Thursday 9/10/2015:

  • EQ
    • How do I use the Scientific Method to solve a problem?
  • Students created a graph for homework and we answered conclusion questions today in class.
  • We reviewed the experimental design/scientific method by watching brain pop.
  • We used the graphic organizer to write the 5 steps of the scientific method
  • We formulated questions for experiments in the formula of: What is the effect of _ on ? So for this experiment, it was: What is the effect of chewing time on the mass of the gum?
  • Using this formula students were able to identify the independent and dependent variables. The Independent variable is the factor that is changed by the experimenter (or in the formula above, it is the first blank). The dependent variable is the factor being measured in the experiment and is usually written as the data (it is the second blank in the formula above).
  • In our experiment with the bubble gum, the mass of the gum was DEPENDENT on the time the bubble gum was chewed.
  • At the end of class we completed a quick competitive activity where students had to put cards with words of the Scientific Method in order from the first step to the last step, as we conducted during the POP experiment.
  • Students then wrote the steps on a graphic organizer: Problem, Gather information, Hypothesis, Experiment, Conclusion



Field Trip Permission slips due by Friday

Wednesday 9/9/2015:
  • We went to the book fair.
  • We had time to finish our slides about me and print out the word document.


Field Trip Permission slips due by Friday


Tuesday 9/08/2015:
  • EQ
    • What are two types of observations?
    • How do I use the Scientific Method to solve problems?
  • Today we took notes on Qualitative and Quantitative observations using our POP experiment.
    • We then began the POP bubble gum lab. Students were asked to make a hypothesis to test the effect of the time bubble gum is chewed on the mass of the gum.
    • We completed the POP bubble gum lab. Students chewed a piece of bubble gum for 1, 2, 3, or 4 minutes. They recorded an initial mass of the bubble gum before chewing and a final mass of the bubble gum after chewing.
    • Students had to create a graph based on their prediction of the data

Field Trip Permission slips due by Friday


WEDNESDAY 10/1/2014
  • Students reviewed independent and dependent variables using the handouts below.


THURSDAY 10/2/2014:

  • Students reviewed independent and dependent variables using the vocabulary foldable

FRIDAY 10/3/2014
Watched a movie

MONDAY 10/6/2014:
  • EQ
    • Is a seed alive?
    • What are the variables in an experiment?
  • We set up an experiment to determine: Is a seed alive?

TUESDAY 10/7/2014:

  • EQ
    • What are the characteristics of living things?
  • Today we handed in our panther projects
  • We took notes on the 8 functions of living organisms. We provided examples for each of the 8 functions.
  • We reviewed the steps of the Scientific Method (in classes that had extra time)


WEDNESDAY 10/8/2014:

  • EQ
    • Is a seed alive?
  • We recorded our data from our experiment that we set up on Monday.
  • We began our discussion questions in class.
  • Discussion questions not finished in class are HOMEWORK.

THURSDAY 10/9/2014:
  • EQ
    • Is a seed alive?
  • Today student's analyzed the data and covered the discussion questions on our Is a Seed alive lab.
  • We reviewed for the quiz tomorrow.

FRIDAY 10/10/2014:

Make sure you understand the following topics:
Dependent Variable
Independent Variable
How to make a bar graph
Steps of the Scientific Method and application of those steps

WEDNESDAY 10/15/2014
  • EQ
    • What is spontaneous generation?
    • Who is Redi?
    • What does it mean to be alive?
  • We discussed what we thought it meant to be alive.
  • We listened to the story of Redi and how he discovered that spontaneous generation was a hoax (the theory that living things came from nonliving things). Redi set up three jars, all of the jars contained meat, one jar was open, one jar had netting on it, and one jar was sealed. The maggots only appeared on the jar that was open and had netting on it. The jar that was sealed did not produce any maggots. So, he discovered the maggots could not come from rotting meat, rather they came from flies.


HOMEWORK: Apply the steps of Redi's experiment to the Scientific Method

THURSDAY 10/16/2014

  • EQ
    • What is a cell?
  • We cleaned out our notebooks and organized.
  • We reviewed Redi's expeirment and handed in our homework.
  • We reviewed the Cell and defined it in our notes
  • Each block below represents a plant cell

FRIDAY 10/17/2014

  • EQ
    • What is the cell theory
    • Who helped develop the cell theory?
    • What is Theory and What is law?
  • We took notes on the cell theory
  • We discussed the importance of historical scientists
  • We discussed the difference between a theory and a law

Link to the MOVIE

MONDAY 10/20/2014

  • EQ
    • What are the basic needs of living organisms?
    • What are the 8 functions of living organisms?
  • We took notes on the 8 functions of living organisms.
  • We had 10 + minutes to work on our homework on the basic needs of living things.

HOMEWORK: Answer questions 1,2,4,6,7,8,9,12 on the note packet Basic Needs for tomorrow.

TUESDAY 10/21/2014

  • EQ
    • What are the basic needs of living things?
    • What are the elements found in living organisms?
    • We reviewed the answers we took on the basic needs of living things

HOMEWORK: Quiz tomorrow (20 points) - cell theory, Redi's experiment, spontaneous generation, examples of the 8 functions, observation vs. inference, qualitative observations, quantitative observations, independent and dependent variables.

WEDNESDAY 10/22/2014

  • EQ
    • What are inorganic compounds?
    • What are organic compounds?
    • What are lipids?
  • We took notes on inorganic and organic compounds
  • We took notes on lipids (a.k.a FATS)
  • We took our quiz

THURSDAY 10/232014

  • EQ
    • What are lipids?

  • We completed the first half of a lab where we tested various substances for lipids using a paper bag (Who took Matthew's ipod lab)
  • We completed the lab activity to identify lipids (paper bag test - + result was a translucent appearance)

FRIDAY 10/24/2014

  • EQ
    • What are carbohydrates?
  • We worked on the notes for carbohydrates.
  • We tested for Simple Sugars using Benedict's and a hot water bath. Positive indication was an orange color change



MONDAY 10/27/2014

  • EQ
    • What is a protein
  • Today we took notes on proteins.
  • We finished our lab activity and identified both a starch (a type of carbohydrate) using iodine, and a protein using Benedict's solution.

HOMEWORK: Read A Teen's guide to healthy eating and answer the questions.


  • EQ
    • What are enzymes?
  • We reviewed the reading from last night.
  • Mrs. Hess demonstrated a test for enzymes using fresh pineapple and canned pineapple in jell-o.
  • We watched this video

WEDNESDAY 10/29/2014

  • EQ
    • What is an enzyme?
    • What are Nucleic Acids?
  • We answered the question to our Jell-O lab.
Link as to why: Enzyme activity

  • We watched Bill Nye the Science Guy discuss Nucleic Acids. We filled in a worksheet describing Nucleic Acids (the fourth and final type of macromolecule).

THURSDAY 10/30/2014

  • EQ
    • What are nucleotides?
    • What is a double helix?
  • Students will work together to create a classroom DNA model

HOMEWORK: Test on Tuesday


FRIDAY 10/31/2014

  • EQ
    • How do I stop invaders using macromolecules?
  • Students tested various unknowns to determine how to stop the invaders.
  • Each student was also given a test review packet.

HOMEWORK: Test on Tuesday

MONDAY 11/3/2014

  • We played a review game today
  • Mrs. Hess answered our questions regarding the review packet

HOMEWORK: Test tomorrow

TUESDAY 11/4/2014