January 19

Today in class, integrated science finished the Energy Notes  and started to work on a few practice problems from the back side of the notes. Students also heard a way to remember the metric system so that they can make easy and quick conversions from one unit to the other. When finished with these items, some students continued their TAG Energy activity that reviews some of the old information from energy.

Science 8 students in period 3 did two simulations of the Dinosaur Natural Selection Classroom Simulation.   Students then did some thoughtful reflections on what they learned in the simulation and they were asked to determine how the environmental changes, mutations, and adaptations interact to determine the success of an organism. Students in periods 4 and 5 took a practice Evolution and Natural selection quiz (Use this to study). After some discussion of the questions, we passed out the new essay that students will need to be doing in the next few weeks. The Argumentative Essay-De-extinction will require students to do some research on the topic of de-extinction, and determine whether they think scientists should bring extinct organisms back to life or not. This weekend, students will need to read over the article  Bringing them back to life (De-extinction)  (Bringing them back to life (Word) You may use the word version to have it read to you, but I would suggest doing annotations of the article). It may be beneficial to annotate the word version of the article online in Google Docs or to print out a copy and have it handy for reading purposes.

HOMEWORK: Integrated=none
Science 8= Quiz Monday over Evolution and Natural Selection (Evolution and Natural selection quiz  to study). Read over the article Bringing them back to life (De-extinction)   or use the  WORD version to read through. Bringing them back to life (Word) . Determine your side and begin thinking about both sides of the argument.

January 17

Today in Integrated science class, students received back their test work from the Forces and Motion unit Test, and they determined that what areas/concepts they had mastered.

Science 8 classes were in various places. Period 4 finished the Evolution and Natural Selection 2016 notes,  and then worked on a short simulation of diversity and natural selection with the   Natural Selection game called “Who wants to live a Million years?”. Students in periods 4 and 5 were able to grade their Natural Selection Worksheet, and students who did not earn a 5/6 or higher were asked to redo theirs and resubmit with a new made up example that they research. Afterwards, students reflected on the various activities and notes we have done so far to record big ideas they need to remember as well as observations and conclusions that have been deduced from the unit so far. Students in period 5 were also able to begin a short simulation called the Dinosaur Natural Selection Classroom Simulation. 

HOMEWORK: NONE

January 13

Students in integrated today worked on finishing their labs and then began some introductory information over forces by doing the TAG Energy worksheet. Students also began a discussion on, “What is energy?”

Students in period 3 continued the notes over Evolution and Natural Selection 2016 notes,  and all periods finished the answers to the Anticipation guide. Classes reviewed some of the homework to do over the weekend, and also researched some information on human vestigial structures. Periods 4 and 5 were able to work on the activity for  Natural Selection called “Who wants to live a Million years?”. Students were able to see whether diversity helps the chances of survival or harms it.

HOMEWORK: Integrated=None
Science 8= Periods 4 and 5 do the Natural Selection Worksheet

 

 

January 12

Students in integrated science today worked  on finishing their tests for the Forces and Motion unit.

Students in science 8 continued the notes on Evolution and Natural Selection 2016 and Anticipation guide. We looked at evidence for evolution and glued some (homologous structures) diagrams into our notes. Students in period 4 were able to view two videos over sexual selection as well, one on cuttlefish sexual selection and the second covering giraffe fighting for sexual selection. Students in period 5 began a Natural Selection Simulation (Who wants to live a Million years?) . They will be working on determining how diversity affects long-term success of a species. Students may review these concepts with the video “What is Natural Selection?“.

HOMEWORK: Integrated=None
Science 8=Annotate “Plants, Animals adapt to city living’. Period 3 finish the FISH FOSSIL RECORD FAMILY TREE ACTIVITY.

January 11

Today in integrated science, students worked on their test and turned in their Force Diagrams 2 worksheet.

Science 8 students continued to finish their notes and do some short reflective activities over the Evolution and Natural Selection 2016 and Anticipation guide. Students in period 5 were able to view two videos over sexual selection as well, one on cuttlefish sexual selection and the second covering giraffe fighting for sexual selection.

HOMEWORK: Integrated=study for test.
Science 8= Annotate “Plants, Animals adapt to city living“.

January 10

Today was a 2-hour delay day, which complicated things for integrated science. Students in integrated received the Force Diagrams 2 worksheet to do for homework in preparation of the test tomorrow. They also received some instruction about friction. We learned that friction is dependent only on the surface type and the normal force pushing the surfaces together, and we also learned that friction increases while an object is still and then drops suddenly when the object is moving. Speed doesn’t affect friction. Students tomorrow will have to know how to apply this to set up a table for the old “pull the table-cloth off without spilling anything” trick.

Science 8 students continued notes on Evolution and Natural Selection 2016. We were able to fill in a few extra segments of the Anticipation guide, learning that things don’t get “better” with evolution, they just change. Success is determined by the environment. We learned some of the evidence for evolution and also found that there were many great questions to answer!

HOMEWORK: Integrated= finish the Force Diagrams 2, study for the test on Newton’s laws tomorrow.
Science 8=None

January 9

Today in class, students in integrated worked on answering and creating demonstrations for the questions from the Newton’s Laws Homework. Tomorrow, students will complete a lab that determines what factors affect friction out of the following list: Surface area, surface type, normal force, and velocity/speed.

Science 8 students began their Anticipation guide in period 3 on evolution and natural selection. We then continued the notes on Evolution and Natural Selection 2016 . Students as a class discussed the first statement in the anticipation guide and determined that organisms can change behaviors in their life to adapt but cannot change their structures or genetically determined features to adapt in their lifetimes.

HOMEWORK: Integrated= Study for test on Wednesday-Thursday.
Science 8= Fossil Lab redo’s if necessary.

January 5

Today in integrated science, students reviewed the questions 1-3 on the Newton’s Law 3 problems worksheet. After discussing normal force and how force magnitude can change, students were posed with an elevator problem and asked to do force diagrams for the elevator and a person standing on the elevator. We identified the action and reaction force pairs, and then students whiteboarded problem 4 from the homework.

Science 8 students today received back their ABC graffiti charts, and started a new section in their notebooks for natural selection, evolution, and extinction. We began today with a lab over the FISH FOSSIL RECORD FAMILY TREE ACTIVITY. Students were challenged to use morphology to infer relationships in a family tree. We will be finishing this lab tomorrow.

HOMEWORK: Integrated= finish the Newton’s Laws Homework
Science 8= Finish the Fossil Lab 2016-17

January 4, 2017

Happy New Year everyone! Team Legacy was glad to see everyone back today, and we’re looking forward to a productive rest of the year.

Integrated science today began by doing a short survey regarding connecting students with potential STEM careers, and then restated Newton’s Laws of motion, with examples. We discussed a few new procedures for the whiteboards today and with the materials at the table, but students spent most of the period reviewing the feedback on their lab reports. The end of the period was used for students to answer a few questions about Newton’s Laws, and to begin homework.

Science 8 students began class today by completing a short challenge to set up our new procedures for materials at our tables, and then we passed back some old work that was graded over break. Students then received instruction on how to use the bar graph of fossil age ranges and plots of fossils on rock layers to determine the age of of rock layers. Students had about 15 minutes to work on the lab and ask for help today, but will need to finish for homework. Students in periods 4 and 5 were able to begin an ABC graffiti activity on our new unit that begins tomorrow on Natural Selection, Evolution, and Extinction.

HOMEWORK: Integrated= Finish problems 1-4 on the Newton’s Law 3 problems worksheet.
Science 8= Finish determining the age ranges, Rock layer age ranges, and plotting fossils on the rock layers for the Fossil Lab 2016-17

December 21

My apologies for being out again today, guys. I wish I could be there with you all, but I’m definitely not feeling up to it. I hope you all have a good break!

Integrated science students worked on the Quantitative Force diagrams (NL1 and 2) and the Quantitative Force diagrams 2 (NL1 and 2) for the remainder of class. Students who finished also continued work on  the Hover puck and bowling ball lab NL1 2015 . Students will continue learning about forces and motion after break.

Science 8 students worked on their Fossil Lab 2016-17. Any students who finish should read over the Extinction readings. Create 5 review questions for the reading in your notes and answer the following questions (These should not be one-word answers):
1) What do most of the extinction events have in common as their causes?
2) Evaluate the statement: “Mass extinctions are bad.”
3) Scientists think we are at the beginning of a new mass extinction, and humans are the cause. What are some things humans could do to change this, and what are some concerns with the amount of organisms dying off now?

IF students in science 8 finish all this, please play the “Extinction game“.