Science with Ms. Davis

1/16/12 - No School

1/17/12 - Friday's lesson was bumped to today due to early release (snow)
Learning Target: I can plan, implement, and analyze an experiment to make sand.
- Warm-Up: What comes first - sand or sandstone?  Why/how?
- Focus Question: How is sand made?
- Plan an experimental design to make sand
- Record data, diagram results
- Complete reflection questions on sheet
- Tape Sand Analysis sheet in workbook (p. 52)
- Cool-down: Use the sand analysis sheet to record data on the sand your group made

1/18/12
Learning Target: I can explain how sand is made.
- Warm-Up: Sand probe
- Discuss yesterday's lab and how we can answer the focus question
- Complete results and conclusion for "Making Sand: Inquiry"
- Cool-Down: Diagram how sand is made on p. 50 in workbook

1/19/12
Learning Target: I can compare and contrast sand from different locations and make inferences based on these observations.
- Warm-Up: p. 2
- Focus Question: Why does sand in different locations look different?
- Record focus question and prediction on p. 52
- Watch "sand dune" video
- Record sand observations on p. 53
- Cool-Down: Begin "sand questions" (p. 57)

1/20/12
- Warm-Up: quiz
- Complete and discuss "Sand Questions" (p. 57)
- Watch "weathering & erosion" video and answer video questions (p. 59, 61)
- Cool-Down: How does weathering affect rocks?

1/09/12
Learning Target: I can make detailed observations and rocks and then classify them by comparing/contrasting characteristics.
Warm-Up (p. 2): What are some observations we made about rocks on Friday?
- DEFINE: geology (p. 36)
- Acid Test on rocks - record on p. 37, p. 41
- Classify rocks as limestone, sandstone, shale: p. 37 & 41
- Notes: limestone, sandstone, shale
- Cool-down: 2 things I learned, 1 question I have
- Homefun (due Friday): Observation & Inference sheet

1/10/12
Learning Target: I can compare and contrast rock layers to create a map of part of the Grand Canyon.
-Warm-Up (writing prompt sheet): Why would a geologist consider a bottle of acid and a hand lens two of his/her most important tools.  [Note: use ALL of the vocabulary terms from the word bank]
- Record rock column names: p. 43
- Use rock columns to create map (p. 45): draw layers, use code to fill in layers, connect river, create a legend/key
- Cool-Down: begin Rock Correlation Questions (p. 47)

1/11/12
Learning Target: I can make inferences based on observations of different visual resources.
- Warm-Up: What do the different numbers on the rocks represent?
- Peer-review maps - make corrections as needed
- Complete rock correlation questions: p. 47
- Cool-down: Why is it important to have accurate maps?

1/12/12
Learning Target: I can make inferences about rock characteristics based on various resources.
- Warm-Up: Complete Mountain Top Fossil probe
- Discuss: Kaibab Limestone and its sea creature fossils - how did they get there? (line of learning on probe)
- Chuar Butte Observations (p. 49) - use textbook
- DEFINE: erosion, differential erosion (p. 48)
- Begin T-chart (p. 48) comparing constructive & destructive forces
- Cool-down: sketch and label 2 landforms, identify rock types and hardness/softness

1/13/12
Learning Target: I can plan, implement, and analyze an experiment to make sand.
- Warm-Up: What comes first - sand or sandstone?  Why/how?
- Focus Question: How is sand made?
- Plan an experimental design to make sand
- Record data, diagram results
- Complete reflection questions on sheet
- Tape Sand Analysis sheet in workbook (p. 52)
- Cool-down: Use the sand analysis sheet to record data on the sand your group made

Upon request, I will begin updating this again.  It will include details on work completed and notes taken, but does not include all the instruction given.  Please let me know whether you've been utilizing the blog information and how I can improve it to be of more help to you.  Thanks, Coral Reef Kids!

1/03/12
Learning Target: I can explain the difference between observation and inference.
Warm-Up: page 131
1) What does it mean to observe?
2) What does it mean to infer?

- Record definitions for observation and inference (p. 131)
- Complete observation and inference t-chart on page 131 in the student workbook
- Cool-Down (p. 131): What's the difference between observation and inference?

1/04/12
Learning Target: I can identify and describe important details from a text, images, and the internet.
Warm-Up: page 1 (new workbook!)
1) you observe that 5 people brought an umbrella to school today - what can you infer from that?
2) You observe holes in the leaves on your mom's plants - what could you infer from that?
- Complete "Notes on the Powell Expedition": p. 25 & 27
- Cool-Down: One thing I learned today is...

1/05/12
Learning Target: I can identify and describe important details from text, pictures, and rocks.
Warm-Up: Based on what we did yesterday, what can you infer John Wesley Powell learned while exploring the Grand Canyon?
- Complete Grand Canyon Virtual Field Trip: p. 29, 31
- Cool-Down: Grand Canyon Questions, part 1 (p. 33)

1/06/12
Learning Targets: I can draw accurate diagrams.  I can observe rocks and record detailed observations.
Warm-Up: writing prompt sheet (Why do the walls of the Grand Canyon appear to have lines?)
- Diagram North and Nankoweap Canyons: p. 35 and 39 in workbook (use textbook p. 8-9)
- Observe rocks from the 2 canyons - record observations on p. 37 & 41
- Cool-down: Discuss one difference between the two canyons and one similarity

Use the resources in the classroom information center and on this website to catch up on missing work:
1) The calendar on the website tells you what we do every day, as well as what is coming up in the future
2) The calendar in the classroom information center informs you of the relevant page numbers from the workbook, as well as other work that was completed. 
3) Ms Davis's copy of the workbook includes all notes, warm-up questions, reflection questions, vocabulary words, as well as a date on each page students completed in class
4) The red hanging file in the classroom information center holds all loose question sheets/lab sheets/response sheets, as well as homework assignments, and study sheets - let me know if you can't find the particular page you're looking for
5) If you missed a lab activity, make arrangements to stay after on Monday, Wednesday, Thursday, or Friday to complete the lab after school

Objectives:
Students will use a multimedia simulation to explore the effects of natural selection on a larkey population.

Students will explain that natural selection is the process by which the individuals best adapted to their environment tend to survive, reproduce, and pass on their traits.

Plans:

Sponge: What might happen to a population of spotted and striped larkeys if they had to move to a prairie?

Anticipatory Set: Review sponge and selected problems from “Bikini Bottom Genetics 2” (homework)

Guided Practice:
As a class, complete the Larkey Natural Selection activity – allow students to take turns utilizing the computer and all to record their data

Independent Practice: Reflection questions: #1-3 (worksheet)

Making Meaning:
-Q: What was the selective pressure that affected the larkeys?
-Q: How did the larkey populations respond to selective pressure?
-Q: What do larkeys and walkingsticks have in common?
-Q: Why is this an example of natural selection?

Closure: Complete claim and evidence frame on natural selection

Homework: "Bikini Bottom Genetics 2" due today

Objectives:
Students will record and process information presented in a video about natural selection.

Students will explain how natural selection resulted in the biodiversity of the Galapagos Islands.

Plans:

Sponge: If limiting factors are removed, what will happen to the size of a population?

Anticipatory Set: Review sponge and key facts from yesterday’s viewing of film

Guided Practice:
DEFINE “natural selection” with steps recorded (the process wherein individuals with adaptations that help withstand selective pressure will survive and reproduce)

Independent Practice: Finish viewing film and complete the video questions

Making Meaning:
-Q: Considering where the Galapagos Islands are, how did land and plant animals first get there?
-Q: Why do the Galapagos have such a high number of plants and animals that are found no place else on Earth?
-Q: Why do so many of the islands have finches that are unique to that island?
-Q: How do invasive species get to the Galapagos these days?
-Q: How do new populations affect established ecosystems?

Closure: How are Darwin’s finches an example of natural selection?

Homework: "Bikini Bottom Genetics 2" due tomorrow (Friday 12/03)

Objectives:

Students will record and process information presented in a video about natural selection.

Students will explain how natural selection resulted in the biodiversity of the Galapagos Islands.

Plans:

Sponge: Why are variations (different expressions of traits) helpful for populations?

Anticipatory Set: Review sponge and yesterday’s exit slip

-Quick slideshow of a selection of my Galapagos Islands pictures – explain key facts about Galapagos Islands and its environment, compare issues with that shown in Hawaii film

Guided Practice/Independent Practice: View first half of documentary (Voyage to the Galapagos), discuss key points as they appear

-Students complete questions 1-4 individually as we watch the film (worksheet: Voyage to the Galapagos)

Making Meaning: to be addressed after end of film

Closure: What was the most interesting thing from the film today?

Homework: "Bikini Bottom Genetics" due Friday

Objective: Students will explain how the traits expressed by members of a population can change naturally over time.

Sponge: Two long-haired dogs (dad: Ll, mom: LL) reproduce and have puppies.  Use a Punnett square to show the possibility of them having long or short-haired puppies.

Anticipatory Set: Complete “Response Sheet: Natural Selection;” using Think-Ink-Pair-Share

After partner share, discuss as a class & share ideas

Guided Practice: Read “Successful Variations” (Daybook p. 73) on giraffes; highlight sentences describing survival advantage on student copy

-Discuss how student answers compare AND have them make corrections as needed

-Q: What are other examples of organisms and selective pressure?

Independent Practice:

- Students will diagram an example of a population being affected  by selective pressure (ex: a wolf pack culling caribou from a herd)

Making Meaning:

-Discuss student diagrams: what did you diagram?  How does selective pressure affect these organisms?

-Discuss Mid-Summative Exam 8 #7: APPLY knowledge of genetics to explain how populations respond to selective pressure

Closure: Complete #8 on Mid-Summative Exam – addresses peppered moth scenario (Why is variation in a population important?)

Homework: "Bikini Bottom Genetics" due Friday

Objectives:
Students will use a game simulation to experience change in a population due to selective pressure.

Students will explain how environmental factors put selective pressure on populations.

Sponge: Using a Punnett square, calculate the possibility of a normal heterozygous (Bb) mouse and a blind (bb) mouse having blind mice as offspring.

Anticipatory Set:
-Review sponge and genetics vocabulary – return the genetics quiz, give them opportunity to correct quiz and earn back points
-Q: What are some traits elephants pass on to their offspring?

Guided Practice:
- Note: populations change as individuals with a helpful trait reproduce more than others (ex: walkingsticks & camouflage)
- Read “Tall, Gray, and Tuskless” & “More Tuskless Elephants Than Ever” from Life Science Daybook (p. 76-77)
-Q: If there were 100 male Asian elephants in a population, how many of them would normally have tusks?  What about in a population that has been exposed to poaching?

Independent Practice:
-“Elephant Walk” Activity: use jellybeans to model how poaching affects elephant populations – students act as poachers and eat the white (tusked) jellybeans, whereas as red (tuskless) jellybeans get returned to the bag and reproduce

Making Meaning:
-DEFINE “selective pressure” (abiotic or biotic factor that affects the survival of particular organisms in a population)
-Connect back to walkingsticks [discussion]:
-Q: What selective pressure affected the walkingstick population?
-Q: In what way did the walkingstick population change over time?
-Q: How are the populations of elephants and walkingsticks similar? [as time permits, complete a box and T]

Closure:
When a trait disappears from a population, is it gone for good, or can it come back?

Homework: "Bikini Bottom Genetics 2" due Friday

"Procedures"

Objectives:
Students will:
1) Review the 4 types of redirections
2) Explain the importance of the fix-it plan

Agenda:

Sponge: Why is it important to have a procedure to follow if something interrupts class?  Give an example.

- 4 types of redirection: verbal/visual warning, loss of privilege, fixing it, "Take a Break"
- Model "Take a Break" in the classroom
- Discuss TAB Out
- Complete practice fix it plan (assignment required if asked to TAB Out in Dr. Lee's room)
- Complete classroom job application

Exit slip: Explain the purpose of the "Take a Break" chair and the fix-it plan.