism is a guaranteed zero with no opportunity to make up the work.   

Please keep in touch!  If you have any questions or concerns, please contact me by phone or e-mail.  Check my blog and Edmodo sites for school happenings!  I am looking forward to an exciting year, as we all learn and grow together.  

Sincerely,  Mrs. Pratt

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