Today we reviewed the organelles (or "cell parts") most commonly found in plants. We began with a short Bellringer that asked us to identify cell structures within a diagram: Next we took some time to complete the Cell Organelle Structure & Function chart that we began last Friday: Finally, Periods 3 and 4 got to watch a CrashCourse:Biology video on Plant Cells, while Periods 5, 6, and 7 viewed the BrainPOP program "Cells," and reviewed the 10-question multiple-choice Check-for-Understanding Quiz with accompanying reinforcement activities.
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Today was a bit hectic between the visiting Reality Store, Spring Photos, and several teachers being out of the building, but we made due and started examining more closely Eukaryotic Cell Organelles. We started off with a Bellringer that reviewed the organelles found in Prokaryotes that we studied Tuesday, Wednesday, and Thursday of this week: Then we took a look at diagrams of Eukaryotic Cells (both plants and animals). Every student received a worksheet containing a data table that listed all of the most common eukaryotic cell organelles by name. A second sheet listed all of their major functions or roles within the cell. Additionally, a mnemonic tool, or memory device, was provided that could help students link each particular cell organelle to its specialized role. Students cut out and pasted, or else simple wrote down the function for each specialized structure. Afterwards, they were to label and color code the structures within their diagrams. Next week, we will have a Quiz over the structures and functions of prokaryotic cells and eukaryotes. (Use the Resources page to study!) Today we were in the 7th Grade Computer Lab completing Individual Learning Plans on CareerCruising.com, taking a look at some cells on the CellsAlive! website, and finally "piloting" our own virtual cell with BrainPOP's Cell Command. Students began by investigating the relative size and scale of cells using the animated interactive "How Big is a...?" Then, they took a look at the structure and function of organelles in a Prokaryotic Bacterial Cell, before next comparing them to the structures found in Eukaryotic Cells, both plant and animal: Some took advantage of the site's Puzzles depicting specific types of cells like Steptococcus (pictured right), responsible for the dreaded Strep Throat that's been plaguing us recently. Some even braved the accompanying Cell Biology Quiz before finally heading to the BrainPOP Games site to play...
Students today practiced for the K-PREP Exam by completing a On-Demand Writing Prompt in the gym. Periods 4, 6, & 7 then met for a shortened class period in which they completed their Prokaryotic Cell Diagrams and responded to the following Bellringer:
Today began our new Unit on Cell Biology. Our focus in this Unit will be on the relationship between "form" (meaning physical structure) and function. We will be examining a variety of different cells and comparing how their specific structure, shape, or features particularly suit their unique function within individual organisms or organ systems. We started of today with a Bellringer that outlined our major topics of discussion for the next week, as well as reviewed some old vocabulary. Below is a Distinguished Student Sample of the Bellringer and Class Notes: After the Bellringer, we watched a video from TED-Ed on "The Wacky History of Cell Theory" by Lauren Royal-Woods, paying special attention to the meaning or origin of the term "cell," the scientist responsible for coining the term, and the technological advancement that enabled scientists to first discover and investigate them. This video also does an fantastic job of illustrating the Nature of Science in the real-world, as opposed to the idealized, sterile, step-by-step Scientific Method so often emphasized in class. A brief discussion on the occasional "messy" nature of scientific discovery and the history of Science followed. Finally, students were provided a text-based passage on Prokaryotes, and we asked to carefully read, employing the Literacy Strategies learned in Language Arts class, and afterwards to follow the instructions to color-code the diagram of the prokaryotic cell. Ten Check-for-Understanding questions followed. Worksheets that remained unfinished were to be completed for HOMEWORK. These color-coded diagrams will be used later in class to draw comparisons and distinctions between other eukaryotic cells. Today we reviewed for our upcoming Unit Test over Geology/Earth Science by completing a detailed Study Guide (linked below).
The Unit Test is scheduled for Wednesday, Dec. 19th Below you will find the completed Study Guide (with answers), as well as other resources to help you prepare for the exam. In addition, we completed Bellringer #15 (since Thanksgiving) practicing Half-Life Problems. (Click here to see instructions for How to Solve a Half-Life Problem.) Bellringer Notebooks will be turned in Wednesday before the Test. GLENCOE Textbook: Ch. 9 - "Clues to Earth's Past" Standardized Test Practice Section 1 Self-Check Quiz Section 2 Self-Check Quiz Section 3 Self-Check Quiz Chapter Review Quiz Interactive Tutor "Concentration" Game GLENCOE Textbook: Ch. 10 - "Geologic Time" Standardized Test Practice Section 1 Self-Check Quiz Section 2 Self-Check Quiz Section 3 Self-Check Quiz Chapter Review Quiz Interactive Tutor "Concentration" Game Today we began class with a quick Check-for-Understanding Quiz over Relative Dating.
Then we worked to finish our lab Dating the Fossil Record. Some classes got an introduction to Absolute Dating and reviewed the concept of radioactive Isotopes. Today we began class with a quick Flashback reviewing basic vocab and prefixes. Tomorrow there will likely (hint, hint) be a short vocab quiz. Our vocab list for the current unit so far includes:
Students were also asked to recall the names of some of the more famous scientists associated with recent Space Science, including... Next, we let Sheldon from The Big Bang Theory model for us the Doppler Effect. The Doppler Effect is easily heard when this firetruck speeds by, and can be visualized using this nifty simulation. The video below explains its connection to Space Science and the evidence it provides for the Big Bang thanks to something called Red Shift. Today was an Early Release Day (ERD) with classes shortened to just 30 minutes. We made valuable use of our time by incorporating literacy practice into our content curriculum.
Today we continued learning about the Carbon Cycle. Pictured to the right is a very simplified diagram showing how carbon can move between the atmosphere, biosphere, lithosphere, and hydrosphere (not pictured). We began by discussing What Contains Carbon? Turns out, a whole lot of things do! (See here for an explanation of some of the items listed in the Bellringer.) All living things contain carbon. In fact, living things are often referred to as "carbon-based lifeforms." There's even a whole branch of chemistry dedicated to studying only those molecules containing carbon! It's called "organic" chemistry, as in the word "organism." (The fruits and vegetables at the supermarket labeled "organic" mean they're all natural. They contain no artificial chemicals or preservatives). The reason carbon is found in so many different things is because of its four valence electrons that can bond with lots of different molecules, including itself! There are over 10 million different known compounds containing carbon, in fact, ranging from the soft lead in your pencil (called graphite) to hard-as-steel diamonds used in industrial tools (like on saw blades and drills). Speaking of steel, it's just iron combined with carbon. And chalk, eggshells, and seashells? Calcium combine with carbon. And compare those clear, sparkly, pretty diamonds with black, dirty coal and charcoal. Both made almost entirely of carbon. ("Carbon" actually comes from the word "carbo," the Latin word for coal.) Read more about carbon in the Encyclopedia of Earth. Most carbon is stored in the oceans. Storage areas, or reservoirs, are called carbon sinks. The majority of carbon is stored in the ocean, with only a small amount in the atmosphere. (<1%) Carbon dioxide gas diffuses into the water, meaning it dissolves in the same way that salt or sugar would. The gas can re-enter the atmosphere through the decomposition of dead and decaying organic matter (living things) or through the combustion, meaning burning, of fossil fuels. The big concern of scientists right now is that human beings are burning a lot more fossil fuels than ever before because of all our factories, power plants, and automobiles (powered by internal combustion engines). Those fossil fuels come from decayed organic matter, and still contain much of the organism's carbon inside of them. When we burn coal or oil, we release the carbon back into the atmosphere where it adds to global warming through the greenhouse effect. We'll talk much more about that tomorrow. Tonight, check out some of the Carbon Cycle links on the Resources page. |
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