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10/1 - 10/5
This week: How does energy travel throughout a food web? How do the interactions of organisms affect each other? What does it mean to be living? WE will be playing Oh Deer! as well as doing a classroom walk to identify living, non-living or dead things. Stay tuned next week for an owl investigation! Due this week: Wonderful Wetlands, Living, Non-living or dead lab, deer predation or starvation 9/24 - 9/28 This week we are beginning our second unit having finished our engineering design learning. This is a subject that we will continue to learn throughout the year as we investigate other topics. We are learning about Ecology. Why doesn't one living thing take over the world? That is our investigation. We will be determining the interactions of biotic and abiotic factors. Due this week: Food chain/food web lab, Diane's experiment, Biotic/Abiotic story(805) 9/17-9/21 We have begun our first lab which is to learn about safety in the lab class. Students will watch a video about safety, Work within their groups and the class as a whole to create rules for a safe work environment. They will analyze some vignettes to determine safe and unsafe procedures. Finally, each student will create a poster illustrating one of the safety rules. The directions for this project will be found on the edmodo site (edmodo.com) along with the exact due date for each class. At the conclusion of this project, we will move on to reviewing/studying writing hypotheses and taking data. We will do this through a thumb wrestling competition! We will be trying to answer the question: Who is the thumb wrestling champion? This activity will allow us to create a hypothesis, take data, make measurements with rulers, graph data and complete an analysis of that data. This is our second Regents lab. This week we are working on refreshing our memories about how science works and how it can be connected to our other subjects and our daily lives. WE worked in groups to put together puzzle pieces. We then got more "data" and had to fit another puzzle piece into our conclusion. Students connected this activity in science to the scientific method and to linear vs. non-linear functions in math. Following the puzzle activity, we learned why we take notes and also a template for organizing our notes to make studying easier. Students should be using the Cornell notes template in their science notebooks daily. They are also encouraged to use it in all classes to become better organized. To get started, students should read the article: Noticing Mistakes Boosts Learning , which was distributed in class. Students should annotate their article in preparation for the assignment on edmodo (How science affects our daily lives). Once they annotate, students should read the article a second time and put their important information in the appropriate place in their Cornell notes template (in their notebooks). We will review next class. Finally this week, students should log onto edmodo.com and use their code to join their class. Once they join, they will find an assignment due next week (dates will vary) in which they will read two more articles and connect all three articles to science in their daily lives. |