Thursday, October 23, 2014

Homework tonight: Thigh Bone's Connected to the ...... Read and Answer Questions.
Want to see our students in action?  Check out our classroom Twitter page:



Wednesday, October 22, 2014

Tonight's homework: Periods 1, 2, and 3 have a skeleton sheet:
1. Cut it out
2. Attach it to a separate piece of paper using tape, glue, etc.
3. Label only the bones that you KNOW (we'll do some more in class tomorrrow).

Period 4 - no homework

Tuesday, October 21, 2014

Hey guys -
Homework is a REFLECTION on the skeleton. 
Answer the question: how does the structure of bone help the function of bone?
Minimum 3 sentences, write it in your science notebook on back of the notes for the Support System lesson.  

Monday, October 20, 2014

10/20/14 -
Homework for periods 4, 1, 2:
13-3  What is the Skeletal System? Read and answer questions.



Aloha! - For students who can't make it in, here are class notes from this week so far (yes, there are mistakes in the note-taking signals, so if in doubt, copy it if you have your notebook:
Date: Oct. 17-21, 2014
Topic: Support System: Bones, Joints & Muscles
Objective: TSW:                                               
  • explore the structure and function of bones, joints and muscles;
  • observe or perform dissection of a chicken wing;
  • read about how bones & muscles in the human body in different joints work as levers.
Global Context: Identities & Relationships                        
IBPC: Balanced  (understand physical balance to achieve personal well-being)
Inquiry Question: How can understanding body systems help global health?
ATL cluster: Affective skills: How can you manage your own state of mind?
Key words: Write key words in notes, write words & definitions in vocab section at back of your ISN:

  • Cartilage - tough, rubbery tissue that cushions bones at joints, and makes up other parts of the body. Ex: larynx, outside parts of ears
  • Growth plates - Growth plates are areas of developing cartilage tissue near the ends of long bones, where growth occurs. Growth plates regulate and help determine the length and shape of the mature bone.
  • bones - hardened connective tissue that forms the skeleton in most vertebrates; living tissue made of bone cells surrounded by minerals containing calcium and phosphate. 5 types
    • contract - shorten or bunch up
    • joints - junction between 2 or more bones, usually allowing some movement.
    • muscles- tissues made up of cells specialized for movement
    • relax- lengthen or unbunch
    • lever - long object that pivots around a fulcrum or resting point.
    • ligament- band of dense connective tissue that bridges and connects bones in a joint.
    • tendons- band of dense tissue that connects muscle to bone.


Procedure:

1. Read text, pp. B-31 to B-37 on the SEPUP e-book. Fill out "Bone Function" sheet.

2. Pass back (mid col, 2d desk) Anticipation Guides from yesterday. Answer AQs 1-7 from p. B-37 on back of "Bone Function" sheet. In your answer to AQ 5,6, be sure to refer to the Joint type you picked from Table 2 on p. B-35.

3. Bring your homework up to me when called.

4. Reflection: Is the structure of bone changed by the function of the bone? Explain with an example.

Products: w/s13-3, Anti-Guide + Q1, Function sheet with AQs + Reflection


Thursday, October 16, 2014

Robotics Club, then got a flu shot, so this is a late post.

Tonight, answer questions 1-5 on the handout that we read in class: Liver Functions, CCSS Reading and Science.  Period 3- your class did not read the handout, so you will write a Reflection in your science notebook: Describe 3 things you learned about the liver in class today.

Also, finish Questions from "Activity 15: Digestion - An Absorbing Tale, Science and Literacy". These can be done tonight and turned in tomorrow, or you can turn the complete set in on Monday.

Experimenting with Twitter!  Check out to see our Robotics Club hard at work! Send me a comment on the blog or Twitter or email to let me know if anyone will check it out if I put some fun stuff on Twitter.  Should I show a slice of students' everyday work at school?

Wednesday, October 15, 2014

Study for vocab quiz.  Vocab Quiz will be on the following terms:

1. absorb / Absorption
2. Digestive System -
a. mouth and teeth
b. esophagus
c. stomach
d. small intestines
e. large intestines
f. rectum
g. anus
h. chemical suppliers: pancreas and liver
3. Independent variable
4. Dependent variable

Terms 1, 2, 3 and 4 will be matching terms with definitions; you will be asked to name the organs of the digestive system by filling in blanks.

Your class also has to answer questions on the CCSS - Digestion sheet. For those classes assigned to only answer questions on page 1, you will answer for homework on Thursday night in addition to other homework. 

If you need to review the text to answer the questions, please check the information sheet given to your parent(s) on Open Schools Night, or go to the link on the right called new SEPUP e-book. User name is Stamford678 and the password is student.

Tuesday, October 14, 2014

Homework for Tuesday evening:
Periods 4, 1, 2:  On CCSS sheet, answer questions 1 and 2 (shown below).
Period 3: Answer question 1 on the Talking Drawing(shown below). . 


Name:                                                                                                                                                  Date:

Activity 15: Digestion – An Absorbing Tale

CCSS _ Science & Literacy

 

Opening: Answer question #1 on the worksheet Talking Drawing: Digestion.

 

 

 

Challenge:

 

Procedure: Answer the following questions as you read the text.

 

1)      Using the information provided in the section Food Breakdown, compare and contrast mechanical and chemical breakdown of food and provide an example of each.

Talking Drawing: Digestion


©2009 The Regents of the University of California


1.  Close your eyes and think about what happens when you eat a burrito. Now

open your eyes and draw what you imagined. Label any parts of the digestive

system that help digest the food or help the body get nutrients from the food.

Explain what happens at each step of the way.

 


 
Citing information from the text, explain why we rely on mucus.

Thursday, October 9, 2014

Homework for Period 1 only:
The organs of the digestive system include: (fill in the blanks)
__________ with _____________, _____________, _____________, _______ ______________, ______ _____________, _______, ______.

Tuesday, October 7, 2014

No homework tonight!

Monday, October 6, 2014

Homework tonight (10/6): you have a worksheet called "18-3 WHat are Reflexes?". 

Also, prepare for your vocab quiz tomorrow on the following terms. 
  1. function
  2. structure -
  3. model
  4. cell
  5. tissue -
  6. organ -
  7. organ system -
  8. Variables-
  9. Levels of Organization: (smallest to biggest)
  10. Nervous system

Thursday, October 2, 2014

Homework tonight (10/2):   To prepare for your vocab quiz on Tuesday, copy (or print) the following terms.  Then, find the definition for each term.  Copy the definition next to it's term.

  1. function
  2. structure -
  3. model
  4. cell
  5. tissue -
  6. organ -
  7. organ system -
  8. Variables-
  9. Levels of Organization(smallest to biggest)
  10. Nervous system

Wednesday, October 1, 2014

No homework tonight.

Tomorrow is photo day.  Dress well!

Vocab quiz on Tuesday based on the following terms:

  1. function
  2. structure -
  3. model
  4. cell
  5. tissue -
  6. organ -
  7. organ system -
  8. Variables-
  9. Organ Systems
  10. Nervous system

Monday, September 29, 2014

Homework:
all classes write a Reflection (minimum 3 sentences) in your science notebook on what you've learned about:
Period 2- variables

Period 3, 4, 1 - sensitivity and how there are differences between how we feel using our sense of touch

Tuesday, September 23, 2014

Homework: Read and Answer Questions on worksheet 18-1 What is the Nervous System?

Monday, September 22, 2014

Homework tonight:
Worksheet 2-2 What are cells?
Answer all circled questions on the worksheet or on a separate piece of paper (NOT in your science notebook). Be sure to read and answer the question on PEOPLE IN SCIENCE: Cell Biologists!

Thursday, September 18, 2014



Lesson: What's Happening Inside?

Homework for periods 1, 2, and 3 is to answer questions on the handout given out at lunch. If you did not get the handout, or lost it, the questions to answer are:

2. What questions did you ask yourself and your teammates about organ location, structure, or function?


3. What other questions do you have about organs in the human body?

Homework for period 4 is to answer questions on worksheet 13-2 What are Organs and Organ Systems?

Wednesday, September 17, 2014

Hi Sorry for the late post! 

Homework for periods 1, 2, and 3 is to answer questions on worksheet 13-2 What are Organs and Organ Systems?

No homework for Period 4.


Tuesday, September 16, 2014

Study for your vocabulary quiz coming up on Wednesday on the following vocabulary words:

Hypothesis- A testable prediction; a possible explanation for observations,facts, or events, that may be tested, verified, or answered by further investigation.

Scientific Methods- Processes scientists use to test ideas or scientific hypotheses, including: develop questions; observe evidence; collect, record and analyze data; and draw conclusions. Scientists may use only some steps, or put them in different order, depending on resources and methods available.

ethics- principles to guide decisions based on whether something is morally right or just.  In other words, ways to help us decide if something is right or wrong, ex: helping others who can't do something important for themselves - right or wrong?; ex: racism- right or wrong?

evidence- Information that is helpful in forming a conclusion supported by data.

inference- A conclusion based on evidence.

observation-Any description or measurement taken in by the senses or instruments.

trade-offs - Giving up one advantage or disadvantage to get another.

How do you study for a quiz?  Try:
1. read the words and definitions over at least 3 times while thinking about what each word means;
2. make flash cards (Extra credit if you show them to me tomorrow);
3. quiz yourself
4. Have a friend or family member quiz you
5. rewrite the words and definitions
6. Make and memorize mental pictures of each part of the definition.
7. Make and memorize a memory trick.  Ex: ICE means Inference is Conclusion on Evidence
 

Thursday, September 11, 2014

Monday, 9/15/14 - Homework tonight for
(disregard the date above):

Answer the following question as a Reflection:
1. What new things have you learned about the human body in this activity?

Answering as a "Reflection" means that you:
* think about what the question asks you to answer;
* write your own answer in at least 3 well-formed, complete sentences;
* On the back of your notes from today,
* in your science notebook.

Also, you should study for your vocabulary quiz coming up on Wednesday on the following vocabulary words:

Hypothesis - A testable prediction; a possible explanation for observations,facts, or events, that may be tested, verified, or answered by further investigation.

Scientific Methods - Processes scientists use to test ideas or scientific hypotheses, including: develop questions; observe evidence; collect, record and analyze data; and draw conclusions. Scientists may use only some steps, or put them in different order, depending on resources and methods available.

ethics- principles to guide decisions based on whether something is morally right or just.

evidence - Information that is helpful in forming a conclusion supported by data.

inference - A conclusion based on evidence.

observation -Any description or measurement taken in by the senses or instruments.

trade-offs - Giving up one advantage or disadvantage to get another.

Wednesday, September 10, 2014

Homework; Write 5 STAR note questions. STAR note questions:
1. are written in the skinny column next to the notes taken in class;
2. start with a 'W' word ("who", "what", "when", "where", "why", or "how");
3. end with a questions mark (?); and
4. ask about something in the notes, or better yet, can be answered in the notes.

Monday, September 8, 2014

9/8/14 - Tonight's homework for Periods 1, 2 & 3 is to write a reflection on the back of the notes from the Save Fred activity.  The subject of your Reflection is to write about three things that you learned in class today. 

Thursday, September 4, 2014

Only periods 1 & 4 were assigned homework: Laboratory Nightmare. Review the drawn pictures, answer the questions on the  back.  Turn in tomorrow.

Wednesday, September 3, 2014

9/3/14 -
Homework for periods 4 and 1: write one STAR note question.  Questions must begin with a "W" word (who, what, where, when, why or how) and end with a question mark. They should be numbered, written in the skinny column, and be answered with information from the notes on the same or preceding page. 

Tuesday, August 26, 2014

Welcome to my blog!  I'll be teaching 7th grade again this year.  Some of you may be confused that my link to the school webpage shows that I am teaching 6th Grade, but it will be updated soon!  

I'm looking forward to meeting all of my new 7th Grade students, and getting re-acquainted with all of those students I taught last year in 6th Grade science, Robotics, or our Egypt Interdisciplinary Unit! 

Parents: watch this space for updates.  Almost every day for the last several years, I have used this blog to let students (and parents) know their homework assignments.  There are also announcements about upcoming school events and educational opportunities such as sign ups for Remind (formerly Remind101).  So you may want to bookmark this page just to check what homework your child is doing for my science class.  Parents, I look forward to meeting you or seeing you again.  We have Open Schools Night scheduled for Thursday, October 9.  I hope to have 100% of my students' caregivers attend Open Schools night this year! If you can think of any suggestions that will make it possible for you to attend, please let me know.  

Meanwhile, please sign up for www.Remind.com to have 1-way text message reminders of important class events (such as notification of field trip permission slips, progress report or report card releases, upcoming tests or projects) and selected school events.
Here's how to sign up for my Remind texts.  Use your cell phone to dial (203) 684-5174.  If your student is in my:
Enjoy the rest of summer vacation!

Wednesday, July 9, 2014

I hope you're all enjoying summer vacation. 

Just for fun, here's a picture of one cool cat:
See you in September! 

Tuesday, June 10, 2014

This year's Science Final Exam will be given on June 11. We have spent 3 days in class reviewing for the final.

Homework for tonight is to finish answering your Review Sheet and study the information on your Review Sheet.

Answers for the Ecology portion of the District's Review Sheet are shown below:

Grade 6 Honors Science Final Review 2014


Ecology (final section - all others have been worked on and reviewed in class)
Key Vocabulary
o Invasive Speciesspecies outside of its normal range.
o Photosynthesischloroplasts in plant cells use sun’s energy to break down       water & CO2, make O2 and sugar (their own food).         
o Consumer - Organism that must eat other organisms to obtain energy
o Producer–make their own food through photosynthesis. Ex: phytoplankton
o Decomposerbreak down dead organisms and waste into nutrients.  Without decomposers, those nutrients don't get recycled.
o Classificationorganize living things based on physical structures & origin (genetic similarities).
o Ecosystem - INTERACTION BETWEEN COMMUNITIES OF LIVING THINGS AND THE NONLIVING ENVIRONMENT

Analysis questions:
o What are the differences between consumers, producers, and 
    decomposers?
·        Producers make (produce) their own food with photosynthesis; ex: grass, phytoplankton, pear trees; carrots; palm trees.
·        Consumers eat other organisms to get energy; ex: wolves, tigers; and
·        Decomposers break down dead organisms and waste. Ex: mushrooms, fungi, bacteria, worms.
o What are the effects of an introduced species in a new area?
Introduced species:
  • can cause harm and/or good in new habitat, such as:
  • often have no predators in a new area, so 
  • they out-compete existing organisms for food & resources (sunlight, water); 
  • drive other species into extinction;  
  • grow bodies or population more quickly than native species;
  • mess up the habitat indirectly, ex: Nile Perch caused Algal blooms and dead zones in Lake Victoria.   
  • but also can provide food & shelter or other resources (shade, etc.). 


o Give examples of Producers, Consumers, and Decomposers in an aquatic food web.        P= phytoplankton, sea weed; C= zooplankton, fish, seals, whales.   D= crabs, shrimp, worms, bacteria, some fish (ex: catfish).
o What are the major differences between plant and animals?
Plants are producers with the power of photosynthesis; Animals are consumers, sometimes decomposers.  Most animals move freely and breathe in oxygen; plants do not move and breathe in CO2.

Wednesday, June 4, 2014

   Ecology Unit Test is tomorrow.  Finish your study guide tonight and read it over.   Be sure to bring it with you tomorrow for credit.  Answers shown below include many questions we did not cover in class.

     Ecology Study Guide 
1.What is an introduced species? Define and give an example:

       Species now found outside of their normal range. 
Ex: zebra Musselmussel


2. Are introduced species bad? Why or why not? Consider 
what could happen  if you released the following animals into 
the wild:

  a. your house cat


         BAD: could wipe other species from their habitat 
(disease, competition, hunt and kill), cruelty – could die 
from hunger or predators or disease or accident.


         GOOD:  easy way out (LAZY); could be food for 
consumers in the habitat


b. your Burmese Python


            Same, much more effective at killing all other 
animals


3. What factors influence the survival of any introduced 
species? Name at least 3:


     Adequate prey (food), water, climate, (temperature),  
shelter , competitors, predators in new habitat.


4. James, a boy from Kenya, spoke about the Nile Perch & 
results/ consequences (both intended & unintended) of 
introducing the species. Describe:

  a. Three advantages of introducing Nile Perch into Lake 
Victoria:

        More jobs, money, and fish (food)


  b. Three disadvantages of introducing Nile Perch into Lake 
Victoria:


     Loss of independent small businesses, wiped out 
smaller fish species (Cichlids), perch overpopulated, 
more competition, fewer kinds of fish, and wrecked the 
food chain, allowed algal blooms.


  c. Knowing what we know now, if you had had the choice, 
would you have introduced the Nile Perch into Lake 
Victoria?  Write about a trade-off (compare at least one 
advantage and at least one disadvantage to make that 
choice

5. What is Ecology?

    Study of relationships between living organisms &  the physical environment.


6. What does classification show and what factors is classification base on? See p. E-19

Grouping organisms based on relationships between similar organisms, based on genetic makeup and similar physical structures.


 7. What  is an Invertebrate?  Animal without a spinal cord or backbone


8. Classification Levels:   A. ex: domains contain 5 Kingdoms;                   

                                            B. Kingdoms contain 35 phyla

                                            C.  Phyla contain many classes

                                            D. classes contain many Genuses

                                            E. Genuses contain many species

9. What is a species? Define & give an example:

        Species - level of biological classification made up of organisms or populations capable of interbreeding. Ex: homo sapiens; brown snake.


10. Explain photosynthesis, including: 

a.Who does it? (role)

      Producers

b.Who does it? (which kingdom)?

           Plants

c.What are the starting materials (inputs or reactants)?

             CO2 + H2O + sunlight

d. What are the ending materials (outputs or products)?

             food (sugar) + O2