Here is the run-down for this week:
Monday: We will finish reviewing our test from last week using the Scientific Community process.
Tuesday-Wednesday: We will begin the powerpoint on the next unit, Levels of Organization. Towards the end of Wednesday, students will receive their packets and we will go over them.
Thursday: Students will complete the Human Body Ratios Lab and enter their information into a Google Form.
Friday: Students will begin working through the stations in their packet.
Remember, if your child is interested in going to Dauphin Island with us in February, our Interest Meeting is this Wednesday, the 20th at 5:00 in the cafeteria!
Also, due to the extremely short week and test last week, we did not get any new Word Building Words. We did get new words yesterday. Therefore, the WBW Test 3 will be NEXT Friday, September 29th.
I hope you enjoyed your (surprise) 4-day weekend! This week, we will be tackling the Intro to Life Science/Characteristics of Life Test! Wednesday we will review for the test, addressing major issues and talking about the format of the test. Thursday, students will take the test. Friday we will begin the Scientific Community Process, where we reflect on the test, our answers, and how we can have a deeper understanding of this information.
Tuesday-Friday: We have new Word Building Words for this week. Students will make their cards. Students will also receive their 4 Graphs Graphing Practice back. (There is extensive feedback on these pages. Students that are unhappy with their grade are able to do an alternate assignment that will allow them to show that they have indeed mastered graphing.) I will introduce the Analyze It! and Write It! Stations, and then students will continue working through the stations. All stations are due next Monday morning when the students walk in the classroom. Students done early will earn a surprise!
(All papers can be found on Google Classroom if you are working on these outside of Ms. Mire’s classroom!)
This Friday we will have our second Word Building Words Test. Students should be studying these words regularly!
Our test on Intro to Life Science/Characteristics of Life will be on next Tuesday, September 12th!
This week we will be continuing to walk through each of the typical stations we will have in a given unit. So far, we have talked about Tech It! (Nearpod) and part of Match It! (Quizlet vocabulary). This week students will continue to work on those things, and we will talk through and work on the following stations:
Match It! – The tic-tac-toe portion
Write It! – Students will read the story of Sammy and stop at points along the way to determine if Sammy is still alive based on the 8 Characteristics of Life
Draw It! – Students pick a living and non-living thing, draw a picture, then complete a Venn Diagram using the 8 Characteristics of Living Things
Analyze It! – Making a graph and answering analysis questions on our Maintaining a Balance Homeostasis Lab
Create It! – Students will either create a song or a quiz based on the 8 Characteristics of Living Things
Read It! – Students will read an article, answer the questions, and complete a Science Article Analysis
All items needed can be found linked in Google Classroom. Due to testing last week, each class and student is at a different starting point today. We will work to get everyone on the same page this week. I will make a definite due date for the assignments in this unit towards the end of this week.
*Check the Word Building tab for our updated list including the words for this week! Students did well on the first round, but remember, the list continues to grow for the whole 9 weeks, so study a little every night!
Happy Solar Eclipse Week!
Monday – We will wrap up our introduction to Scientific Graphing and practice our graphing skills.
Tuesday – We will walk through the Characteristics of Life Nearpod
Wednesday – Students will practice their Characteristics of Life Vocab on Quizlet, as well as pick another activity on the Tic-Tac-Toe board to practice their vocab
Thursday & Friday – We will do our yearly beginning-of-the-year science testing. Students that get done early will begin working on their Create It! Station for this unit. Students will either create a song or a quiz on the Characteristics of Life.
* Remember, Friday we have a test on our Word Building words so far this year! You need to know spelling, meaning, a complex word, and how to use the complex word in a sentence that shows Ms. Mire you know the meaning of the Word Building word! This is a gold grade! (Check out the Word Building tab and the Quizlet linked on that page for easy studying of meanings.)
Monday – Students will set up their binders, log in to Google Classroom, and begin working on our Word Building words for this 9 weeks!
Tuesday – Students will create a foldable on the Characteristics of Life.
Wednesday – Students will finish the foldable on the Characteristics of Life.
Thursday – Students will participate in the Homeostasis Lab.
Friday – Students will learn the basics of scientific graphing, then practice their skills.
I will be getting to know my new crew of students through 2 Truths & a Lie and 22 Questions!
Welcome back! Today the students will be getting to know Ms. Mire and how her classroom is run!
It’s going to be a great year! If you need to contact me, my email address is firstname.lastname@example.org.
For the next 2 weeks, students will be working through the Ecology Unit in a more independent manner. We will complete the unit as stations. The stations are:
Draw a food web. You must:
- Include 10 different species of animals
- Include drawings of each animal
- Include arrows showing the transfer of energy
- Label at least 1 producer
- Label at least 1 consumer
- Label at least 1 herbivore
- Label at least 1 carnivore
You will read 2 articles.
- The first will be the article “Who Eats Whom?” You will read the article and fill out the outline as you read.
- The second article you read will be up to you. You can choose from the list below. You will complete a science article analysis (get a copy from the cup). The following articles are the options. They can be found on Google Classroom. Pick the one that sounds the most interesting to you!
- Even a Habitat Article
- Food Webs: Distributing the Sun’s Energy Article
- Jostling for Niches Article
- The Population Explosion Article
Ecology Quizlet – Practice the vocabulary on the Ecology Quizlet. Spend at least 30 minutes studying the vocabulary. When you are done, do the vocabulary crossword puzzle without any help.
Planting Lab – Follow the directions at the station to plant your own plant!
Complete the Deer Population/Starvation Worksheet
Write and illustrate a short children’s book (7-10 pages). It should explain all 3 of the symbiotic relationships (parasitism, commensalism, mutualism). Be creative and colorful!
Ecology Nearpods Parts 1, 2, & 3 and Notes
Read It!, Match It!, and Tech It! can all be found linked on Google Classroom.
Students will work through these stations at their own pace. The whole packet is due on Friday, May 12. Here is a sample calendar students are welcome to follow. This also allows parents to have a pacing guide if you are keeping tabs on your student’s progress.
1.Tech It! Part 1
1.Read It! Article 1
1.Tech It! Part 2
1.Tech It! Part 3
1.Read It! Article 2
Review Day/Learning Targets
Today students will be answering analysis questions on the Bird Beak Lab we did yesterday. They will then receive their Learning Targets for the Evolution & Natural Selection Test, which is on this Friday! Students should make flashcards and study these learning targets.
The questions are to be answered on the back of the lab sheet students first made to record their data. The questions are:
- Explain why it is better to find the average for the whole class instead of just use one person’s data when graphing and analyzing.
- Which beak was best adapted for each type of food?
- Obviously, most habitats have more than one type of food available. What was your strategy in the last round when there were multiple types of food available? (What food did you go for and why?)
- What if the paper clips were high-protein beetles that were 4 times more nutritious than any other food? How would your strategy change? (The paper clips would be worth 4 when you were counting instead of 1.)
- What would happen if all the birds in your group flew to an island where no birds lived and the only food available was macaroni? What would we expect the population of birds to look like in 50 years?
- Draw pictures to show your prediction for #5. Have at least 3 different times.
Now 25 years 50 years