Friday 12/21/12

EQ: How much do you love Bear Grylls!?!   jk

VOCAB: None!

HOMEWORK:   NONE!  Happy Holidays!

CLASS RECAP:  Today students received their Christmas present from Miss Styer.... a Homeostasis Cell Transport Test  :)   ... and some candy canes. 

Thursday 12/20/12

EQ: Review Day

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-22)
- STUDY FOR HOMEOSTASIS TEST TOMORROW!!!!

CLASS RECAP: Today in class students finished getting their Cell Trasnport Concept Maps approved.  They glued down their final product.  Students were then able to ask Miss Styer questions about tomorrow's Unit test. 

Wednesday 12/19/12

EQ: "What is bulk transport?"

VOCAB: (22) phagocytosis

HOMEWORK:
- Define Vocab Terms (1-22)
- Homeostasis Unit Test on Friday
- Finish layout for concept map

CLASS RECAP:  Today students finished notes on Bulk transport.  Students watched some videos that showed exocytosis and endocytosis.  

This video clip shows the processes of endocytosis, phagocytosis, and exocytosis.


This video shows how ameoba use their psuedopods to move.

This video shows two paramecium being eaten by an ameoba.  This process is called phagocytosis.


Students then made a concept map of the different types, pictures and concepts of Cell Transport.

Tuesday 12/18/12

EQ: "What is active transport?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-21)  Vocab terms due on Friday ** before test**
- Homeostasis and Cell Transport Unit test on FRIDAY  STUDY!!

CLASS RECAP: Today students reviewed an osmosis problem for their Do First.  Students then took notes on Active transport in their Cell Transport Notes.

See below for answer keys to the practice worksheets we worked on Friday!

Link to my Moodle where Answer Keys are posted. 

--> Link will take you to my Moodle page.  Worksheet answer keys are listed under Resources in a folder titled "Unit 3- Homeostasis and Cell Transport".

Monday 12/17/12

EQ: "What is active transport?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-21)
- Homeostasis and Cell Transport test on Friday (12/21)
- Vocab cards due on Friday (12/21)
- Study Island assignment due on (12/18)

CLASS RECAP:  Students handed in their Osmosis Eggsperiment labs at the beginning of class today. Students started class with a Do First question that proposed a scenario of a plant cell submerged in a hypertonic solution.  Students had to label the high and low concentrations of water and indicate which direction water was flowing in the environment.

Students wrote down the content that will be covered on the test this Friday.

Students then learned about Active transport. 

Friday 12/14/12

EQ: "What is the difference between osmosis and diffusion?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-21 )
- HOMEOSTASIS & CELL EXAM NEXT WEEK!  START STUDYING!
- Study Island Assignment due (12/18)
- Lab questions due on (12/17)

CLASS RECAP: Today students filled out questions that they had on the Homeostasis unit in their Do First journals.  As a class, we reviewed and clarified the expectations for the graph for the egg lab.  Then students worked in pairs on two different worksheets about Osmosis and Diffusion.  As students worked, each group had a chance to clarify any questions they had about the unit with Miss Styer.

I posted the answer keys to the worksheets from today in class on my Moodle page.  Click below to access my Moodle page.

https://moodle.yssd.org/course/view.php?id=516



*************
Several students were confused about the parts of the cell.  Check out these two AWESOME websites that have entertaining virtual cells.

http://www.cellsalive.com

http://learn.genetics.utah.edu/content/begin/cells/insideacell/

Both of these websites will give you another resource to consider as you are preparing for the Homeostasis and Cell Exam next week. 

Thursday 12/13/12

EQ: "How can we interpret the data from yesterday's egg lab?"

VOCAB:

 HOMEWORK:
- Define Vocab Terms (1-21 )
- Study Island assignment due (12/18) Tuesday
- Lab questions and graph due (12/17) Monday

 CLASS RECAP: Today students started class by completing the Do First question from yesterday.  Students then completed the second step of the experiment- as a class we picked 6 different solutions to submerge our eggs in.  We then measured the weight of the eggs during each period and calculated % change. 

Students entered their data into a master excel spread sheet and we were able to compare the results that the different groups got during yesterday's experiment

Wednesday 12/12/12

EQ: "How does solute concentration affect osmosis through a living membrane?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-21 )
- Study Island Assignment due 12/18
- Complete all % change calculations and complete questions 1-5 tonight for homework

CLASS RECAP: Today students completed the "Incredible Osmosis Eggsperiment".  Students measured the mass of decalcified eggs after they had been placed in solutions of water and syrup.  Students calculated % change and described what happened in the two eggs.   See pictures and videos below: 

Tuesday 12/11/12

EQ: "How does water pass through a membrane?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1- 21)
- Study Island Assignment Due (12/18)
- Read entire Egg Lab.  Highlight important parts of procedure.  Summarize (5-6 sentences) the general procedure and purpose of this lab. 

CLASS RECAP: Today in class students started by completing a Do First activity.  Students then took a few minutes to check in on the progress of the decalcifying eggs.  Students then took notes on the three states of osmosis: hypertonic, isotonic, and hypotonic solutions. 

Monday 12/10/12

EQ: "How does water move through a cell membrane?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-21 )

CLASS RECAP:  Today students for their Do First assignment defined selectively permeable in their daily science journals.  Then students received back their graded Keystone questions on homeostasis, and we discussed what answers receive 3, 2, 1 or 0 points. 

We then reviewed the answers to the Final Five assessment that was given on Friday.

Students then started the first part of their "Eggsperiment" by putting their eggs into vinegar to begin decalcifying the eggs.

Students then took notes on osmosis and cell membranes.   

Friday 12/7/12

EQ: "How do materials transport through the cell membrane?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1- 21)
- complete questions 1-5 on the back of the plasma membrane notes

CLASS RECAP:  Today students started by completing a Keystone Question on Homeostasis.  Then students took notes on Cell membranes and Diffusion.  Students finished class by taking a final five quick quiz. 

Thursday 12/6/12

EQ: "How are materials transported through the cell membrane?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-21 )
- Complete questions 1-5 on the back of the plasma membrane notes  

CLASS RECAP: Today students completed a Do First in which they drew and labeled the parts of a cell membrane.  Students then watched a short video clip and made a list of the differences between PASSIVE and ACTIVE transport.

Friday 11/30/12

EQ: "What is a cell membrane composed of, and how does it control movement in and out of our cell?"

VOCAB: (21) selectively permeable

 HOMEWORK:
- Define Vocab Terms (1-21)
- Complete 7.4 packet due Monday

 CLASS RECAP: Today students started class by developing examples of diffusion that they shared with the class.  Then students reviewed the structure of the plasma membrane from yesterday.  We learned several new components of the membrane and how they work together in the membrane.  Students finished the period by watching the following video clip that reviewed the parts of the membrane.

Thursday 11/29/12

 EQ: "What is a cell membrane composed of and why is it important to our cell?"

VOCAB: (20) concentration gradient

 HOMEWORK:
- Define Vocab Terms (1-20 )
- 7.4 section of packet due on Monday (12/3)

 CLASS RECAP: Today students started class by going over the CRAZY schedule for next week.  If you need another copy of the schedule, please follow this link to access the student schedule on the HUB.

LINK TO STUDENT SCHEDULE FOR NEXT WEEK 

Students then discussed a situation involving a ficus tree and discussed how pruning a tree would disrupt homeostasis.  Students talked in groups and discussed how pruning affects the tree and the branches that have been removed. 

Ficus tree before pruning

Ficus tree after pruning

Students learned about how diffusion of molecules occurs between cells.  Water, nutrients and ions can diffuse between cells through the cell membrane.  Students smelled an example of molecular diffusion when I sprayed raspberry creme spray in the classroom and it diffused throughout the classroom.  Students also watched the model of a cell as the molecules diffused across a concentration gradient from an area of high concentration to an area of low concentration.

Students then learned what the membrane looks like.  We labeled a picture of the cell membrane and learned how the phospholipids are aligned.

 

Wed 11/2812

EQ: "What is a cell membrane composed of and why is it important to our cell?

VOCAB:

HOMEWORK:
- Define Vocab Terms (1- 19)
-7.3 due Thursday
-7.4 due Monday (12/3)

CLASS RECAP:  Today students reviewed the results of their 7.1 & 7.2 quizzes.  The second half of the class, students discussed how humans maintain homeostasis within their bodies.  They created a thought web about human homeostasis.

Tuesday 11/27/12

EQ: "What is a cell membrane composed of and why is it important to our cell?

VOCAB: (9) diffusion (10) passive transport (11) facilitated diffusion (12) aquaporins (13) osmosis (14) isotonic (15) hypertonic (16) hypotonic (17) active transport (18) endocytosis (19) exocytosis

HOMEWORK:
- Define Vocab Terms (1- 19)
-7.3 packet due on Thursday
-7.4 packet due on Monday (12/3)

 CLASS RECAP:  Today Miss Styer was out of class but students wrote down their new vocab words (19 total as of today).  Students then read and worked on a homeostasis worksheet. Any extra time was spent working on 7.3 homework.

Tuesday 11/20

EQ: "How are mitochondria and chloroplast similar/different from one another?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1-8 )
- (if you had a note on your Biochemistry Test you must have it signed by tomorrow)

CLASS RECAP: Today students turned in their reviewed Biochemistry Exam.  They then learned about what makes mitochondria and chloroplasts different from each other and the other organelles in eukaryotic cells.  Students compare similarities between chloroplasts and mitochondria.  They learned what the endosymbiotic theory is and how it relates to the origin of mitochondria and chloroplasts.

Students then took their Cells quiz on sections 7.1 and 7.2. 

Monday 11/19

EQ: "What do I need to restudy from my biochem exam?"

VOCAB: (7) chlorophyll  (8) endosymbiotic theory

HOMEWORK:
- Define Vocab Terms (1- 8)
- Review Biochem exam tonight and make notes in Daily Science Journal about what you need to restudy.
- QUIZ TOMORROW on 7.1, 7.2, cell orgnanelles, microscopes, and bacteria
- Parent signatures (if you got a note on your test) are due by this WEDNESDAY!!!


CLASS RECAP: Today students wrote down their two new vocab words.  Then we spent time reviewing our biochem exams.  There were new Goggles of Glory winners for this test!  Then students spent time completing a puzzle to review for their quiz tomorrow.

Friday 11/16/12

EQ: "What are the functions of Eukaryotic organelles?"

 VOCAB:

 HOMEWORK:

- Define Vocab Terms (1-6 )
- Finish Part Two of microscope lab- answer questions about animal cell slides.
- Quiz on 7.1, 7.2, microscopes, bacteria, and cell organelles on Tuesday 11/20

 CLASS RECAP:
Today students started class with the worlds most cheesy cell organelle rap.  See below:

 After the video students practiced the functions of organelles by completing a "Whip".  Period 5/6 had the fastest time at 1:22 seconds!  Congrats!  Students then took a final five quiz and learned the process of building proteins (shown in the image below).

Have a happy and Safe Weekend!

Thursday 11/15

EQ: How do we use light microscopes to compare plant and animal cells.

VOCAB:

HOMEWORK:
- Define Vocab Terms (1- 6)
- Finish questions from microscope lab

CLASS RECAP: Today students started class by completing a do first and listing facts about the clue from this license plate.

 Today students finished Part two of the microscope lab.  They made wet mount slides from cheek cells.  This is what the Elodea slides looked like at 400x total magnification:

This is what the human cheek cells looked like at 400x total magnification:

Wednesday 11/14

EQ: "How do we compare plant and animal cells using a light microscope?"

VOCAB:

 HOMEWORK:
- Define Vocab Terms (1- 6)
- Finish lab questions from Part one of today's microscope lab
 
 CLASS RECAP:  Today students started a microscope lab in class.  They looked at Elodea plant leaves at different levels of magnification.

Tuesday 11/13

EQ: "What are the parts of a light microscope?"

 VOCAB:

HOMEWORK:
- Define Vocab Terms (1-6 )
- Finish Eukaryote Organelle TEAM activity (Periods 2 through 9)

 CLASS RECAP:  Today students in periods 2-9 took their 7.1 & 7.2 quiz.  Students then learned the parts and function of a light microscope.

REMEMBER TO BRING IN 

CANNED FOOD ITEMS FOR THE 

FOOD DRIVE!

Friday 11/9

EQ: What are the parts of a light microscope?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1- 6)

CLASS RECAP: Today students started class with a SKETCH activity that reviewed the organelles within a Eukaryotic and Prokaryotic cell.  Then students finished their Eukaryotyic Organelles TEAM activity. 

Thursday 11/8/12

EQ: "What are the functions of the organelles within cells?"

VOCAB:

HOMEWORK:
- Define Vocab Terms (1- 6)

CLASS RECAP: Today I checked the 7.2 homework in class.  We reviewed questions that students had on the homework.  There will be a very short brief quiz on sections 7.1 and 7.2 tomorrow in class.  Students then worked on their Cell Organelle TEAM activity for the remainder of the period.

REMEMBER TO BRING IN 

CANNED FOOD ITEMS FOR THE 

FOOD DRIVE!

Wednesday 11/7/12

EQ: "How do bacteria affect humans?"

VOCAB: (5) microbe (6) antibiotic

HOMEWORK:
- Define Vocab Terms (1-6 )
- Read section 7.2 in text.  Complete 7.2 worksheet- due Thursday

CLASS RECAP:  Today students finished our discussion on bacteria, antibiotic immunity and healthy bacteria.  We finished the bacteria worksheet and students completed a "Match the Microbe" activity.  Students then started another TEAM activity.  They were broken into new groups and some classes had an opportunity to begin their activity.

REMEMBER TO BRING IN 

CANNED FOOD ITEMS FOR THE 

FOOD DRIVE!

Tuesday 11/6/12

EQ: "What is the cell theory"  AND  "How do bacteria affect humans?"

VOCAB: microbe, antibiotic

HOMEWORK:
- Vocab words (1-6)
- Read section 7.2 in textbook.  Complete 7.2 homework packet.  DUE THURSDAY

CLASS RECAP: Today students handed in their TEAM Prokaryote and Eukaryote activities to be graded.  Then the classes checked and reviewed their homework.  We learned about the three different types of microscopes (light microscope, transmission electron microscope, and scanning electron microscope).

Then we reviewed the three parts of the cell theory and students wrote them in their daily science journal.

The Cell Theory Trifecta:
     1) All living things are made of cells
     2) Cells are the basic unit of structure and function within living things
     3) All cells are produced from existing cells


Then we had a lesson on Bacteria.  Students learned what a microbe is.  Students watched the following video clip as they learned how antibiotics can help fight off bacteria within our body.



Students learned that:
- bacteria are unicellular prokaryotes
- bacteria can cause diseases like cholera, mono, tuberculosis, and even STD's like syphilis and gonorrhea.
- there are healthy bacteria that help human bodies to function- especially in digestion
- there are bacteria in foods like yogurt, cheese, beer, wine, bread, dairy, and sour kraut.
- bacteria can become resistant to antibiotics

Tomorrow we will learn about the life cycle of bacteria, and why it is important to listen to your doctor and follow the full course of antibiotic treatments.

Monday 11/5/12

EQ: "How is a cell's structure related to that cell's function?"

VOCAB: no new terms (1-4)

HOMEWORK:
-  Homework packet 7.1 due tomorrow (need textbook)
-  Define vocab terms 1-4

CLASS RECAP: Today students finished their Prokaryotic and Eukaryotic TEAM activities.  The last five min, students were given a sample Keystone question and instructed on Keystone test short answer techniques.

Friday 11/2/12

EQ:"What is the difference between a prokaryotic and a eukaryotic cell?"

VOCAB: (1) cell (2) prokaryote (3) eukaryote (4) organelle

HOMEWORK:  Read section 7.1 in your book and take notes in your daily science journal.  Finish Section 7.1 of homework packet from the reading.

CLASS RECAP:Today students started class with a Do First where we answered yesterday's essential question of "what is the smallest unit of life?"  We reviewed possible answers and then students learned how to use the new format of vocab cards.  We completed the card for "cells" together.  Then students worked on completing their Prokaryote and Eukaryote Cell TEAM activity.

Thursday 11/1/12

EQ:"What is the smallest unit of life?"

VOCAB:none

HOMEWORK: none

PUP: Blue cover page to homeostasis unit,  Prokaryote and Eukaryote TEAM activity

CLASS RECAP: Today students started a new unit.  We started our Cell unit.  Students had a chance to make a class folder and to organize the materials from the first two units in their binders.  Students received the cover page for the cell unit.  We discussed what the smallest unit of life was.  We reviewed that in order to be considered living a specimen must meet the seven characteristics of life.  Students read over the vocab and big ideas for the unit.  Then students watched a clip of what the inner cell is speculated to look like.





Then students then learned about the roles and procedures of completing TEAM activities.  Students started their first TEAM activity titled "Prokaryotes and Eukaroyotes"

Wednesday 10/31/12

EQ: none

VOCAB: vocab cards due today (36 total for biochem unit)

HOMEWORK: none

CLASS RECAP:  Biochem exam day

Friday 10/26/12

Thank you to those students to attended the review session last night! 

EQ:"What should I study for the biochem exam?"

VOCAB: 36 terms total

HOMEWORK:
-Vocab cards due on Monday (October 29th)
- BIOCHEM TEST ON MONDAY!!!!

CLASS RECAP: Today in class, students handed in their post lab questions from the Saliva Amylase Lab.  Then students participated in a "Give one Get one" activity to review for the biochem exam on Monday.  Students then had an opportunity to ask me questions about things they wanted to review for the test.


Answer keys:
2.3 Visual Quiz KEY 
2.4 Visual Quiz KEY
Biochem Puzzle KEY

Thursday 10/25/12

EQ: "What properties affect enzyme action?"

VOCAB: denature

HOMEWORK:
- Post lab questions due on Friday
- Biochemistry Vocab cards due on October 29th
(36 terms total exclude competitive inhibitor and non competitive inhibitor)
- Biochemistry Test on October 29th

CLASS RECAP:  Today students finished their two Enzyme worksheets and got them corrected.  Students then completed a biochem review puzzle.  Then students reviewed four properties that affect enzyme action:
1) ph
2) temperature
3) enzyme concentration
4) substrate concentration

Students then worked for the rest of the period on their biochem study guide. 

Wednesday 10/24/12

EQ: "How does an enzyme like Amylase aide in digestion"

VOCAB: denature, competitive inhibitor, noncompetitive inhibitor

HOMEWORK:
- Post lab questions due on Friday
- Biochemistry Vocab cards (38 terms total) due on October 29th
- Biochemistry Test on October 29th

CLASS RECAP:
Today students reviewed what we observed during yesterday's Amylase lab.  I reviewed the expectations for the post lab questions and they will be due in class on Friday.

Students then worked on two enzyme assignments in groups of two.  Students brought their papers to me to be checked as they finished. 

Tuesday 10/23/12

EQ: "How does an enzyme like amylase aide in digestion?"

VOCAB: none

HOMEWORK:  Study for biochem exam on October 29th.

CLASS RECAP:  Today students completed the Salivary Amylase lab.

Textbook Trouble?

Hey guys,

For those of you who have been having trouble logging into your textbook- Please read on. 
I heard back from the textbook company, and they offered a few suggestions and a link to a video giving directions for Internet Explorer 9.  This is their response:

"The error the students are receiving is due to a compatibility issue within Internet Explorer 9.  To fix this issue please run in compatibility view.  Once the student’s are on their homepage, please go to the Tools menu of Internet Explorer > Select "Compatibility View".  Once the page reloads try accessing the eText again.  I have also included a link to a video with the instuctions below."
http://windows.microsoft.com/en-US/windows7/How-to-use-Compatibility-View-in-Internet-Explorer-9http://windows.microsoft.com/en-US/windows7/How-to-use-Compatibility-View-in-Internet-Explorer-9 "

Please let me know if you are still having trouble accessing the book by commenting on this post with your name, period, internet browser, and a brief description of what you have tried. 

Thanks for your patience with our first year trying the online books!  

Monday 10/22/12

EQ: "What is the purpose of enzymes?"

VOCAB: none

HOMEWORK:
- Read entire Lab "Salivary Amylase Lab" and answer pre-lab questions.
- Dress for lab tomorrow
- Biochem Exam on Monday October 29th

CLASS RECAP:  Today students handed in their quiz corrections from the Macromolecule quiz.  Then students reviewed enzymes from Friday.  (Periods 1 & 2 participated in a stapler race to demonstrate the affect that enzymes have on chemical reactions.)   Then students learned about how we digest foods in our mouth.  Students learned that we contain an enzyme called amylase which breaks down starch into sugars.  Students learned about the lab we will be performing tomorrow in class.

Friday 10/19/12

EQ: "What is an enzyme?"

VOCAB: activation energy, reactant, product, enzyme, substrate, active site

HOMEWORK:
-Quiz corrections due on Monday
-Biochem exam on October 29th

CLASS RECAP:  Today in class students learned about enzymes and they took notes in their Biochemistry notes. 

Thursday 10/18/12

EQ:  "What is a chemical reaction?"

VOCAB: activation energy, products, reactants, enzymes 

HOMEWORK: 
         Due tomorrow- Dr. Border letters due in Google docs
         Due Monday-  Quiz corrections
         Start studying for Biochem exam

CLASS RECAP:  Today students received their graphing homework.  We reviewed the expectations for a scientific graph and then students took a Final Five quiz on graphing.  Students then learned about chemical reactions.

Wednesday 10/17/12

EQ: "What is a chemical reaction?"

VOCAB:none

HOMEWORK:
      due (10/18)-   Complete front page of Enzyme & reaction notes using your online textbook.
      due (10/19)-   Dr. Border letters are due in Google Docs (you don't need to print them out)
      due (10/22)-  Quiz corrections made on another piece of paper stapled to the original quiz

CLASS RECAP:  Today students turned in their graphing homework.  We spent time reviewing the graphing techniques we learned yesterday. 

I spent time today talking about the poor results on the Macromolecule quiz.  Averages were very low.  We spent time discussing the rigors of a CP course, and different techniques you can use to study science.  Students are supposed to use the test corrections as a good method to study for their upcoming biochem exam. 

Tuesday 10/16/12

EQ:  "How do we use graphs to predict trends in data?"

VOCAB: none

HOMEWORK:
      due (10/17)-  Graphing worksheet
      due (10/18)-   Complete front page of Enzyme & reaction notes using your online textbook.
      due (10/19)-   Dr. Border letters are due in Google Docs (you don't need to print them out)
 
CLASS RECAP:  Today students learned how to graph scientifically.  Students worked on a class example of how to properly graph data.  We learned how to use that graph to draw a line of best fit and predict data.



PS.... if you comment on this post before Wednesday October 17th at 12:00 you will receive extra credit on your Biochem exam! 
You must include in your post:
- your name
- the period you have science
- your favorite thing about science class.  :)
- any questions you have about the current unit. 

Monday 10/15/12

EQ:  "How do we identify macromolecules by their shape?"

VOCAB:  none

HOMEWORK:  Dr. Border Letter due this Friday (10/19)

CLASS RECAP:  Today students reviewed for the Macromolecule Quiz by playing a spirited game of "Name that Macromolecule" using the SMART response clickers.  Students then took the Macromolecule quiz. 

Friday 10/12/12 CLASS ACTIVITY

BIO STUDENTS!!!  

Please follow the directions below when you arrive at my blog.

1)  COPY DOWN TONIGHT'S HOMEWORK:
-->    QUIZ MONDAY on Carbon Compounds. 
-->    Dr. Border Letters due on OCT 19th (next friday)

2)  TAKE OUT YOUR LAB FROM YESTERDAY

3)  LOG IN TO YOUR GOOGLE DOCS ACCOUNT.   You can access this account from the school website at www.yssd.org.   On the left hand side of the website you should find a tab that says Google docs.  Log in to your account using your school username and password.

4)  GO TO YOUR GOOGLE DRIVE TAB.  Along the top of the Google docs website you should see the word drive.  This tab will take you to a list of the documents that have been shared with you.

5)  SIT QUIETLY AND WAIT FOR CLASS TO BEGIN.

Thursday 10/11/12

EQ: How do we identify different macromolecules?

VOCAB: no new words  (29 so far)

HOMEWORK:  Finish the Macromolecule Review Worksheet.  QUIZ ON MONDAY on Carbon Compounds.

CLASS RECAP:  Today in class, students performed the CSI Stomach contents lab.  Students took on the role of forensic chemists and tested stomach contents for different major macromolecules (Carbohydrates, Starch, Lipids, and Proteins).  Students will use the test results from today's lab to construct a report to Dr. Border of the Lancaster County Coroners office.  The report will describe the testing process and results to Dr. Border.  (More information on the specifics of the report tomorrow in class)

PLEASE NOTE!!!!  PERIODS 5/6,  7/8,  and 9 should report to room 20 (upstairs computer lab) for class tomorrow! 

See pictures from the lab below  :)

Wednesday 10/10/12

EQ: How do we identify macromolecules?

VOCAB: none  (remember you should have the first 29 vocab words defined)

HOMEWORK:  Read the ENTIRE lab that we will be doing tomorrow in class.  Underline the important steps of the procedure.  Dress for lab tomorrow! 

CLASS RECAP:  Today students finished the Carbon Compound notes on the 4th macromolecule- Nucleic Acids.  Students then completed the Macromolecule Review worksheet.  Students then learned about the lab that they will be performing tomorrow. 

EXTRA CREDIT OPPORTUNITY!!!!

Hey there blog readers... If you are a loyal Daily Serving of Science reader- here is your chance to score some extra credit on your upcoming Carbon Compounds quiz.

All you have to do is come up to me in the beginning of the class and hand me a piece of paper with the following information.

1) your name
2) the period you have science
3) the sentence "Facts are the air of scientists. Without them you can never fly."

Due in class on 10/10/12

Tuesday 10/9/12

EQ:  "What  is a nucleotide?"

VOCAB:  nucelotide

HOMEWORK: Define vocab words (29 total)

CLASS RECAP:  Today in class, students started by reviewing their 29 vocab words and identifying the words they were unfamiliar with.  We spent time reviewing these words as a class to reinforce their definition.  Then we reviewed some information about proteins and took the rest of the protein notes from the Carbon Compounds powerpoint.  Then students learned about nucleic acids.  At the end of the class, we spent time reviewing the biochemisry vocabulary words.

Wednesday 10/3/12

EQ:"How do we polymerize macromolecules?"

VOCAB:  Dehydration synthesis,  Hydrolysis reaction

HOMEWORK:  Read section 2.3 and answer questions 1-3 on page 49.

CLASS RECAP: Today students created graphic organizers from the terms monosaccharides, disaccharides, and polysaccharides that we learned yesterday.  Students listed three examples of each of these types of carbohydrates. 

Students then learned about dehydration synthesis and hydrolysis reactions.  Students took notes in their Carbon Compounds notes packets. 

(Some sections had time to start the Macromolecule Review worksheet) 

Tuesday 10/2/12

EQ: "How do monomers and polymers relate to biology?"

VOCAB:monomer, polymer

HOMEWORK: none

CLASS RECAP:  Today students started class by finishing the graphic organizer of organic compounds that we left class with yesterday.  Then students learned about how there are four categories of organic compounds (Carbohydrates, Proteins, Lipids, and Nucleic Acids).  Each of these categories are large macromolecules that are also known as polymers.  Polymers are made up of many repeated units called monomers.

Students took notes on Carbohydrates and learned that Carbohydrates are composed of sugars.   Students each took on the role of a sugar molecule (either glucose, galactose, or fructose). 

At the end of the period, students practiced what they learned in a game called Carbon and Compounds. 

Monday 10/1/12

EQ: "What does organic actually mean?"

VOCAB: organic

HOMEWORK: Post lab questions due tomorrow

CLASS RECAP:  Today students played a review game to review for the water quiz.  After taking the quiz, students learned that the word organic actually means "anything that contains carbon".  Students started to create the first part of a thought web about carbon compounds.  We will finish the web tomorrow in class. 

Friday 9/28/12

EQ: "What is pH and what are the pH values of common items?"

VOCAB: solvent, pH, buffer

HOMEWORK: Complete worksheet 2.2

Post-Lab questions are due on Tuesday

Quiz on Water on Monday.

CLASS RECAP:  Today students reviewed the results of the lab they performed yesterday.  Then students took notes from the book (pages 40-44) on solutions and pH scale.

Thursday 9/17/12

EQ:What are the properties of water (Day two)

VOCAB:Capillary action, evaporative cooling, specific heat, transpiration

HOMEWORK: none

CLASS RECAP: Today students learned about capillary action and transpiration with two demos.  Then students started Part Two of the Waterworld lab.

Goggles of Glory Winners

!!!  CONGRATULATIONS  !!!

to the Goggles of Glory winners 

Winners earned the Goggles of Glory by achieving the high score on their Unit quiz on Basic Biological Principles. 

Period 1

1st-  Ian Firestone    2nd- Eliana Marino

Period 2

 1st-  Monida Tum   2nd-  Donovan Mears

Period 5/6

1st-  Ashley Griffith    2nd- Zach Lehman

Period 7/8

1st- Mike Sipes    2nd- Olivia Eytcheson

 

Period 9

 1st- Gabby Leiphart    2nd- Nicole Kleynen

Wednesday 9/26/12

EQ: "What are the properties of water?"

VOCAB: polarity, cohesion, adhesion, surface tension, hydrogen bonds

HOMEWORK:  Complete 2.2 worksheet on water
Complete Vocab cards for today's terms

CLASS RECAP: Today students started learning about the properties of water.  Students handed in their homework from last night (the lab safety comic).  Students then learned that water is polar and why polarity gives water it's different unique properties.  Students watched three quick demos involving these three properties of water.  Students took notes on a worksheet titled "Whadda you need to know about water?"

Students then played Biology Equipment Bingo to learn the different pieces of equipment they will be using in the biology lab.

Tuesday 9/25/12

EQ: How do we practice safe laboratory procedure in a bio lab?

VOCAB: none

HOMEWORK: Finish the questions on the back of the lab safety comic 

CLASS RECAP: Today students took their Atoms and Bonding quiz at the beginning of the period. Students handed in their post lab questions from the penny lab yesterday that they completed for homework. Then we used the rest of the period to discuss lab safety expectations in a bio lab.  Students learned what to do in lab, and they learned to follow all safety regulations ... or else bad things can happen.

:)

Monday 9/24/12

EQ: "Why is water Miss Styer's favorite compound?"

VOCAB: compound

HOMEWORK: Complete the Post Lab Questions on the back of the lab worksheet from today's penny lab.   Study for the quiz tomorrow on atoms and bonding.

CLASS RECAP: Today students started by learning the difference between covalent and ionic bonds.  Students filled out the four square worksheet for ionic an covalent bonding.

Then students participated in the first part of the inquiry penny lab.  Pictures below :)

Cecilia investigating the properties of water :)

Observing the cohesion and surface tension of water drops on a penny!

Jimmy and Shannon trying to see how many drops of water will fit on the surface of a penny!

Friday 9/21/12

EQ:  (same as 9/20)

VOCAB: compound

HOMEWORK: Please read pages 40-44 in online text and take notes.  (email me if you have computer problems)

CLASS RECAP: Today students started class with a Do First which reviewed ions and isotopes.  Students then did an activity called "modeling an atom".  In their groups they worked to distribute the subatomic particles in a model of an atom.  Students then reviewed the different types of bonds.

Have a wonderful and safe weekend! 

Thursday 9/20/12

EQ: "How are atoms bonded together.... and how do the types of bonds differ? (DAY TWO)

VOCAB: no new words (see 9/19/12)

HOMEWORK: Read 2.1 (Unit 1, Chapter 2, Section 1) in your online textbook.  Define vocab terms and fill out entire vocab card.  Take notes on the section in your daily science journal.

CLASS RECAP:Today students started with a Do First question reviewing how to calculate the number of protons, neutrons and electrons in neutral atoms.  Then students learned about ions and isotopes and practiced figuring out the subatomic particles within those two types of atoms.

Students then used the macs to login to their online textbook they will be using for the remainder of the year.

www.biology.com

Wednesday 9/19/12

EQ: "How are atoms bonded together?

VOCAB: Ion, Isotope, Covalent Bonds, Ionic Bonds

HOMEWORK: (only if you didn't finish the top section "Neutral atoms" of your worksheet from class today)

CLASS RECAP:Today students started class reviewing how to draw atoms.  Then students learned how to deduce the amount of protons, neutrons, and electrons in an atom using their periodic table.

Students practiced this on the worksheet "Protons Neutrons and Electrons Practice". 


We then learned about what an ion is and how to calculate the numbers of protons, neutrons, and electrons in atoms with an overall charge.

Tuesday 9/18/12

EQ: "What are the basic chemical properties that affect living things?"

VOCAB: Biochemistry

HOMEWORK: Complete the "Do you know A-Tom" worksheet.  Pre Test ONLY

CLASS RECAP: *Collaboration Day*.  Today students began a new unit of study in biology called Biochemistry.  Students completed a Do First where they reflected upon two questions:

"What are humans made of?"
"How does the food we eat eventually become a part of us?"

Students discussed what they new about digestion and energy.  We learned that we get chemical energy from the food we eat.  We then discussed what chalkboard chalk is made out of and how small we can break it down before it stops being chalk.  We learned that chalk is simply a molecule called Calcium Carbonate.  Calcium Carbonate is primarily made of two elements- Calcium and Carbon.   Students refreshed themselves with the period table and learned that all living things are primarily composed of 6 elements... "CHNOPS."

C- Carbon
H-Hydrogen
N-Nitrogen
O-Oxygen
P-Phosphorus
S-Sulfur

Then I gave students an opportunity to draw what they thought an atom looked like.  These are some of the beautiful creations from their sketching time.

We then learned that all atoms have three components:
protons (positive charge)
neutrons (neutral/no charge)
electrons (negative charge)




Students learned that protons and neutrons are found in the nucleus and that electrons are found whizzing around the outside of the nucleus in things called orbitals (or shells).
Students practiced drawing a Carbon atom in their daily science journal.

Students were assigned to complete a Biochem Pre-Test for homework tonight to be handed in tomorrow.   

Monday 9/17/12

EQ: None (Quiz Day)

VOCAB: none
 
HOMEWORK: none

CLASS RECAP: Students handed in their vocab cards to be graded.  Students learned who the winners of the Billion Dollar Presentation were!  Congratulations to the following groups!

Period 1- Small N Tall
Period 2- Black Mamba
Period 5/6- Biology Research Group
Period 7/8-Solutions Inc
Period 9- Million Dollar Fathers

Then students had a chance to review any questions they had before the test.  Students received back their "Identifying Variables and Controls" worksheet that was graded over the weekend.  Students then had the rest of the period to take the test.

BIOCHEMISTRY UNIT STARTS TOMORROW!  :)

Friday 9/14/12

EQ: None!  PRESENTATION DAY!

VOCAB: none

HOMEWORK: STUDY FOR UNIT ONE QUIZ ON MONDAY!
Quiz includes:
-Scientific Method
-Variables/Control groups
-Vocabulary
-Observations/inferences & Quantitative/Qualitative observations
-Biological Levels of Organization

CLASS RECAP:  Today we held a Medical Research Conference in class.  Groups took turns presenting their proposed experiments to a Procter and Gamble representative.  Groups were competing for ONE BILLION DOLLARS in research grants.  The groups were scored on experimental design and presentation.  The winning group will be announced in class on Monday. 

Teryn, Devin, and Joe presenting at the conference.  Nice Job!

Members of Small N Tall Research Group presenting their experiment to the panel of expert scientists. 

Tia, Jenn, Vanessa, and Jakub presenting their experiment. 

Joe+Lewis+Monida+Devan= one excited group!  (especially Lewis... look at that smile! )  

Cali's Crew Corporation after their presentation.

Kenneth, Max, Liv and an excited Donovan!  As K-M.O.D sets up to present their experiment to the P&G representative. 

Winners of the 1,000,000,000$ in research grants will be announced on Monday.  Have a great weekend!

Thursday 9/13/12

EQ: "How do we market a scientific experiment?"

VOCAB: none

HOMEWORK: Finish the worksheet "Identifying Variables and controls (simpsons)"
Study for Unit One Quiz on Monday (9/17)

CLASS RECAP:  Today students completed a Do First question to review independent and dependent variables.  Then they had the remainder of the period to work in their group in preparation for their experiment presentations tomorrow.

Remember to email me by 5pm tonight if you need copies made, or if you would like me to test technology.

Good luck!  

Wednesday 9/12/12

EQ: "Describe the different levels of biological organization."

VOCAB: homeostasis, prokaryote, eukaryote, unicellular, multicellular,

HOMEWORK:  Define and complete all 15 vocab terms.  STUDY TERMS.
Unit One QUIZ on Monday (9/17).
Includes
- scientific method
- identifying variables and control groups
- vocabulary
- observations/inferences & qualitative/quantitative
- biological levels of organization

CLASS RECAP: Today students started class by writing down their 5 new vocab terms.  Students received their homework back from last night (graded).  We reviewed two of the characteristics of life that seemed to be confusing to most students.  We reviewed that homeostasis means regulating our body levels (aka.  temperature, water, oxygen, carbon dioxide, food/waste).  We also reviewed what responding to a stimulus means.  An example of a stimulus would be putting your hand on a hot burner- the response would be you jerking your hand away.

Then students learned about the different levels of biological organization. Students wrote the different levels in a pyramid worksheet they picked up on the way into class.  They modeled the large pyramid we made on the floor.  Students helped discuss and decide which level was smallest/largest.  We explained and defined each of the levels. 

(Want a sneak peek at what type of critters lives on your skin and in your eyebrows/eyelashes?  click here!)

 

At the end of class group members had 5-10 minutes to discuss their experiments.  Tomorrow in class groups will have over 30 min to work in their groups to perfect their experiments and prepare their presentations.  

Tuesday 9/11/12

EQ: "How do we design an effective experiment?"

VOCAB: none

 HOMEWORK: none (except to brainstorm for your experiment)

CLASS RECAP: Today students started by reading an article about Human Growth Hormone (HGH) and we talked about what hormones do in your body.  Hormones are small chemical signals that your body is able to send to communicate with cells.  Testosterone, estrogen, progesterone and cortisol are all examples of hormones in our body.  HGH affects the height a person grows during puberty. 

Students were then given a rubric for the experiment that they are designing and presenting to the class.  We went over the requirements for the presentation.

Students then had 20-25min of class time to begin discussing the specifics of their experiment. 

At the end of class students took a Final Five quiz on the Nature of Science. 

Monday 9/10/12

EQ: How do we determine if there is life on other planets?

VOCAB: none

HOMEWORK: finish the Characteristics of Life worksheet

CLASS RECAP: Today students started class by reflecting on whether or not there may be life on planets other than earth.  Students wrote in their daily science journal whether there could ever be life on Mars.  After a class discussion about what is needed for a biosphere we watched the following clip (4:12) about the Mars Curiosity rover.


Students discussed three things about the video:

1) What date did the shuttle launch?
2) How long was the shuttle in space before it landed (therefore when did curiosity land on Mars?)
3) What is Curiosity looking for?  What type of samples is it collecting?

We then discussed as a class that the type of erosion found on Mars looks like it resulted from water.  Students discussed what we would need to create on Mars in order to sustain life.  We would need to essentially create an entire biosphere!  Easier said than done.  We can relate this shuttle launch to the seven characteristics of life.  We need an environment that will help sustain living things and enable them to:
-reproduce
-be made of cells
-maintain homeostasis
-adapt to their environment and evolve
-respond to stimuli
-use energy
-grow and develope

At the end of class, I introduced a project that students will be working on and presenting on this Friday.  The project is called "Billion Dollar Baby".  Students will be working in their lab groups to design an experiment which they will pitch to representatives at Proctor and Gamble (aka Miss Styer) and their classmates.  Each group will have only 4 minutes on Friday to design an experiment and convince the representative that they should receive the 1,000,000,000 dollars in funding.  The winning group will be announced on the following Monday.  Students have the freedom to use whichever media they would like to use to present their experiment... but they only have 4 minutes!  Email Miss Styer throughout the week if you have questions.  Good luck!

Going a little batty....

Today during my lunch break a colleague asked if I could help remove a creepy crawly they found on school property.  I agreed, fully expecting that it was a bug or a spider.  It ended up being a bat!  We carefully removed it from the breezeway wall and put it in a container.  As far as we can tell, this bat is native to PA and it's called (literally) a "Little Brown Bat".   We released safe and sound in a wooded courtyard near the school- But not before I showed my classes and we discussed how important and amazing bats are here in PA!

....Just another normal day as a bio teacher :)

Friday 9/7/2012

EQ: "How do we use variables in science?"

VOCAB: inference, observation, (qualitative, and quantitative- from yesterday)

HOMEWORK:
          Period 1-       Finish "variables" worksheet
          Period 2-9-    Finish Spongebob worksheet #1
          All-                Be sure to have vocab words defined and cards COMPLETELY filled out.

CLASS RECAP: Today students continued practice using independent and dependent variables.  I checked the homework from last night and we went over the answers as a class.   Then students worked on another variables worksheet called Spongebob Worksheet #1.  At the end of class, I introduced the new words observation and inference.  We discussed that an observation is an observable fact detected with the five senses.  An inference is a guess or an opinion that explains the observation.

Example:  The walls are white.  (observation) (qualitative)
Example:  There are four walls.  (observation) (quantitative)
Example:  The walls are white because that is Miss Styer's favorite color (inference)

We learned that quantitative observations are those that involve quantities or numbers.  Qualitative observations are those that describe qualities or characteristics.  Students used their cells phones at the end of class to enter observations and inferences into PollEverywhere software. As messages popped up, we decided whether they were inferences or observations and whether the observation was qualitative or quantitative.

Thursday 9/6/12

EQ: "How do we use variables in science?"

VOCAB: Variable, Dependent, Independent, Qualitative, Quantitative

HOMEWORK: Finish the Variables worksheet from today (period 1- spongebob wkst) (periods 2-9 finish only the FRONT of the worksheet).  Bring cell phone to class tomorrow.   

CLASS RECAP:  Today students came in and got to work on their Do First.  They reflected on why we need to collect baseline data in experiments, and we discussed how the CDT test we took yesterday help us to do just that.  Students then were introduced to the SmartResponse clickers and we voted on the class pet names (results to be revealed tomorrow).  Students then talked about how to set up a scientific experiment.  We designed an experiment using the class fish and two different types of food.  Students then learned the difference between independent and dependent variables.  Students started the first couple of examples on a variables worksheet and were assigned to finish the rest for homework tonight.  (if you have questions, circle the one you are having difficulty with, and we will go over it tomorrow.)
 *** Period one- you are to attempt the 4 problems on the Spongebob worksheet***  Again, come to class tomorrow with questions if you encounter problems.

-->  IF YOU HAVE A CELL PHONE, YOU MAY BRING IT TO CLASS TOMORROW FOR AN ACTIVITY!!!

Wednesday 9/5/12

EQ: None

VOCAB: None

HOMEWORK: Finish Bio Survey (in google docs) if you have not already

CLASS RECAP:  Today students were in the computer lab taking the CDT tests.  Please see Miss Styer if you are absent to schedule a test make-up time.

Tuesday 9/4/12

Welcome back!
EQ: "What does 'living' mean?"
Vocab: none
Homework: Meet in room 120 tomorrow for CDT testing
Class Recap:  Today students reflected on the question, what does it mean to be alive.  Students watched an exciting video clip (3:40) to introduce the topic. 
Students then received a bin of objects which they had to work with their group to distribute into a category of either LIVING, DEAD, or NONLIVING.  Students placed their objects into a giant Venn Diagram on the floor.  There were debates over which category the objects belonged in.  The debates led to the class distinguishing 7 main criterion for living things... these are known as the 7
 characteristics of life.

1-made of cells
2-able to reproduce
3-uses energy
4-maintains homeostasis
5-grows/developes
6-responds to stimuli
7-evolves over generations

We created a large Venn Diagram on the floor for LIVING, NON LIVING, and DEAD objects.  Each student had to place their respective object into a part of the diagram and defend their decision to the class.

There were no handouts given out in class, but students recorded reflections and diagrams in their daily science journal. 

*** REMEMBER TO GO TO ROOM 120 TOMORROW FOR CDT TESTING!***

Wed 8/29 & Thurs 8/30

Wednesday:
EQ: None
Vocab:
Homework: Bring in 3 ring binder. Sign and return syllabus by tuesday.  Bio Survey by Tuesday.
Recap: Today students became accustomed to the procedures of the classroom.  We reviewed the syllabus, classroom rules, and expectations.  Students then logged onto the laptops and accessed several websites used in the classroom.  Students should complete the Styer-Biology Survey that was emailed and shared with them on googledocs.  (Please see me if you have issues accessing the survey).


Thursday:
EQ: "How do we experiment in biology?"
Vocab: collaboration, hypothesis, control group
Homework:  Bring in 3 ring binder. Sign and return syllabus by tuesday.  Bio Survey by Tuesday.
Recap: Students were introduced to the Do First and Daily Science Journal procedure.  They recorded the three new vocab terms and received instructions on how to find definitions (1. pink packets in class, Books in class, or from a reliable source online... not wiki!).  Students then learned about Redi and his famous experiment with maggots!  Students learned about the importance of a control group and the scientific method.  Lastly, students completed a scientific method worksheet (period 2 will finish on Tuesday).

Tuesday 8/28/12

EQ: "What should I expect this year in Biology?"
Vocab: collaboration
Homework: Get parents/guardians to sign syllabus and fill out contact sheet (page 6 of syllabus).  Bring in 3-ring binder/Daily Science Journal
Class Recap: Today students were introduced to Bio.  They participated in a collaborative puzzle activity and competed against other periods to become efficient at working in a group.  Students then learned a little bit about me, and we reviewed some of the syllabus.

Results of the puzzle activity.  :)

The halls are alive with the sound of Freshman

Today was the fist day and freshman orientation.  It's wonderful to have students in the building again.  It was an amazing summer, but I am ready for the fresh start of a new year.  Smells like Fall! 

 New aquatic residents of Room 169 in their spruced-up pimped-out tank.  

Bear is clearly pumped up and ready for another school year. 

Sept 7- Nov16

Daily Recap
Sponsored by Watson and Crick ... have you appreciated your double helix today?

11/16 ThursdayCPEQ: "What is a lipid?"
Vocab Words: Unsaturated, Saturated
Students reviewed their Biochem Vocab Quizzes. We then finished our discussion on the composition of Aminio Acids and Proteins. Students then enjoyed a greasy, buttery popcorn snack as we talked about the third type of macromolecule in our bodies, LIPIDS.
HOMEWORK: Bring in a food label that has a "Nutritional Facts" label.

Gen
EQ: "How do we make/break down Carbs?" Students reviewed their Water quizzes they took yesterday. Then students learned about Carbohydrates and how they are broken down. We discussed the process of Dehydration Synthesis and how we can join many monosaccharides together to form a larger Polysaccharide.
HOMEWORK: Bring in a food label that has a "Nutritional Facts" label. 11/15 WednesdayCPEQ: "What is a protein?"
Vocab Words: Amino Acids
Students had a quick review with their vocab flashcards before they took the first Biochem Vocab Quiz on terms 1-23. Then students enjoyed a snack of peanuts while learning about proteins. IF YOU DO NOT HAVE YOUR VOCAB FLASHCARDS COMPLETED YOU MUST FINISH THEM ASAP!
HOMEWORK: None :)

Gen
EQ: "What is a Carbohydrate?" Students had a quick review with their vocab flash cards before they took a quiz on Water. Then students enjoyed a cracker snack while learning about carbohydrates. IF YOU DO NOT HAVE YOUR VOCAB FLASHCARDS COMPLETED YOU MUST FINISH THEM ASAP!
HOMEWORK: None :) 11/14 TuesdayCPEQ: "How do we make/break down Carbs?"
Students started class by completing a Do First which challenged them to construct a diagram using the terms: monosaccharide, disaccharide, polysaccharide, sugar, and carbohydrate. Students then learned about Hydrolysis and Dehydration Synthesis and how it occurs in our body. Students handed in their paragraphs on artificial sweeteners along with extra credit article they researched.
HOMEWORK: Vocab Quiz on terms (1-23)

Gen
EQ: "What is the SUPERSTAR of Biology?"
Students handed in their pH scales they made from their lab data. Students started class by doing a "Ticket In the Door" about water. After reviewing the ticket, students learned about how Carbon is the superstar of biology. We learned how Carbon is able to make 4 very stable covalent bonds. Students took notes on the 4 major macromolecules that carbon can create.
HOMEWORK: Study for Water quiz this week

11/14 Monday CPEQ: "How do we make and break down Carbs?"
Students had their homework checked. We then learned the difference between a chemical formula and a structural formula. We practiced building isomers from our molecular model kits. We learned that carbohydrate monosaccharides are isomers of each other (glucose, galactose, and fructose). We also learned that disaccharides are isomers of each other (maltose, sucrose, and lactose).
HOMEWORK: Read Article on Artificial sweeteners. WRITE a paragraph about your opinion on using artificial sweeteners.
EXTRA CREDIT CHALLENGE: In preparation for our artificial sweetener debate on Tuesday, print out a SCIENTIFIC ARTICLE about artificial sweeteners- MAKE SURE THE SOURCE OF THE ARTICLE IS RELIABLE. Remember VOCAB QUIZ is coming up!

Gen
EQ: "What is pH?" (day 2)
We started class by revising the list of acids, bases, and neutral compounds we made on Thursday. We discussed the lab from Thursday and learned that acidic compounds are those that donate H+ions. We learned that basic compounds are those that donate OH- ions when added to water. We learned that pH is a way of measuring those acids and bases.
HOMEWORK: Finish drawing your pH scale from the data you collected during Thursday's lab. ALSO!!! Be prepared for a quick quiz on water when you come into class tomorrow. 11/9 ThursdayCPEQ: "What is a Carbohydrate?"
Students started class off with a Do First question reviewing the unique properties of Carbon. We then began a discussion on Carbohydrates and their structure and function. Notes are powerpoints will be posted if you are absent and you need to make up the notes. EXTRA CREDIT CHALLENGE: In preparation for our artificial sweetener debate on Monday, print out a SCIENTIFIC ARTICLE about artificial sweeteners- MAKE SURE THE SOURCE OF THE ARTICLE IS RELIABLE.
HOMEWORK: Read and Highlight pages 65-68 in "Chemistry of Biology" packets. VOCAB QUIZ next week. STUDY STUDY STUDY! (21 terms total so far) Happy 3 day weekend!!!

Gen
EQ: "What is pH??"
We started class with a Do First list assigning whether several common household items are either Acidic, basic, or neutral compounds. We then performed an inquiry lab to discover pH using litmus identification paper. Students will be discussing the results of the lab on Monday.
HOMEWORK: Finish drawing your pH scale from the data you collected during today's lab. Due Monday. Happy 3 day weekend!!
(Left) Yiorgo and Alexa testing substances for pH values! (Right) Keith and Montana testing the pH of lemon juice!

11/8 Wednesday CPEQ: "What makes Carbon so unique?"
Students started class off with a Do First question in which they had to match several different characteristics of acids and bases. We then discussed yesterday's pH lab and shared some of our findings. Then we learned about the superstar of all Biological elements... CARBON. Students learned what makes Carbon unique, and why carbon is the bases of all life forms. Students handed in their pH scale to be graded. WEBQUESTS ARE DUE AT 3:00. DO NOT ALTER WEBQUESTS AFTER 3pm TODAY!!!
HOMEWORK: None :)

GenEQ: "How does water move through plants?"
We started off class with a Do First Picasso challenge where students had to draw a certain amount of water molecules and count the possible number of hydrogen bonds. Students then watched a teacher demo about how pepper can be supported by the surface tension of water. The class discussed how water can be pulled through plants using something called capillary action.
HOMEWORK: None :)11/7 Monday CPEQ: "What is pH?"
Students started class off with a Do First question where they listed items in a Venn Diagram that would either be an acid, a base, or a neutral substance. Then we talked about preconceptions about what acids and bases are. We then took a few notes on how scientists define acids and bases, and drew what it looks like when the molecules dissociate in water. Acids donate a hydrogen ion (H+) when they are added to water, and Bases donate a Hydroxide ion(OH-) when they are added to water. With any remaining time in class, we watched a short part of the video that was regularly scheduled for Friday.
HOMEWORK: Work on Webquest DUE WEDNESDAY

GenEQ: "What makes water so amazing??"
Students started class off by taking a T/F questionnaire about water. Students then watched a life-changing, inspirational, motivational, revolutionary video clip that introduced the wonderful compound that is WATER!!! Students then did the Penny Drop lab where they attempted to drop as many water drops as they could on the surface of a penny. They then compared their results to how many drops of Isopropyl (Rubbing) Alcohol they could fit on the surface of a penny.
HOMEWORK: Show Miss Styer homework that was due from Friday. 11/4 Friday (Miss Styer out)CPEQ: "Can surface tension allow humans to walk on water?"
Students watched a video on Eyewitness accounts that related to the unit.
HOMEWORK: Work on Webquest

GenEQ: "Can surface tension allow humans to walk on water?"
Students watched a video on Eyewitness accounts that related to the unit.
HOMEWORK: Bring homework due today on Monday.

11/3 Thursday CPEQ: "How does water act as the universal solvent?"
Vocab words:
Today in class students 'tried' to login to the laptops to take an online quiz on water. Students took a few notes on water as a solvent. We watched how polar molecules break apart ionic bonds in a solution, and polar water molecules separate covalently bonded molecules from other molecules in a solution.
HOMEWORK: Work on Water Webquest

GenEQ: "Day two- bonding?"
Vocab words:
Today we reviewed the Final Five quizzes from yesterday. After all the questions were answered, students took a quiz on Atoms and bonding.
HOMEWORK: Read pages 62-64 in the "Chemistry of Biology" packet. Read and highlight and answer the questions.

11/2 Wednesday CPEQ: "What is pH?"
Vocab words:
Today in class students were on the laptops and started work on the Water Webquest. Student who missed class should check their GoogleDocs and click on "Miss Styer Water Webquest Template". Follow the directions on the template for resaving the document and then begin the webquest.
HOMEWORK: Work on water webquest And STUDY for Water quiz on Thursday

GenEQ: "How do Ionic bonds compare to Covalent bonds?"
Vocab words:
Today students practiced drawing Ionic and Covalent bonds. We discussed the strengths of the two different bonds. The class then took a Final Five quiz. The class took a short trip to the cafeteria to see how cafeteria tables can compare to the valence electrons in atoms.
HOMEWORK: Study for Atoms and Bonding quiz on Thursday.

11/1 Tuesday CPEQ: "What gives water it's amazing properties??"
Vocab words: Surface tension, capillary action
Homework: Finish flashcards by tomorrow.Today we reviewed the Atoms and Bonding quiz that students took on Thursday. We then finished some notes on the properties of water (see ppt) We discussed what capillary action was and we saw it in action in carnation flowers drawing up food coloring up their stems. We discussed that surface tension is due to the stronger interaction of Hydrogen bonds on the surface layer of molecules in water. we saw a short demo of how pepper is able to float on water due to the hydrogen bonds, and how the surface tension can be broken with a drop of soap.

GenEQ: "How do atoms bond together? (Day 2)"
Vocab words: Covalent bond
Today students learned about covalent bonds and how to draw the electrons in bonds. Students drew covalent bonds on their worksheets first between two Chlorine molecules, and then between the atoms in a water molecule.
HOMEWORK: None10/31 Monday -Happy Halloweeeeen!CPEQ: "What type of bonding occurs between multiple water molecules?"
Vocab words: Hydrogen bonding, Polar, Cohesion, Adhesion
Homework: Finish filling out vocab definition cards from today. Today students did a Do First that was collected for a grade. Students then created a pattern of water molecules and how they fit together using model molecules. They discovered that there is a certain way that water molecules can fit together. Students learned that water molecules are polar and have slight charges on either end of the molecules. These slight charges are what form Hydrogen bonds between water molecules. Hydrogen bonding in water molecules give water some amazing properties such as High specific heat, Low density as a solid (ice), Cohesion, surface tension, and Adhesion. (Please look at the attached Section 2 powerpoint to get notes if you missed class.)

GenEQ: "How do we join two atoms together?"
Vocab words: Ion, Ionic Bond
Today students did a Do First that was collected for a grade. We then reviewed how to calculate valence electrons. Students learned how ions are formed and how ionic bonds are formed.
HOMEWORK: Read pages 57-58 in "Chemistry in Biology" packets. Complete the "4 square" worksheet for Ionic Bonding AND Covalent Bonding. 10/28 FridayCPEQ: "What gives water it's amazing properties?"
Vocab words:
Students worked on drawing covalent and ionic bonds within their groups. Students met individually to ensure they understood each process. Students then took a quiz on Atoms and Bonding. The purple molecule paper was checked for homework.

GenEQ: "How do we join two atoms together?"
Vocab words: Valence electron,
Today we started class by reviewing what a solid, a liquid, and a gas is and briefly discussing "What's the Matter". WE then checked the homework from last night. The students learned about valence electrons and the energy levels of an atom. We ended class with a few review questions. 10/27 ThursdayCPEQ: "What makes water so amazing??"
Vocab words:
Periods 2 & 7/8 finished their bonding skits. Students watched a clip about the properties of water. Students then performed an inquiry lab to discover how many drops of WATER could fit on the surface of a penny. Students quickly discovered one of water's amazing properties- COHESION. Students watched as the water formed a bubble. The most drops we could get on the surface of the penny was 110 drops!!!! The water was forming a rounded bubble on the top of the penny because of an intricate arrangement of many water molecules. We will be talking more about this topic tormorrow in class. Students handed in their colored and cut-out water molecules. HOMEWORK: purple "Break it Down" worksheet. *** Please cross out the first column labeled "number of molecules" complete only the second column labeled "Number of each kind of atom.

GenEQ: "What is an atom composed of"
Today students learned the intricate particles located inside of each atom: protons, neutrons, and electrons. We drew the structure of the atom, and discussed the charges and their interactions. Students then learned how to use their periodic tables to calculate the number of protons, electrons, and neutrons.
HOMEWORK: finish the white "Atomic Mass and Atomic Number Worksheet" 10/26 WednesdayCPEQ: "What are the differences between ionic and covalent bonds?"
Vocab words:
Today Miss Styer checked the homework from last night. We saw a demonstration involving cafeteria tables which demonstrated the valence elctron positions of each of the bonds. Students then worked together in groups to create bonding skits. Period 2 and Period 9 will be presenting skits first thing tomorrow. HOMEWORK: Color and cut out the water molecules. Please make them neat. (Period 1- you will get these worksheets tomorrow)
GenEQ: "What is Biochemistry?" - Day 2
Today students finished part two of their inquiry lab. We talked about how substances can only be broken down into pieces so far. These small pieces are called atoms. We learned that the periodic table is a collection of each type of atoms called elements. We learned how to use the periodic table. We learned where the atomic mass, atomic number, symbol, and groups are located. We also learned that the most common elements found in Biology are CHNOPS. :)
HOMEWORK:

10/25 TuesdayCPEQ: "How do we put join two atoms together?"
Vocab words: Covalent bond, Ionic Bond
Today Miss Styer checked the homework from last night (Reading and completing the 4square handout, and finishing the worksheet on Protons, Neutrons, and Electrons) We learned what makes an atom become an ion. We learned how atoms can be bonded by ether ionic bonds or covalent bonds. HOMEWORK: Read pages 62-64 in "chemistry of biology" packet- highlight important words and answer the questions in the margins.
GenEQ: "What is Biochemistry?"
Today students reviewed the Topic 2 tests. We cleaned out our notebooks and put all the papers in the front filing cabinets. Then students started part 1 of an intro to Biochem lab that we will finish tomorrow.
10/24 MondayCPEQ: "How are atoms organized?"
Vocab words: Valence
Today Miss Styer checked the homework from over the weekend (Reading/Highlighting/Answering questions from the "chemistry of Biology" packet) We then learned about how to calculate protons, electrons, and neutrons based on the information we can gather from the periodic table. We learned how electrons can fall into different energy levels. HOMEWORK: Read pages 57-58 in "chemistry of biology" packet- highlight important words and answer the questions & fill out the white "Definition/Characteristic" Worksheet for Ionic and Covalent Bonds
GenEQ: "What do cells look like under a microscope?"
Students started out by taking a microscope quiz to make sure they knew the proper technique in focusing a microscope. Students then began the "Discovering Cells" microscope lab. Pictures below.

ABOVE: BLOOD CELLS

ABOVE: BONE CELL - OSTEONS

ABOVE: Muscle Cells

ABOVE: Ameoba Cell

ABOVE: Onion Root Tip
10/21 FridayCPEQ: "How do biologist use the periodic table?"
Vocab words: Atomic Mass, Atomic Number
Today we learned how to read the periodic table. We then took notes (see the linked slideshow and notes sheet in module above) on what elements, atoms, and subatomic particles are. We learned how a hula-hoop'ing Miss Styer can be an analogy of an atom. HOMEWORK: Read pages 55-56 in "chemistry of biology" packet- highlight important words and answer the questions.
GenEQ: "How do I use a microscope properly in Biology?"
Today we learned about the parts and procedures involving microscopes in preparation for the microscope lab on Monday. Students took a notebook quiz, and made up the last section of their test. HOMEWORK: None :)10/20 ThursdayCPEQ: "How do biologists learn about things we can't see/taste/smell/touch/or hear?"
Vocab words: Atoms
We started class with a Do First activity on phases of matter. We then did an inquiry lab involving three mystery substances. We discovered that substances which look/feel/smell/taste/sound REACT differently to certain things. We discussed that the reactions occur at an atomic level. Each student received a periodic table. Students then filled out a PRE- Topic Test about basic chemistry and atoms (if you did not finish it in class, please complete for homework)HOMEWORK: If you did not finish the Pre-test in class, please complete for homework.
Also, please plan to have computer access sometime this weekend to take a Moodle quiz due next Tuesday (more info to come!)
GenEQ: Test Day :)
We started class with a quick review using white boards. Students then took their Topic Two Test on Basic Biological Principles.HOMEWORK: None :)

10/19 WednesdayCPEQ: Test Day :)
Vocab words: Endocytosis, Exocytosis, Phagocytosis.
We took the Topic 2 Test on Basic Biological PrinciplesHOMEWORK: None :)

GenEQ: "What do I need to study for the test?"
Vocab words:
We started by having students share their cell organelle presentations. We then busted out the white boards and reviewed concepts for the test tomorrow.HOMEWORK: Study for TEST next Thursday (10/20)

10/18 TuesdayCPEQ: "What do I need to study for the test?"
Vocab words:
Handed in questions notecards. Reviewed Endocytosis, Excoytosis, Phagocytosis and how they apply to white blood cells, and bacteria. We learned the theory about how chloropasts and mitochondria first came into eukaryotic cells. We then played a review game to prepare for the test.HOMEWORK: Study for TEST Wednesday (10/19)

GenEQ: "What is another way cells can transport things through their membrane?"
Vocab words: Endocytosis, Exocytosis
Today I checked everyone's homework (hilighting packet, getting quiz signed, cell analogy cards) We then went over endocytosis, exocytosis. HOMEWORK: Finish Organelle analogy cards(bring in an object that represents your organelle) Study for TEST next Thursday (10/20)

10/17 MondayCPEQ: "How else can a cell transport materials through the membrane?"
Vocab words: Endocytosis, Exocytosis, Phagocytosis.
Today we started class with a notebook quiz. We then reviewed the 5 functions of a plasma membrane. We then talked about how our cells can transport particles into/out of our plasma membranes. We talked about the process of white blood cells attacking bacteria using phagocytosis.HOMEWORK: Study for TEST Wednesday (10/19)

GenEQ: "What are the functions of the plasma membrane?"
Vocab words:
Today we started by checking the homework you were to have completed over the weekend. Those students who got their organelle quiz signed by their parents/guardians could retake the quiz for a better score. We then learned the five functions of the plasma membrane. HOMEWORK: Finish Organelle analogy cards(bring in an object that represents your organelle) Study for TEST next Thursday (10/20)

10/12 Wednesday *** 22 min periods*** PSAT testing dayCPEQ: "How do we properly use a microscope?"
Vocab words:
Today we started class with an Organelle review quiz. We then learned how to properly carry, store, and focus a microscope. We also reviewed how to calculate Total Magnification. HOMEWORK: Finish "Know your Microscope" worksheet by tomorrow, or you will not participate in lab. Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)

GenEQ: "How do we properly use a microscope?"
Vocab words:
Today we started class with an Organelle review quiz. We then learned how to properly carry, store, and focus a microscope. We also reviewed how to calculate Total Magnification. HOMEWORK: REVIEW ORGANELLES to re-take/review quiz tomorrow!! Have plant drawing finished. Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)

10/11 TuesdayCPEQ: "What features make the plasma membrane so important to cells?" (DAY 2)
Vocab words: Bilayer, Hydrophobic, Hydrophillic
Today we started class out by taking another look at the cell membranes we made yesterday. We reviewed the functions and analogies of cell by doing a "match-up" activity. We then investigated the plasma membrane in closer depth. We looked at how phospholipids form a bilayer. Within that bilayer there are hydrophillic and hydrophobic regions. HOMEWORK: Study for Organelle quiz, Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)

GenEQ: "What features make the plasma membrane so important to cells?" (DAY 2)
Today we started class out by taking another look at the cell membranes we made yesterday. We reviewed the functions and analogies of cell by doing a "match-up" activity. We then investigated the plasma membrane in closer depth. We looked at how phospholipids form a bilayer. Within that bilayer there are hydrophillic and hydrophobic regions. We then finished our Plant Cell drawings.
HOMEWORK: Finish Plant cell drawings.
Study for Organelle quiz, Organize notebooks for Notebook quiz, Study for TEST next Wednesday (10/19)
10/10 MondayCPEQ: "What features make the plasma membrane so important to cells?"
Vocab words: Bilayer
Today we started class with a quick DO FIRST activity on number of cells in our body... and the gross amounts of cells we lose each day. We then participated in a challenge to make cell membranes, and discover how it is possible to make a barrier out of fluids only. We finished off by taking notes on the features of cell membranes.
HOMEWORK: CP- None- unless you did not do the "What is the cell structure" - Cell Rap
GEN- "What is the cell structure" - Cell Rap10/7 FridayCP-EQ: "How do cells function like factories?"
Vocab Words: Organelle
Today we reviewed the organelle within a Plant.of an Animal cell and related how each structure can be compared to a factory. We discussed how the overall "product" of cells is to manufacture proteins. We finished class with a skit of how the different organelles work together to produce proteins.
GEN-
Students Today we drew the components of an Animal cell and related how each structure can be compared to a factory. We discussed how the overall "product" of cells is to manufacture proteins.

10/6 ThursdayCP-EQ: "How do cells function like factories?"
Today we drew the components of an Animal cell and related how each structure can be compared to a factory. We discussed how the overall "product" of cells is to manufacture proteins.
HOMEWORK: Take the organelle we learned today, plus the three differences between plant and animal cells and try to draw a plant cell.
GEN-
Students learned the story of Robert Hooke and how he first discovered cells. We discussed the Cell Theory and what it means for us as humans.

10/5 Wednesday
CPEQ: "How were cells first discovered??"
Vocab words: prokaryote, eukaryote
Today we started out class by extrapolating data from a graph about insect population. We then introduced 8 of our new classroom pets (pictures to come!!) Students then learned about Robert Hooke and the story of how he first discovered cells. We discussed the Cell Theory and what it means for us as humans.
HOMEWORK: READ from book Pages 219-220. Be prepared to answer questions about the reading. Also make sure your flashcards are up to date. Notebook quiz is in the near future!! Is your notebook in order???

GeneralEQ: "What is the difference between a prokaryote and a eukaryote?"
Vocab word: prokaryote, eukaryote
Students worked on the Prokaryote vs. Eukaryote POGIL activity.
HOMEWORK: Characteristics of Life WORKSHEET. Finish up to number 25. 26,27, & 28 are extra credit if you would like to complete them.

10/4 Tuesday
CPEQ: "What is the difference between a prokaryotic cell and a eukaryotic cell?" (DAY 2)
Vocab words: prokaryote, eukaryote
Today we finished working in groups with our POGIL activity. Groups finished their Roles Reports and handed them in with their completed POGIL. Students then had time to work on their flashcards and get their binders organized in preparation for the upcoming notebook quiz.
HOMEWORK: Characteristics of Life WORKSHEET (EXCEPT 1ST PERIOD!!!) Also finish number 28 on the POGIL if you did not hand it in at the end of the class period. Also make sure your flashcards are up to date. Notebook quiz is in the near future!! Is your notebook in order???

GeneralEQ: "What is the difference between a prokaryote and a eukaryote?"
Vocab word: prokaryote, eukaryote
Today we started class off with a quick review of the different levels of biological organization with a "Pyramid Powah" challange. We also learned a about a new type of learning activity called POGIL's. Students learned the different roles within a POGIL group. Students were then assigned roles, and began working on the Prokaryote vs. Eukaryote POGIL activity
HOMEWORK: Characteristics of Life WORKSHEET. Complete flashcards, and make sure notebook is in order.

10/3 Monday
CPEQ: "What is the difference between a prokaryotic cell and a eukaryotic cell?"
Vocab words: prokaryote, eukaryote
Today we started class off with a quick review of the different levels of biological organization with a "Pyramid Powah" challange. We then learned a little about a new type of learning activity called POGIL's. Students learned the different roles within a POGIL group. Students were then assigned roles, and began working on the Prokaryote vs. Eukaryote POGIL activity. Most classes completed the first two sections of the activity and will complete the remainder tomorrow.
HOMEWORK: Please make sure your flashcards are up to date. Notebook quiz is in the near future!! Is your notebook in order???

GeneralEQ: "What is the difference between a prokaryote and a eukaryote?"
Vocab word: Homeostasis, Stimuli, Unicellular, MulticellularToday we used to catch up on information from last week. We were able to finially finish our discussion and notes about the final 3 characteristics of life. We were also able to review the levels of biological organization and complete the puzzle of those levels. Tomorrow we will be focusing in on Biology at the cellular level when we learn the difference between prokaryotic cells and eukaryotic cells.
HOMEWORK: Complete flashcards, and make sure notebook is in order.
9/29 Friday
CP&GeneralEQ: "How do the seven characteristics of life define all living things?"
Vocab word: Homeostasis, Stimuli, Unicellular, Multicellular
Worm Lab reports were due today for students in CP. "Rain Rain Go Away graphing assignments were due today for general students. In class we continued our discovery of the 7 characteristics of life. We watched an AWESOME clip from Discovery's Planet Earth, and reflected on the questions posed in the video. Students found they could answer the questions with the knowledge the class accumulated yesterday. We then looked more in depth at each of the characteristics.
HOMEWORK:None

9/26 Monday
CPEQ: "How can we use graphs to predict (extrapolate) data?
Vocab word: ExtrapolateToday we extended our use of graphs to extrapolation. We learned how to read graphs and make predictions using known data. We worked on a Do First question which reviewed properly labeling independent and dependent variables on a graph. We then spent time reviewing the Quest we took on Friday. We also talked briefly about expectations for the worm lab reports which are due this THURSDAY!! If you would like me to take a look at them before you submit them for a grade, please have specific questions or highlight certain sections you want me to critique. DO NOT WAIT UNTIL WEDNESDAY NIGHT TO DO THIS ASSIGNMENT! Periods 1,2,3 we had time to take a PSSA prep quiz. And all of the students added a PSSA Log to include in their binders (linked above).
HOMEWORK: Worm Lab Report and the completed worm lab packet are due on Thursday (9/29). The "Rain Rain Go Away" Graphing assignment is due on Wednesday.

General EQ: "How can we use graphs to predict (extrapolate) data?Vocab word: ExtrapolateToday we extended our use of graphs to extrapolation. We learned how to read graphs and make predictions using known data. We worked on a Do First question which reviewed properly labeling independent and dependent variables on a graph. We then spent time reviewing the Quest we took on Friday. Then the class started the "Rain Rain Go Away" graphing assignment. The assignment (graph and letter to the landlord) is due this THURSDAY!!
HOMEWORK: "Rain Rain Go Away" graphing assignment is due on Thursday.
9/23 Friday
CP&General EQ: Today we took the Unit 0 Quest on:
Scientific Method
Lab Equipment
Lab Safety
Variables/Controls
Scientific Skepticism in Advertisement
Vocabulary Words

HOMEWORK: (CP only) Worm Lab Report due on Thursday. Remember- I will answer any specific questions you have. Please bring your lab report to me if you have ANY questions. DO NOT WAIT UNTIL WEDNESDAY NIGHT!!!
(General) None :)
9/22 Thursday
CP&General EQ: "How do scientists make sense of data they collect?"
Today we learned how scientists present their data to others in the form of graphs. We learned 5 tips from the "Graphing Guru" and how to apply them to graphs we make in Biology class. We then practiced setting up a line graph and how to create a proper descriptive title. We also learned how DRY MIX can help us identify which variable goes on which axis.
HOMEWORK: Unit 0 Quest tomorrow!!! (Lab equipment, Scientific Method, Defining variables, Lab Safety, Vocab words, and Scientific skepticism in advertisement)
9/21 Wednesday

CP EQ: "Why do scientists have a universal format for lab reports?"
Today we had the laptop cart in the classroom. We discussed why it is necessary for scientists to have a standard format for a lab report. We talked how a universal lab report format helps scientists share experimental discoveries internationally. Students were shown Miss Styer's Moodle. They were also shown how to log onto their Google Apps accounts. Each student has access to a Lab Report Template called "STYER Lab Report Template" which which was shared to their account. The class reviewed expectations for their lab reports and what they must include in each section.
HOMEWORK: Work on Lab Report. Finish Lab Safety Cartoon by Thursday.

General-
EQ: "Why is safety important in the Lab?"
Today we learned several important lab safety techniques. We identified the features of our lab such as the eye wash station, fire extinguisher, sharps container, fire blanket, and evacuation plans. We had a good class discussion about repercussions that could occur if safety procedures were not followed. Students had a chance to work on the Science Lab Safety Cartoon before the end of class.
GEN HOMEWORK: Finish Lab Safety Cartoon. Due Tomorrow. 9/20 Tuesday
EQ: "What type of environment do worms prefer?"
CP & General- WORM LAB! Today all students should have come to class with a written procedure. (CP students should a second draft of their peer reviewed procedure from yesterday.) After I checked all the procedures groups were allowed to begin the experiment. Students discovered several behaviors of worms, and also which environment worms prefer. Classes then discussed WHY the worm prefers wet & dark environments.
CP HOMEWORK: Finish Worm Lab Questions by tomorrow. Finish Lab Safety Cartoon by Thursday.
GEN HOMEWORK: Finish Worm Lab Questions by tomorrow.

Argenis and his little worm buddy!

Zach and Katie working with their worms. Zach is testing light vs. dark environment.

9/19 Monday EQ: "What can I learn about animal behavior through scientific method?"
CP- For today's class students were to write a rough draft of the worm lab procedure. During class, we learned how to properly peer critique another student's work. Students will have to correct the peer critique suggestions and re-write a clean version of the procedure for tomorrows lab. We then learned about Lab Safety and why it is important in the lab setting. Students also learned a nifty trick for taking notes on a powerpoint slide printout.
HOMEWORK: Re-write lab procedure in order to participate in today's lab.
GENERAL- Today students were to read over the Worm Lab we will be doing on Tuesday. During class we went over the procedure of what students will be doing for tomorrows lab. We then took a look at the animal we will be working with tomorrow... WORMS. We made qualitative and quantitative observations about the worms and discussed what we know already about their habitat and lifestyle. We discussed why it is important to write a detailed procedure for science labs. We reviewed what we will be doing for the experiment on Tuesday, and then students were instructed to write a first draft of a procedure for homework due tomorrow.
HOMEWORK: Write a procedure to follow during tomorrow's experiment with worms. You MUST have a completed procedure to participate in the lab.
9/16 Friday
EQ: "What can I learn about animal behavior through scientific method?"
CP- Today we gave the advertisement groups a chance to finish their presentations if they hadn't don so already. We then took a look at the animal we will be working with next week... .WORMS. We made qualitative and quantitative observations about the worms and discussed what we know already about their habitat and lifestyle. We discussed why it is important to write a detailed procedure for science labs. We reviewed what we will be doing for the experiment on Tuesday, and then students were instructed to write a first draft of a procedure for homework over the weekend. The rough drafts of the procedures will be peer critiqued on Monday.
HOMEWORK: Write a detailed lab procedure for the Worm Lab we will be conducting on Tuesday of next week.

Hanna and Tori both look at the fascinating worm we will be experimenting with on Tuesday.

Gen-
EQ- "What can I learn about animal behavior (of termites) through the scientific method?"
Students performed an inquiry lab on animal behavior. They investigated the behavior of termites and how they react to different lines drawn with pens. Students worked in partners to test several different hypotheses. We discussed why this may occur and why it is important to have background information on a subject before we begin experimentation.
HOMEWORK- Read the background information on the Worm Lab

(Above)<-- Axel, Cam, and Devin investigating how termites are attracted to certain types of pen ink.

9/15 Thursday
EQ: "What can I learn about animal behavior through scientific method?"
CP- Students performed an inquiry lab on animal behavior. They investigated the behavior of termites and how they react to different lines drawn with pens. Students worked in partners to test several different hypotheses. We discussed why this may occur and why it is important to have background information on a subject before we begin experimentation.
HOMEWORK- None

Gen- Students started to work again in their advertisement groups. At the end of the period we had group presentations of what the group found out about their advertisement, and also how they would create an experiment to make the advertisement more factual. (Charles and Alexa will present tomorrow)
HOMEWORK- (for Friday!!!) Read pages 8-10 (the Explain section) and summarize/explain what we will be doing in class on Friday!!
9/14 Wednesday
EQ: "How can I be a smart consumer using what I know about the Scientific Method and experimental design?" (day 2)
Vocab Word(s): Appeal, claim, weasel word (day 2)
CP- Students started to work again in their advertisement groups. At the end of the period we had group presentations of what the group found out about their advertisement, and also how they would create an experiment to make the advertisement more factual.
Gen- Students started out with a ticket in the door on identifying parts of an experiment. We then discussed why it is important for students to be skeptical of information they get on a daily basis from companies, advertisements, and the media. Students learned several tactics used by advertisers to sway audiences. Students then were grouped and selected advertisements from magazines. They discussed these advertisements and identified the appeals, claims, and weasel words used in the add. Groups then discussed how to design an experiment so that the advertisement would be more scientific.
HOMEWORK
(for Thursday!!!) Read pages 8-10 (the Explain section) and summarize/explain what we will be doing in class on Thursday.

!!!REMIND PARENTS AND GUARDIANS ABOUT BACK TO SCHOOL NIGHT TONIGHT!!!!9/13 Tuesday
EQ: "How can I be a smart consumer using what I know about the Scientific Method and experimental design?" (day 1)
Vocab Word(s): Appeal, claim, weasel word
CP- Students started out with a ticket in the door on identifying parts of an experiment. We then discussed why it is important for students to be skeptical of information they get on a daily basis from companies, advertisements, and the media. Students learned several tactics used by advertisers to sway audiences. Students then were grouped and selected advertisements from magazines. They discussed these advertisements and identified the appeals, claims, and weasel words used in the add. Groups then discussed how to design an experiment so that the advertisement would be more scientific. (posters and presentations to come tomorrow)
Gen- Students got back their Final Five quizzes and we reviewed the answers as a class- as well as study strategies we can use to prepare for quizzes in science class. Students then did a Ticket in the Door. We then worked to review the Spongebob activity and became more familiar with identifying variables and critiquing experimental design.
HOMEWORK
(for Thursday) Read pages 8-10 (the Explain section) and summarize/explain what we will be doing in class on Thursday.
!!!REMIND PARENTS AND GUARDIANS ABOUT BACK TO SCHOOL NIGHT TOMORROW!!!!

9/12 Monday
EQ: "How do I apply the scientific Method and variables to actual experiments?"
Vocab Word(s): (Independent variable, Dependent variable, Control group)
(Periods 1,2 & 7/8)- Today after discussing a quote from Albert Einstein, we reviewed the 20 questions scavenger hunt. We talked as a class about how the textbook we will be using this year is different that other Biology textbooks. We discussed some of the pros and cons of the textbook. We then took a trip to Bikini bottom to examine some experiments done by Spongebob and Patrick. In groups we worked to identify hypotheses, variables, control groups, and conclusions. Some classes had time to review the Final Five quizzes from the other day (other classes will do that tomorrow).
(Periods 3 & 9) We learned about Redi and the problems his village had with maggots! We learned that Redi performed one of the first experiments recorded using the Scientific Method- even thought the Sci Meth hadn't been discovered yet! Period 9 worked on the Spongebob activity until the end of class and agreed to work on it tonight for homework.
HOMEWORK
REMIND PARENTS AND GUARDIANS ABOUT BACK TO SCHOOL NIGHT!!!
** All students should be looking for advertisements (either in magazines, newspapers, books, internet, TV, or radio) that use poor science to try to sway consumers. In other words, bring in an article that uses numbers or statistics to try to sway the opinion of buyers. Please print it out or email it to me to print out! 9/9 Friday
EQ: "How do you set up a scientific experiment?"
Vocab Word(s): Independent, Dependent
Today in class I checked to make sure everyone had their books covered and titled. The students who were able to turn in their 20 questions Book Scavenger Hunt were awarded 1 bonus pt. However students may still hand the scavenger hunt on Monday. Students then learned about Redi and his first experiment with spontaneous generation. We learned how to pick out variables and how to label them as either Independent or Dependent.... ( Remember! " The _____________ changes the _______________.") Students then had time to start working on the Spongebob worksheet on variables. Periods 1,2,3,& 9 were able to take a Final Five quiz.) HAVE A SAFE AND HAPPY WEEKEND!
HOMEWORK
Due Mon- Book Scavenger Hunt
(Periods 1,2, & 7/8) Questions on Spongebob worksheet due Monday
(Period 9) Finish the Scientific Method foldable by Monday

9/8 Thursday ** SCHOOL CLOSED DUE TO FLOODING **
HOMEWORK
Due Fri- COVER BOOK!!!!
Due Fri- Book Scavenger Hunt

9/7 Wednesday
EQ: "How do scientists answer questions?
Vocab Word(s): Hypothesis, Variable
Today we finished handing out books to all sections, we introduced the Book Scavenger hunt which will be due on Friday of this week. We then performed a class experiment to investigate different variables affect heart rate (salt, exercise, and nervousness). After the class went for a spirited jog around the classroom we were able to compare data and draw conclusions of factors that affect heart rate. We discussed how the experiment could be broken into the different stages of the Scientific Method. Students realized that the Scientific Method is a natural progression of steps in which scientists use to answer questions. Students received a handout of the scientific method and made their own foldable study tool with the steps of the scientific method.
(Note: due to early dismissal, this recap may differ for Period 9)
HOMEWORK
Due Thurs- COVER BOOK!!!!
Due Fri- Book Scavenger Hunt