Nov 1 - 8th

students put pages in their notebook.

We then had a discussion about Lewis Dot diagrams and put those pages in our notebook.

Students reviewed for their test tomorrow.

May 16 - 7th grade

Students will have a quiz over page 98-103 in their notebooks tomorrow.

Students began working on their limiting factors activity (owl and mice).

May 16th - 8th grade

Resources to complete your diagram:

CK 12

website (start with protostars)

interactive

interactive

May 15th - 8th grade (am)

Finished our game of Guess Who.

Students read over a review section on how stars get their energy.

Reading section

May 12th - 7th grade

Went over pages 100-103

Here is page 102.

May 12th - 8th grade

Students practiced using H-R diagram by playing "Star Guess Who".

may 11 - 7th grade

Reading section

Copy of page 100

Copy of page 101

The link for the activity on page 103
http://ats.doit.wisc.edu/biology/ec/pd/t1_a1_b.htm

May 8th- 7th grade

Students check grades and write them down.

Go over as a class the notes page from friday.

Get into groups and answer the review and brainwork questions.

Use the following reading to fill in the foldable.

http://www.ck12.org/book/CK-12-Life-Science-Concepts-For-Middle-School/section/12.3/

May 5th - 8th grade

Students checked their grades and looked for missing assignments.

We then had a discussion about topics discussed on friday including parallax, apparent magnitude, and absolute magnitude.

Students then began working on their parallax lab. 

May 5 - 7th grade

Students took their quiz over Abiotic and Biotic Factors in an environment.

Students used a reading to fill in the following sections of their notebook.

Students also answered the following question sheet from the reading/notes.

Finished up by watching the video on ecology.

May 5 - 8th

We discussed retrograde motion and the questions from the notebook page. Here is a simulation that may help.

Students then investigated the idea of parallax. After filling in their notebook page using the book, we did some "magic".

We finished by discussing apparent magnitude and absolute magnitude.

May 3 - 8th

We discussed the Cosmic Calendar from yesterday (including what the calendar analogy would look like for students life).

Students read and took notes about other objects in the solar system.

May 2 - 7th

We reviewed the speed patterns that speciation can have and how this relates to evolution.

Notebook page

Students then began the notebook page on ecology.

Reading section on ecology.

The adaptation WS was assigned for homework, due thursday.

May 2 - 8th

Students finished their flow map on the formation of the solar system.

We discussed to order of events on the formation.

Students looked at how the formation of the solar system fit in the formation of the solar system using the comparison to a "Cosmic Calendar".

May 1 - 7th

Students checked their grades.

We had a discussion about the salamander activity.

Use the following reading: link

Students began working on the notebook page about the speed of evolution.

May 1 - 8th grade

1) Students checked their grades (and we reviewed how to look at all assignments to make sure everything is turned in).
2) Students put their foldable into their notebook as well as their planet ws.
3) We watched the solar system song video
4) We began discussing the formation of the universe and our solar system. We watched this video.
5) Finished by making a flow map of the order of steps in the formation of the universe.

Apr 27 - 8th

Discussed the Venn diagram from yesterday (planet/dwarf planet).

Went over the Planet WS that was due today.

Students began working on their model of the solar system foldable.

Apr 26 - 7th

First, we will discuss the WS that was due today. This page should become page 87 in student's notebook.

Then students will take a quiz over the material that we learned yesterday.

Following that, students will work on the topic of speciation.

Use the following link to learn about speciation. While reading, students should have their notebook page out from the teacher. As they read about the example scenario, students should take notes to help remind them of the example:

link
Read from "speciation" until the end of "defining speciation". Do not do "causes of speciation".

Put the page in page 88 of your notebook.

Get the "Speciation WS" from the front of the room. You only have to do problems 1 and 2 for tomorrow.

Apr 26 - 8th

Dwarf planet reading

Definition of dwarf planet

Dwarf planets

Aug 25 - 8th

Students completed their notes pages on the planets and showed them to the teacher for completion credit.

The Planet WS is due on Thursday. This will be graded for accuracy.

April 24 - 7th grade

Students turned in their graphs and had them graded during class.

While this was going on the other students finished their notebook page from friday. Students then worked on the next page and we had a discussion about the review work.

Here is the page

April 24 - 8th

Students worked on charts detailing information about the inner and outer planets.

April 21 -7th

Students turned in their video assignment.

We then discussed the peppered moth example from yesterday and answered the questions from the simulation.

Peppered moth graph is due Monday

Worked on Natural Selection notebook page.

April 21- 8th

Students took their quiz on the solar system.

April 20 - 7th

Students began to look at Natural Selection.

Prezi

Use the following Simulation in order to answer the questions on the handout.

Complete the following questions and use the following rubric.

Video for help if needed

April 20 - 8th

Students began putting parts of their activities into their notebooks. Students completed pages 88-91 as well as having a discussion about the main ideas behind those pages.

Quiz tomorrow.

April 19 - 7th

Students read page 154-156 in the green book and filled out questions on notebook page.

Video assignment due friday.

April 19 - 8th

Students used the last day in class to finish up activities. Quiz this friday on page 74-87 and the activities.

April 18 - 7th

Students checked their grades. They also confirmed that page 79 was in their notebook.

We then continued watching a video and looking for information for the question sheet.

April 18 - 8th

Students worked on group activities. Today and tomorrow will be the last days. Students received points for assignments that they had complete thus far.

April 7 - 7th

Students finished notes page, colored their pages, made foldable, and began working on Review work/Breain work for homework.

April 7 - 8th grade

Students finished PARCC testing. Students had time to work on activities in groups.

April 5th - 7th

We handed back and went over the quiz from last week.

Discussed the fossil activity and how items were sorted.

Began lecture on relative dating and the features of sedimentary rocks when dating.

april 5 - 8th

Students are taking the PARCC test for the remainder of the week. While in class, they will work on the solar system activities.

March 28 - 8th

We had a discussion about the phases of the moon and named them.

Students then began working on the notebook page on solar and lunar eclipses.

March 27 - both

Mr. Thomas presented on the negative effects of marijuana as part of Too Good For Drugs.

march 23 - 7th

We discussed student reading and notebook page on sex linked traits.

Students then watched this video.

Video WS is due tomorrow.

March 23 - 8th

reviewed why the Earth has seasons.

Earth WS was a completion grade.

Discussed the moon reflecting light from the sun and the fact that we are always looking at the same section of the moon.

Began working on what causes the phases of the moon.

March 22 - 7th

Looked at the Mutation WS for completion grade.

Discussed correct answers to the Protein Synthesis WS.

Read about Sex linked traits and worked on a notebook page.

March 22 - 8th

Discussed the cause of seasons for the Earth including notebook page.

Students completed the Earth WS for homework.'

March 21 - 7th grade

Went over questions from the mutation activity.

Played mutation telephone and discussed how changed throughout the game simulated different types of mutations.

March 21 -8th

Discussed Earth's magnetic field and its properties.

Students predicted the cause of Earth's seasons on a notecard.

Link for the vocab terms:

http://www.kidsgeo.com/geography-for-kids/0020-solstices-and-equinoxes.php


Here is the link for today's activity:

https://spaceplace.nasa.gov/seasons/en/

Put together the Earth's season notebook page.

March 20th - 7 and 8

Mr. Thomas talked about the dangers of tobacco.

March 17th - 7th

Students worked on the mutation activity. Questions should be completed by Tuesday.

March 17 - 8th

Link for today:

http://www.windows2universe.org/physical_science/magnetism/earth_magnet_dipole_interactive.html

March 16 - 7th

Students had questions from Social Studies class about my time on jury duty.

We then read about mutations.

March 16 - 8th

We had a discussion about the meaning of rotation and revolution (using a basketball).

We then went to the lego gym to act out and discuss rotation revolution.

Back in the room, students completed the notebook page about rotation and revolution.
Left side
Right side

We finished up with a video previewing Earth's magnetic field.

March 15th - 7th grade

Students began working on DNA coloring

Protein synthesis WS is due tomorrow.

March 15 - 8th grade

Students went over correct answers to the sea level rising WS that was due Tuesday.

Students began working on notebook pages detailing properties of the Earth.

Mar 14 - 7th grade

We had a class discussion to go over the answers to the translation questions from the model.

Students were then given their homework that is due on thursday.

March 14 - 8th grade

Students turned in their worksheet from last friday on Analyzing the rising sea level.

Students got their quizzes back from last week and we went over correct answers.

We then revisited the idea of beliefs vs knowledge. We listed knowledge that they had gained about climate as well as beliefs that people could have. We discussed how knowledge can be used to form your beliefs.

We finished by watching the first few minutes of "Cosmos".

March 13 - 7th and 8th

Students discussed the negative effects of alcohol and how to overcome many of the ways media shows alcohol in a positive light.

March 10 -7th

We had  discussion about the correct answers to the  transcription questions.

Students continued working on the translation part of their model.

March 10 - 8th

watch video

Read the following:

Lessons in Sea-Level Rise

Background

In the News

“Sea level rise” – we hear that phrase, but what does it mean, really? How does it affect us? Do I have to be concerned about it in my lifetime? These are all great questions!

Sea level rise is the increasing of the average global sea level. It doesn’t mean that seas are higher by the same amount everywhere. In fact, in some areas, such as the west coast of the US, sea level has actually dropped slightly … for now. But before we get into that, let’s understand the main contributors to sea level rise: 

1. Melting mountain glaciers - Glaciers are bodies of ice on land that are constantly moving, carving paths through mountains and rock. As glaciers melt, the runoff flows into the oceans, raising their levels.
2. Melting polar ice caps - Think of our north and south polar regions. At both locations, we have ice on land (“land ice”) and ice floating in the ocean (“sea ice”). Melting sea ice, much like ice cubes melting in a drink, does not affect the level of the oceans. Melting land ice, however, contributes to about one third of sea level rise.
3. Thermal expansion of water - Consider that our oceans absorb over 90 percent of the heat trapped by greenhouse gasses in Earth’s atmosphere. When water heats up, its molecules become more energetic, causing the water to expand and take up more room, so that accounts for about a third of sea level rise.

Let’s take a closer look at global sea levels. Sea level is not constant everywhere. This is because it can be affected by ocean currents and natural cycles, such as the Pacific Decadal Oscillation, or PDO, a 20- to 30-year cyclical fluctuation in the Pacific Ocean’s surface temperature. Because of the PDO, right now the Eastern Pacific has higher sea levels than usual, while the Western Pacific has lower sea levels than usual. However, the global average of 3 millimeters of sea level rise per year is increasing and the rate that it’s increasing is speeding up. That means that sea level is rising, and it’s rising faster and faster. Take a look at this video for some great visuals and further explanation of how phenomena such as the Gulf Stream affect local sea level heights.

You may be asking yourself, how do we know sea levels are rising? Well, a couple of ways. First, for the past 23 years we have been using data from several NASA satellites to constantly measure sea surface height around the globe. Data from these ocean altimeters is integrated to refine and calibrate measurements. Additionally, we have tide gauges on Earth to ground-truth (locally validate) our satellite measurements. As for historical data, we use sediment cores -- drillings into Earth that yield the oldest layers on the bottom and the youngest layers on top -- to examine where oceans once reached thousands of years ago.

Why it's important

Locally, folks are making observations – and already seeing the impacts of sea level rise on their communities. Places such as Miami are now experiencing regular flooding in downtown city streets at high tide. The South Pacific island nation of Kiribati saw a 2.6 millimeter rise in sea level between 1992 and 2010. That may not seem like much, but when you consider that the land only sits about 2 meters above sea level, that’s a big deal; some villages have already had to relocate to escape the rising tides. Residents of China's Yellow River delta are swamped by sea level rise of more than 25 centimeters (9 inches) a year. Even NASA is concerned about some of its facilities that are located in low-lying areas. 

Besides wiping out dry land, encroaching salt water can pollute our fresh water supplies and damage fresh-water dependent ecosystems. It’s not just fresh water rivers and lakes that are at risk – our aquifers, or natural underground water storage, are at risk of filling with salt water as the ocean encroaches on the land above them.

Clearly, sea level rise is something that is already affecting people and will continue to do so. All three contributors to sea level rise can be attributed to the warming of the Earth system. Warming temperatures cause mountain glaciers and polar ice caps to melt, thereby increasing the volume of water in the oceans. At the same time, our oceans are getting warmer and expanding in volume as a result of this heat (thermal expansion). Since 1880, global sea level has risen 20 centimeters (8 inches); by 2100, it is projected to rise another 30 to 122 centimeters (1 to 4 feet). Watch this video for some illustrations of these facts:

Also check out the Climate Time Machine for Sea Level to see what impact a 1 meter to 6 meter rise in sea level will have on the coastal US and other areas of the world. 

If we can control our contributions to the rise in greenhouse gases in Earth’s atmosphere, we can perhaps level out the warming of the Earth system and eventually stabilize our sea levels. In the meantime, we need to be prepared for the impact encroaching seas will have on our coastal communities and water supplies.

Video 2

video 3

Use the graph found here to answer the worksheet.

Graph for questions 8 - 10

March 9th - 7th grade

Students worked on the translation part of their model.

Transcription questions should be done before class tomorrow.

March 9 - 8th

We discussed the worksheet/activity from Wednesday.

Students then took a quiz over climate. When completed, students put pages 72 and 73 into their notebook.

Students are to read a one page article before class tomorrow.

March 8 - 7th grade

Students worked in groups to model the process of transcription. Answers to the questions on this need to be done by the time class starts tomorrow.

March 8 - 8th grade

Students worked on the tree ring activity. The link to the site for the precipitation data is available on yesterday's blog post.

March 7 - 7th grade

We had a class discussion over the notes handout (monday or friday) going over transcription and translation. 6th hour started working on their model.

March 7 - 8th grade

link to the first part of the assignment. Click on "learn more" in the green box on the right.

link for the data for the WS.

March 6 - 7th and 8th

Too Good for Drugs discussion on surrounding yourself with positive peer groups.

March 3 - 7th

Students got their inheritance quiz back and we discussed correct answers.

We watched the Amoeba Sisters video on transcription/translation.

2 classes got the reading that is due Tuesday.

March 3 - 8th

We had a discussion about the Main Ideas in the reading from yesterday.

Students put page 70 and 71 into their notebooks.

March 2 - 7th

Students finished their models of DNA.

We discussed answers to the questions on the directions page.

Students put their model and questions onto page 68.

We then began talking about transcription.

Reading for today: link

Activity for today: link
This activity sometimes says it needs a password. If this happens: go to the search bar, type "transcription of dna to rna", when the filters come up choose "plix". It will be your first choice.

March 2 - 8th

Students took a quiz on the graphs they completed the previous night for homework.

When the quiz was done, students highlighted a reading to look for the main idea.

March 1 - 7th

Students finished reading and answering questions on the structure of DNA.

Students began building a molecule of DNA.

March 1st - 8th

Students worked on a graph of concentration of CO2 in the atmosphere throughout history and a second graph of temperature anomalies seen throughout history.

Tomorrow, students will have a 20 point quiz on the graphs. They can use their graphs and worksheet to answer a 9 question quiz. Without the graph done, this quiz will be very difficult.

Feb 28th - 8th grade

We began class by discussing the correct answers to the Carbon Cycle diagram.

We then discussed the idea of ice cores and how they can be used to find clues about Earth's past.

Students then began working on the rounding assignment. This data will be used to look for changes in Earth's temperature as it relates to the amount of CO2 in the atmosphere.

Students should have the rounding assignment done before they return on Wednesday.

Feb 28 - 7th grade

I told students to be watching for a definition of nitrogen bases as they watched and read today.

Students watched a video on DNA (approximately 9 min)

Students then used the following reading section and review questions to complete page 69 in their notebook.
Reading section for today

Right hand side of the notebook

Feb 27 - 7 and 8

Too Good For Drugs today was on the topic of effective communication.

Feb 23 - 7th

Students took a quiz on the Types of Inheritance.

Feb 23 - 8th

We discussed the questions that were due today.

Students worked on putting page 68 and 69 in their notebook using the following terms:

Feb 22 - 7th

Went over meiosis questions as a class.

We had a discussion about the polygenic inheritance questions from page 63.

Lecture on the differences between asexual and sexual reproduction.

QUIZ TOMORROW!

Feb 22 - 8th

Students worked with their groups to complete their graph, find annual averages and answer the questions on the amount of carbon dioxide in the atmosphere.

Feb 21 - 7th

Class discussion on:
vocab from notebook page 66
chromosome math during meiosis vs mitosis (page 66)
Questions and diagram on meiosis (page 67)

Quiz Thursday on page 60-67

Feb 21 - 8th

Class discussion on the carbon cycle including a video.

Students were put into groups to work on the carbon dioxide in the atmosphere graph.

Questions and graph are due Thursday

Feb 17th - 7th

Students attached page 64 and 65 into their notebooks.
We discussed the "problem" that comes from the dividing up of chromosomes that we saw in the toothpick activity.
Students worked on vocabulary for page 66 (sexual reproduction).

Feb 17 - 8th

Students placed information on page 66-67 to help understand/remember global warming.

Information and discussion included:
weather vs climate
the top greenhouse gas producers in Illinois (and US)
The top 3 greenhouse gases

Feb 15th - 7th

Students got into groups and continued working on their Toothpick Chromosome Activity.
Anything that was not finished is due tomorrow.

Students then began working on the notebook page for gene and chromosome relationship.

We used this video to start discussing the relationship.

Feb 15 - 8th

Link to the directions for today:

mapping greenhouse gases handout

Feb 14th - 7th

Students wrote down their grades on their grade sheets.

Students then watched a short video and tried to answer the question: "How are genes and chromosomes related?"

We then got into groups and worked on the Toothpick Chromosome Activity.

Feb 14 - 8th

Students took the quiz over the global warming reading packet. When they were done, they checked their vocab definitions for accuracy.

We then had a discussion about the correct answers to the Student Questions about the climate vs weather graph.

Students will be thinking about why global warming is such a big deal as we move on through this section.

Feb 13 - 7th and 8th

Too Good For Drugs presentation on how to make positive choices/reactions.

8th graders have a reading quiz tomorrow.

Feb 10th - 7th

We discussed the notes for page 60. Double checked to make sure that students had the correct answers there.

Next, we handed back the WS that was turned in earlier this week. We then discussed correct answers.

Finally, students worked on the questions from page 63.

*7th hour had a different discussion, one of those moments where they thought they had me "off-task" but in reality they probably learned more in that one class than they did in the last few weeks...😏

Feb 10th - 8

Students finished their typing and turned in via Office 365.

When finished, students were asked to answer 4 questions about the graph they completed earlier this week. This will be turned in on monday.

Also, students were given a packet of 3 articles on the topic of global warming, These should be read by Monday. Students may highlight, underline, and make notes as they see fit. There will be a quiz on Tuesday about the readings.

Feb 9 - 7th grade

Students worked on their bar graphs. Graphs are due Friday. Rubric/Questions

Notebook check on Monday on pages 60 -63. Rubric

Feb 9 - 8th

Students worked on their essays. Most are finished typing and ready to turn in.

Feb 7 - 7th grade

Students worked on their Polygenic Inheritance activity. Students also started working on the bar graph to show their results.

Students have a blood typing WS that is due tomorrow.

Feb 7 - 8th

Students worked on the graph for their climate vs weather activity. Students were told that the graph is due tomorrow.

Students also received the next page for their notebook.

We will be typing in the computer lab for the rest of the week. Students should have their essay on their Office 365 One Drive.

Feb 6 - 8th grade

Students checked grades and wrote them down.

Students were put into groups to work on the weather vs climate graphing activity.

We will complete this tomorrow in class.

Any student that did not finish their writing graphic organizer needs to do so before Wednesday. We are typing that day.

Feb 3 7th

We started the class off with the following question:

After answering this we worked on Punnet squares involving the co-dominant traits of blood type.

Feb 3 - 8th

Students finished up their graphic organizers. They are due on monday. We will begin typing on Wednesday.

Jan 31 - 7th

Students took their quiz on heredity.

Students worked on patterns of inheritance. The concepts of codominance and incomplete dominance were started. Students really struggled with this. We will continue with it on Wednesday.

Jan 31 - 8th

Students had a discussion about the premise of the movie, San Andreas.

We then discussed what could cause this to happen. Along with this, we talked about the idea of whether part of California could eventually break off from North America. Students will be working on learning about and writing about their findings.

Upcoming due dates:
Vocab quiz tomorrow
Reading/highlighting is due Thursday Feb 2
Students graphic organizer for their writing is due Monday Feb 6.
Students will type their papers Feb 8, 9, and 10 in the school computer lab.

They are encouraged to seek outside reliable sources to help facilitate answering this question.

Jan 30 - 7th and 8th grade

Too Good For Drugs presentation on making decisions.

Jan 27 - 7th

Students attached their written explanations to their posters. We then went around and looked at all posters. Students left positive comments on notecards by the poster. Posters were then turned in for final grade.

Jan 27th - 8th

Students took a test on notebook pages 50 - 63.

Students also received their vocab list for the Plate Tectonics Unit.

Jan 26 7th

Students typed their descriptions of their Superhero genetics poster.

All materials are due on friday.

Jan 26 8th

Class review of pages 60 - 63. Students have a test on friday.

Jan 24th - 7th grade

Students received their superhero genetics outline.

Students had the rest of the period to work on their projects.

Jan 24 - 8th grade

Handed back Earth's Layers WS and went over correct answers.

Reading section for tonight and tomorrow's activity.

Jan 23 - 7th and 8th grade

Mr. Thomas was here for Too Good For Drugs. Students took a pre-test for the program. Mr. Thomas then led the students in a conversation about setting Goals and why they are important. Students also did an activity demonstrating positive goal setting.

Jan 20 - 7th grade

Students received their rubric for the Superhero Genetics.

Students worked on their superhero genetics project.

Jan 20 - 8th grade

Students turned in their foldable worksheet. I also looked at planner pages to make sure students had written down that there will be a test next friday on notebook pages 50 - 65.

Students then began to work on the mapping volcanoes and earthquakes activity. We will complete this next week.

jan 19 - 7th

Students worked on superhero genetics.

Rubric will be handed out tomorrow.

Jan 19 - 8th

Students had half the hour to complete their foldable.

We spent the rest of the hour discussing what should be in their foldable.

Foldable WS is due tomorrow.

Jan 18th - 7th

Students had a discussion about the answer to the problem on the back of the Amoeba Sisters WS. This would make a great quiz question!

We then put information regarding homozygous and heterozygous alleles in our notebook (page 58)

Tomorrow....

SUPERHERO GENETICS!

Jan 18 - 8th

Students received back quizzes and notebook check papers. We discussed the grading criteria for the quiz.

Students continued working on their Earth's Layers Foldable.

Worksheet was given out. Worksheet is due friday.

Jan 17 - 7th

Students wrote down their grades.

Students then took a quiz on completing Punnett Squares.

After the quiz, students worked in groups to complete the back of Friday's movie sheet.

Jan 17 - 8th

Students checked their grades and looked for any 0's in science.

We then worked on notebook page 58.

Convection Reading

Students then started working on the Layers of the Earth foldable.

Layers of Earth reading

Jan 13 7th grade

Students checked over Danville Genetics WS.

We then discussed correct answers as a class.

Students will have a quiz over pages 50-57 on Tuesday.

We finished by watching the Amoeba Sisters video on Monohybrid Crosses.

Jan 13 - 8th

Classroom discussion on support of Wegener.

Students completed the activity on the past plate motions

Reading for today's activity

Activity is due on Tuesday

Jan 11 - 7th

We had a discussion about the probability bean lab from yesterday.Students were able to describe the purpose of the lab.

We then went over page 56 and 57 in the notebook.

Students worked on Danville genetics WS. Whatever wasn't finished was assigned as homework.

Jan 11 - 8th

Students received their checklists for Friday's notebook check.

Students then took their quiz on Continental Drift. Upon completing the quiz, students read through a handout on subduction and answered review and brain work questions. Any work that was not finished should be done as homework.

Jan 10 - 7th

Students worked on the bean probability lab.

Questions should be done when students return to class tomorrow.

Jan 10 - 8th

Students finished their seafloor spreading model.

We also had a discussion about the labels for the model and the evidence for seafloor spreading.

Quiz tomorrow over page 50-51. Notebook check over 50 - 53 this friday. 

Jan 9 - 7th

Students checked their grades and wrote them on the grade sheet. I walked around and talked with students about grades that were already low and ways to improve them.

Students were reminded to make sure they have page 52 and 53 finished.

Students then used the online reading to learn about probability. Notebook page.

Reading for today: http://www.ck12.org/biology/Probability-and-Inheritance/lesson/Probability-and-Inheritance-BIO/

Students were also given their lab for tomorrow and asked to read it and come back with questions.

Jan 9 - 8th

Students continued working on their continental drift activity. Those who finished began the Sea floor spreading notebook page and model.

Quiz Wednesday on page 50 - 51.

Jan 6 - 8th

I checked over student answers to the Continental Drift foldable.

After completing the notebook page, students began working on their continental drift activity.

Jan 6 - 7th

We started class by talking about the difference between being dominant and recessive.

After a rather lengthy question/answer session (Yay!) students began working on answering the following:

Jan 5 - 7th

We went over the vocabulary terms. Some classes worked as a class, some in small groups.

Then we had a lecture about the experiments Mendel conducted.

We identified the vocab words and how Mendel used them.

Some classes watched the 100 Greatest Discoveries section on Mendel

Jan 5 - 8th

Students took the arguments against Wegener and wrote them as accusations. Students then shared their accusations with the class (and threw the paper at a picture of Alfered Wegener). He was called all sorts of names!

Students then began working on a foldable to show what evidence Wegener actually had. We will finish this foldable tomorrow.

Jan 4 - 7th

Students completed the Human Characteristic activity. We then had a lengthy discussion about the question, "If a trait shows up in 95% of the population, can we tell whether or not the trait is dominant or recessive?" It was a great discussion!

Students then received the vocabulary page for the new section. We talked about the necessity of vocabulary when talking about the topic of genetics.

Jan 4th - 8th

Students graded pre test (except for short answers).

We voted on the winner of the week of Wonder. Students voted for the project they thought was the best.

We discussed (went over answer to worksheet) the reluctance to accept Continental Drift when Wegener initially proposed it.

Jan 3 - 7th

Students checked their 2nd quarter grades for accuracy and received their 3rd quarter grade sheet. We reviewed behavior, homework, and grade sheet expectations.

Students looked at part of the following article and discussed what is different than what they expected about these animals.

http://www.littlethings.com/albino-animals/?vpage=1

Students began working on the handout for the human characteristics activity.

Jan 3 - 8th

Students checked their 2nd quarter grades one final time for accuracy.

Students received new materials for their data notebooks.

Students took their Plate Tectonics Pre-Test (not for a grade).

Students were given a reading section and questions to be finished tomorrow.