CHAPTER 4: SCIENCE SEMINAR
|
|
- Nelson Stanley
- 5 years ago
- Views:
Transcription
1 CHAPTER 4: SCIENCE SEMINAR
2 4.1.1: WARM-UP Annotate a passage from the article about stickleback fish, which you read for homework. (5 min)
3 4.1.2: INTRODUCING STICKLEBACKS Introduce the new question about the stickleback fish and explain the change the population has undergone. (10 min)
4 This map shows where the stickleback population we are studying was found in a lake in Alaska. This population of sticklebacks has lived in this lake for approximately 13 generations : INTRODUCING STICKLEBACKS
5 Sticklebacks are tiny fish, no longer than your pinky. As you can see, there are spikes or stickles on its back. This is where the fish gets its name. Inside, these fish also have bony plates of armor : INTRODUCING STICKLEBACKS
6 4.1.2: INTRODUCING STICKLEBACKS Scientists can clearly see and count the plates of armor of a stickleback fish by using a special stain that colors the armor. In this photo, you can see the armor plates in red. The individuals in the stickleback population 13 generations ago had many plates of armor; they were considered to have high levels of armor. Over time, the individuals have developed less armor. As you can see, most of the individuals now have only four plates of armor. They are considered to have low levels of armor. Scientists found that sticklebacks with low levels of armor are faster swimmers than sticklebacks with high levels of armor.
7 4.1.2: INTRODUCING STICKLEBACKS As you can see in this histogram, most of the sticklebacks in the population were slow swimmers 13 generations ago. Now, most of the sticklebacks are fast swimmers.
8 4.1.2: INTRODUCING STICKLEBACKS What caused the stickleback population to have less armor and become faster? Scientists do not know why this drastic change occurred. However, they do know that when sticklebacks have less armor they are able to swim faster. There are a few reasons why swimming faster could be helpful for sticklebacks. When you looked at the sticklebacks in your Warm-Up, did you have any thoughts about what may have caused the change? What might we want to investigate in order to consider what caused this change?
9 4.1.2: INTRODUCING STICKLEBACKS Biologists have narrowed down the possible factors in the environment that led to the change in trait distribution, making your jobs easier. You will be getting some evidence to help support the claims.
10 Students read and annotate evidence cards. Then discuss them with their partners. (20 min) Before you can determine whether you think Claim 1 or 2 is correct, you will need to analyze evidence about the sticklebacks' previous and current environments This card shows the average life span of sticklebacks in the lake, their current environment : EXAMINING EVIDENCE ABOUT STICKLEBACKS
11 4.1.3: EXAMINING EVIDENCE ABOUT STICKLEBACKS How do they die? Are they killed by predators? Do they die due to starvation? Old age? something else?
12 I see that fish with lowarmor levels are fast and fish with higharmor levels are slow. Therefore, the table shows that the more armor a stickleback has, the slower it swims : EXAMINING EVIDENCE ABOUT STICKLEBACKS
13 The table also shows that fast swimmers live an average of four years, while slow swimmers live an average of one year. I wonder if that is because the fast swimmers can catch more food and eat more, or if it is because they can swim away from predators without being eaten : EXAMINING EVIDENCE ABOUT STICKLEBACKS
14 4.1.3: EXAMINING EVIDENCE ABOUT STICKLEBACKS Do fast sticklebacks live longer because they escape more predators or because they catch more prey? Sticklebacks reproduce once a year. If fast swimmers live four years, then these fast sticklebacks must reproduce about four times during their life span. Slow swimmers, however, only live for one year. Therefore, they most likely reproduce only once during their life span.
15 4.1.3: EXAMINING EVIDENCE ABOUT STICKLEBACKS Do fast sticklebacks live longer because they escape more predators or because they catch more prey? Sticklebacks reproduce once a year. If fast swimmers live four years, then these fast sticklebacks must reproduce about four times during their life span. Slow swimmers, however, only live for one year. Therefore, they most likely reproduce only once during their life span.
16 4.1.3: EXAMINING EVIDENCE ABOUT STICKLEBACKS Do fast sticklebacks live longer because they escape more predators or because they catch more prey? Sticklebacks reproduce once a year. If fast swimmers live four years, then these fast sticklebacks must reproduce about four times during their life span. Slow swimmers, however, only live for one year. Therefore, they most likely reproduce only once during their life span.
17 4.1.3: EXAMINING EVIDENCE ABOUT STICKLEBACKS
18 4.1.4: DISCUSSING EVIDENCE AND CLAIMS You will work with a partner to consider how the Stickleback Evidence Cards connect to the claims. Then decide which claim is best supported by the evidence. The question you are trying to answer. The Chapter 4 Question Do fast sticklebacks live longer because they escape more predators or because they catch more prey? You and your partner will be discussing ideas, but each student will sort their own evidence cards under the claim on the appropriate page of the Argument Organizer student sheets.
19 4.1.4: DISCUSSING EVIDENCE AND CLAIMS You should place each Stickleback Evidence Card under the claim it supports or goes against. If the evidence supports a claim, you should write "supports Claim 1 or supports Claim 2" on that card. If the evidence refutes a claim, you should write "goes against Claim 1 or goes against Claim 2" on that card. If the evidence on one card connects with another, you should write "connects with Evidence Card A (or B, C, D, E, F)" on that card.
20 4.1.4: DISCUSSING EVIDENCE AND CLAIMS Discuss each piece of evidence and then decide if it supports or goes against either of the two claims. You do not have to agree about the placement of the evidence cards. As you sort the cards discuss their reasoning.
21 4.1.4: DISCUSSING EVIDENCE AND CLAIMS Clip your Stickleback Evidence Cards to your Argument Organizer student sheets. Store them in your Science folder. You will need these again in Lessons 4.2 and 4.3.
Chapter 1: Climate and the Atmosphere
Chapter 1: Climate and the Atmosphere ECC: 1.2.1 WARM-UP Students complete and discuss their responses to prompts in an Anticipation Guide. (10 min) Anticipation Guide. The expectation is that you will
More informationGEOLOGY ON MARS. Unit 1 - Chapter 3-1. Analyzing New Evidence
GEOLOGY ON MARS Unit 1 - Chapter 3-1 Analyzing New Evidence Our Scientific Question What geologic process could have formed the channel on Mars? We have been thinking about two claims that are possible
More informationBees and Flowers. Unit 1: Qualitative and Graphical Approaches
Bees and Flowers Often scientists use rate of change equations in their stu of population growth for one or more species. In this problem we stu systems of rate of change equations designed to inform us
More informationUnit 4 Lesson 6 What Are Physical and Behavioral Adaptations?
Unit 4 Lesson 6 What Are Physical and Behavioral Adaptations? Adaptations A characteristic that helps a living thing survive is called an adaptation. Adaptations Animals that survive better because of
More informationLab #6: Predator Prey Interactions
Lab #6: Predator Interactions This exercise illustrates how different populations interact within a community, and how this interaction can influence the process of evolution in both species. The relationship
More informationDO NOW. Each PAIR should take one white cloth and one cup of beans from the back desk. Make sure you have 20 white beans and 20 brown beans.
DO NOW Each PAIR should take one white cloth and one cup of beans from the back desk. Make sure you have 20 white beans and 20 brown beans. Class Results Number of Brown Beans Picked Number of White Beans
More information7.5. Science Performance. Phenomenon: Stickleback in Loberg Lake change from having spines to having no spines in a very short time span.
Grade 7 th Grade Topic Changes in a species over time (7.5) 7.5 Science Performance Title Survival of the stickleback SEEd Performance Expectation(s): Standard 7.5.1: Construct an explanation that describes
More informationInteractions of Living Things
CHAPTER 14 LESSON 2 Interactions of Living Things Populations and Communities Key Concepts How do individuals and groups of organisms interact? What are some examples of symbiotic relationships? What do
More informationStudent Exploration: Food Chain
Name: Date: Student Exploration: Food Chain Vocabulary: consumer, ecosystem, equilibrium, food chain,, predator, prey, producer Prior Knowledge Questions (Do these BEFORE using the Gizmo.) The Food Chain
More informationFood Chains. energy: what is needed to do work or cause change
Have you ever seen a picture that shows a little fish about to be eaten by a big fish? Sometimes the big fish has an even bigger fish behind it. This is a simple food chain. A food chain is the path of
More informationa. Do you think the function is linear or non-linear? Explain using what you know about powers of variables.
8.5.8 Lesson Date: Graphs of Non-Linear Functions Student Objectives I can examine the average rate of change for non-linear functions and learn that they do not have a constant rate of change. I can determine
More informationChi Square Analysis M&M Statistics. Name Period Date
Chi Square Analysis M&M Statistics Name Period Date Have you ever wondered why the package of M&Ms you just bought never seems to have enough of your favorite color? Or, why is it that you always seem
More informationGetting Started With The Predator - Prey Model: Nullclines
Getting Started With The Predator - Prey Model: Nullclines James K. Peterson Department of Biological Sciences and Department of Mathematical Sciences Clemson University October 28, 2013 Outline The Predator
More informationCAN YOU SPOT THE SCIENTIFIC METHOD CRITICAL THINKING/PROBLEM SOLVING
CAN YOU SPOT THE SCIENTIFIC METHOD CRITICAL THINKING/PROBLEM SOLVING Name _ Date Class _ Each sentence below describes a step of the scientific method. Match each sentence with a step of the scientific
More informationBay Area Scientists in Schools
Lesson Name: Food Webs/Clipfish Grade Level: 6th Grade Bay Area Scientists in Schools Objectives: To teach students about the study of community ecology, and how changes in one part of a community affects
More informationReading Selection: How do species change over time?
Reading Selection: How do species change over time? 1. Who first studied how species change over time? Jean-Baptiste Lamarck (1744-1829) and Charles Darwin (1809-1882) both had ideas about how life on
More informationCharles Darwin published The Origin of Species in In his book,
Survival of the Sweetest Biology Survival of the Sweetest Biology A Tasty Tale of Natural Selection and Community Dynamics MATERIALS teacher-provided materials Charles Darwin published The Origin of Species
More informationIf you are in sections 2,4,6,8,18 or Bio 105 You will be doing the reverse: Exercise 6 the week of February 11 th.
Note: If you are in sections: 1,3,5,7,9,10,11,13,15,17 you will be doing Exercise 5: Population Growth the week of February 11 th and Exercise 6 during the week of February 18 th. If you are in sections
More informationLearn the photosynthesis formula
Learn the photosynthesis formula By ThoughtCo.com, adapted by Newsela staff on 10.16.17 Word Count 481 Level 800L In plants, photosynthesis occurs mainly within the leaves. Photo from the public domain
More informationB2: NATURAL SELECTION (PART 1)
B2: NATURAL SELECTION (PART 1) Learning Objectives Understand Darwin s theory of evolution (everyone) Understand Lamarck s theory of evolution and evaluate the differences between this theory and Darwin
More informationWon t you be my urchin? Featured scientist: Sarah W. Davies from University of Texas at Austin
Won t you be my urchin? Featured scientist: Sarah W. Davies from University of Texas at Austin Research Background: Imagine you are snorkeling on a coral reef! You see lots of plants and animals living
More informationAction and Linking Verbs
Name The h i-lin Purse ction and Linking Verbs complete sentence has a subject and a predicate. The main word in the predicate is a verb. n action verb tells what the subject does. The little boy cried
More informationOther Organisms (Part 3)
Name: Hour: Teacher: ROZEMA Biology Evolution Unit Addie Bacteria Other Organisms (Part 3) Let s Review What We Know So Far: Natural Selection is There are differences between the Junco birds that live
More informationDETERMINING THE EFFECT OF DAPHNIA WHEN EXPOSED TO FISH HORMONES. Siemens Research Report
DETERMINING THE EFFECT OF DAPHNIA WHEN EXPOSED TO FISH HORMONES Siemens Research Report 0 Table of Contents Abstract...ii Executive Summary...ii Introduction...1 Materials and Methods.1 Illustration and
More informationCLICKERS!!!!! Multiply.
CLICKERS!!!!! Multiply. 1. 95 x 10 6 2. 8.23 x 10 5 3. 864 x 10-5 4. 7.8 x 10-3 5. 5 x 10 8 6. 1.5 x 10 9 7. 54 x 10-3 8. 6.7 x 10-4 CLICKERS!!!!! Multiply. 1. 95 x 10 6 2. 8.23 x 10 5 3. 864 x 10-5 4.
More informationInstitute for Teaching through Technology and Innovative Practices Grade Five. 1 hour and 30 minutes
Tale of a Tadpole Lesson Summary Students will use the book Tale of a Tadpole by Karen Wallace to learn about fractions and decimals. Major Topic and SOL Math SOL (2009) 5.2 Science SOL (2009) 4.5.e Reading
More informationDarwin s Theory of Natural Selection
Darwin s Theory of Natural Selection Question: Has Life Ever Changed? In 1700 s, scientists examined fossils that showed how extinct species look very different than they do today. Scientists began to
More information15.3 Darwin Presents his Case. Biology Mr. Hines
15.3 Darwin Presents his Case Biology Mr. Hines Darwin returned to England with a wealth of new data. He brought many specimens from the Galapagos to further his studies and to present his data to others.
More informationInternal and External Structures of Plants and Animals
Amanda Drinnon Internal and External Structures of Plants and Animals 3.LS1: From Molecules to Organisms: Structures and Processes 1) Analyze the internal and external structures that aquatic and land
More informationPredict the effect of increased competition for abiotic and biotic resources on a food web. colored pencils graph paper ruler
Edit File QUICK LAB Effect of Abiotic and Biotic Factors No organism exists in isolation. Organisms depend on and compete for the abiotic, or non-living, factors in its environment. For example, organisms
More informationHow are traits passed from one generation to the next?
How are traits passed from one generation to the next? Since the dawn of agriculture, humans have been trying to improve and increase their food supply. Historically, this was done by selecting the best
More informationAdaptations and Natural Selection. Adaptations and Natural Selection
1 2 Describe Charles Darwin s Theory of. Charles Darwin studied many new species and their adaptations. On which group of islands did he complete most of his research? 3 4 On the Galapagos Islands, Darwin
More informationHomework 8. Space Debris. Modeling the problem: Linear Growth
Homework Instructions: Please answer the following questions with well thought out answers. You can use this sheet to write your answers or use your own. STAPLE this sheet to the front of the rest of your
More informationThe Eco Pyramid By Michael Stahl
The Eco Pyramid The Eco Pyramid By Michael Stahl An ecosystem is a community of living organisms interacting with one another as well as with nonliving things. One very important aspect of an ecosystem
More informationLife Finds a Way Life Finds a Way
Life Finds a Way Life Finds a Way Deep, deep under the ocean, there is a place unlike anywhere else on earth. In a place so deep that it s impossible for sunlight to reach it, great rocky tubes shoot up
More informationGraphing to Solve Systems of Equations
LESSN 19 Graphing to Solve Systems of Equations LEARNING BJECTIVES Today I am: writing systems of equations. So that I can: model real-life situations. I ll know I have it when I can: determine which system
More informationChapter 2: Mass and Velocity
Chapter 2: Mass and Velocity FM: 2.3.1 WARM-UP Students use the Simulation to test how forces of equal strength affect the velocity of objects with different masses. (5 min) Warm-Up 1.Make some predictions
More informationWord Hunt Answers: Teacher s Copy
Word Hunt Answers: Teacher s Copy C H A R T G D P N E H I H Y B I O D I V E R S I T Y S T Z O O P L A N K T O N R O H E P S T L L R F O O D W E B A A E W N T H A B I T A T I K E N N T R U T V O A O E A
More informationMotivating Questions: How many hurricanes happen in a year? Have the number of hurricanes per year changed over time?
Hurricanes Over Time Materials For the leader: Projector Whiteboard to project data graph onto For the activity: Graphing paper Markers Globe Copy of data cards Overview Hurricanes occur in the North Atlantic
More informationYou learned that Schleiden and Schwann discovered that all living
42 A Closer Look R E A D I N G You learned that Schleiden and Schwann discovered that all living organisms are made up of one or more cells. This includes plants, animals, and many microbes. The microbes
More informationBeadle Plasticus Evolution Teacher Information
STO-125 Beadle Plasticus Evolution Teacher Information Summary Students model the effects of two different environments on the frequencies of characteristics in a simulated Beadle population. Core Concepts
More information11/10/13. How do populations and communities interact and change? Populations. What do you think? Do you agree or disagree? Do you agree or disagree?
Chapter Introduction Lesson 1 Populations Lesson 2 Changing Populations Lesson 3 Communities Chapter Wrap-Up How do populations and communities interact and change? What do you think? Before you begin,
More informationEnergy It s In The Bag Understanding Potential and Kinetic Energy Time approximately 1 class period
Energy It s In The Bag Understanding Potential and Kinetic Energy Time approximately 1 class period Adapted from Fossils to Fuel An Elementary Earth Science Curriculum, developed for the Oklahoma Energy
More informationYou learned that Schleiden and Schwann discovered that all living
42 A Closer Look r e a d i n g You learned that Schleiden and Schwann discovered that all living organisms are made up of one or more cells. This includes plants, animals, and many microbes. The microbes
More informationScience Notebook Motion, Force, and Models
5 th Science Notebook Motion, Force, and Models Investigation 1: Motion and Variables Name: Big Question: How does investigating a pendulum help you understand how scientists use math to do their work?
More informationDinosaur Discovery. KindergarTen-second. Science TEKS. Vocabulary
Dinosaur Discovery KindergarTen-second Science TEKS Kindergarten: K.2A, K.3C, K.10A, K.9B First Grade: 1.2A, 1.2D, 1.2E, 1.9C, 1.10A, 1.10C, 1.10D Second Grade: 2.2A, 2.3C, 2.9a, 2.9C, 2.10A Vocabulary
More informationEvidence of Common Ancestry Stations
Stations Scientists have long wondered where organisms came from and how they evolved. One of the main sources of evidence for the evolution of organisms comes from the fossil record. Thousands of layers
More informationSolids, liquids and gases
Solids, liquids and gases Duration 60 minutes Lesson overview Students share what they know about the three states of matter solid, liquid and gas and consider some of their scientific properties. They
More informationCommunity Interactions
Name Class Date 4.2 Niches and Community Interactions Lesson Objectives Define niche. Describe the role competition plays in shaping communities. Describe the role predation and herbivory play in shaping
More informationPlant Structures and Reproduction
Plant Structures and Reproduction Lesson created by: Taylor Nyberg Date of lesson: TBD Description of the class: 9 th grade Biology Length of lesson: 45 55 minutes Source of the lesson: http://www.accessexcellence.org/ae/atg/data/released/0515-
More informationTest Booklet. Subject: SC, Grade: 05 5th Grade Science May Student name:
Test Booklet Subject: SC, Grade: 05 5th Grade Science May 2010 Student name: Author: Ohio District: Ohio Released Tests Printed: Monday July 02, 2012 1 Scientists found fish fossils in the desert. What
More information1.20 Formulas, Equations, Expressions and Identities
1.0 Formulas, Equations, Expressions and Identities Collecting terms is equivalent to noting that 4 + 4 + 4 + 4 + 4 + 4 can be written as 6 4; i.e., that multiplication is repeated addition. It s wise
More informationChapter 1, Lesson 3: The Ups and Downs of Thermometers
Chapter 1, Lesson 3: The Ups and Downs of Thermometers Key Concepts The way a thermometer works is an example of heating and cooling a liquid. When heated, the molecules of the liquid in the thermometer
More informationPlaying the game Analysis. Conway s Soldiers. Jeremy Rouse. 14 Oct 2010 Math 165: Freshman-only Math Seminar. J. Rouse Conway s Soldiers 1/15
Conway s Soldiers Jeremy Rouse 14 Oct 2010 Math 165: Freshman-only Math Seminar J. Rouse Conway s Soldiers 1/15 Materials and goals Each of you should get a copy of the instructions, a game board, and
More informationSurvival of the Sweetest
Biology Survival of the Sweetest A Tasty Tale of Natural Selection and Community Dynamics MATERIALS AND RESOURCES EACH GROUP teacher-provided materials 2 dice TEACHER bags, brown paper, small 3 bags Skittles,
More information3-LS1-1 From Molecules to Organisms: Structures and Processes
3-LS1-1 From Molecules to Organisms: Structures and Processes 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction,
More informationBIO 2 GO! Abiotic / Biotic Factors and Relationships in an Ecosystem
BIO 2 GO! Abiotic / Biotic Factors and Relationships in an Ecosystem 3511 3512 All things are either abiotic or biotic. Ecosystems are determined by which of these factors are found in them. Interactions
More informationLesson 8: Graphs of Simple Non Linear Functions
Student Outcomes Students examine the average rate of change for non linear functions and learn that, unlike linear functions, non linear functions do not have a constant rate of change. Students determine
More informationHow do species change over time?
Who first studied how species change over time? How do species change over time? Jean-Baptiste Lamarck (1744-1829) and Charles Darwin (1809-1882) both had ideas about how life on earth changed over time.
More informationLesson Eight The Meeting of the Dinosaurs Evidence Given by Dinosaur Footprints
Lesson Eight The Meeting of the Dinosaurs Evidence Given by Dinosaur Footprints Summary During the first set of activities, students focused on the basics, learning about rocks, minerals, time, and fossils.
More informationIn this lab, you and your partners will try to devise a strategy that will allow your plant to thrive and reproduce (make flowers).
The Plant Game credit: Elena DiMuzio at the Cornell Institute for Plant Biology Teachers I rewrote some of the explanatory material but the game idea is hers. Rules: First of all, to win at any game, players
More informationClassifying living things
Classifying living things Classifying means sorting, or organising into groups. In this lesson, you are going to classify living things into two groups plants and animals. You will examine the characteristics
More informationADAPTATIONS LESSON PLAN
ADAPTATIONS LESSON PLAN LESSON PLAN Adaptations Change: Life s Only Constant TEACHER INFORMATION Focus: Adaptations and evolution all organisms evolve to have different adaptations in order to survive
More informationGrade Level Suggestion: Grades 4 th to 8 th. Time Frame: minutes.
I Have, Who Has? An Interactive Vocabulary Game Prairie Ecosystem Study Vocabulary Grades 4 th -8th Introduction: Below is a collection of cards that connect to the Prairie Study Vocabulary for 4 th -
More informationGenetic Changes Lesson 2 CW
Guiding Question What theory serves as the basis of what we believe about how evolutionary changes occur? 7 th GRADE SCIENCE Genetic Changes Lesson 2 CW # Name: Date: Homeroom: I can Activator At the beginning
More informationrd 9 Weeks Benchmark Review Evolution, Ecology, & the Skeletal/Muscular/Integumentary System
2017 3 rd 9 Weeks Benchmark Review Evolution, Ecology, & the Skeletal/Muscular/Integumentary System Evolution: 1. Define Species A group of similar organisms that can mate with each other and produce fertile
More information3 Natural Selection in Action
CHAPTER 10 3 Natural Selection in Action SECTION The Evolution of Living Things California Science Standards 7.3.a, 7.3.e, 7.4.f BEFORE YOU READ After you read this section, you should be able to answer
More informationThe University of Texas at Austin. Forces and Motion
UTeach Outreach The University of Texas at Austin Forces and Motion Time of Lesson: 50-60 minutes Content Standards Addressed in Lesson: TEKS6.8B identify and describe the changes in position, direction
More informationPredator escape: an ecologically realistic scenario for the evolutionary origins of multicellularity. Student handout
Predator escape: an ecologically realistic scenario for the evolutionary origins of multicellularity Student handout William C. Ratcliff, Nicholas Beerman and Tami Limberg Introduction. The evolution of
More informationThe Magic School Bus on the Ocean Floor
A Guide for Using The Magic School Bus on the Ocean Floor in the Classroom Based on the book written by Joanna Cole This guide written by Ruth M. Young, M.S. Ed. Teacher Created Resources, Inc. 6421 Industry
More informationNatural Selection in Action
3 What You Will Learn Genetic variation and environmental factors affect evolution by natural selection. Separation, adaptation, and reproductive isolation can produce new species. Extinction occurs when
More informationPea Patch Pollination Game
Pea Patch Pollination Game Classroom Activity: 5-8 Time: One 45-60-minute class period Overview: In this activity, students play a simulation game modeling changes in a plant population (a Pea Patch) caused
More informationADAPTATIONS. Characteristics that give an organism a better chance of survival.
ADAPTATIONS Characteristics that give an organism a better chance of survival. Special traits that help living organisms survive in a particular environment. Ex: Polar bear s thick white fur keeps him
More informationADAPTATIONS LESSON PLAN
ADAPTATIONS LESSON PLAN Change: Life s Only Constant Focus: Adaptations and evolution all organisms evolve to have different adaptations in order to survive plants included! Intended for middle and high
More informationUnit 1 Lesson 6: Seeing Structure in Expressions
Unit 1 Lesson 6: Seeing Structure in Expressions Objective: Students will be able to use inductive reasoning to try to solve problems that are puzzle like in nature. CCSS: A.SSE.1.b, A.SSE.2 Example Problems
More informationChanging Planet: Changing Mosquito Genes
Changing Planet: Changing Mosquito Genes Name Background As the climate changes around the globe, organisms will need to adapt in order to survive. But what does it mean to adapt? When you put on a sweater
More informationCh 4 Ecosystems and Communities. 4.2 Niches and Community Interactions
Ch 4 Ecosystems and Communities 4.2 Niches and Community Interactions The Niche The conditions in which an organisms lives, and how it interacts with its environment (in the trees, on the ground, inside
More informationFocus on 5. Newton s Laws of Inertia
Focus on 5 Newton s Laws of Inertia Newton s First Law Objects at rest do not move unless something moves it. Objects in motion do not stop unless something stops it. Newton s Second Law Force = mass times
More informationWon t you be my urchin? Featured scientist: Sarah W. Davies from University of Texas at Austin
Won t you be my urchin? Featured scientist: Sarah W. Davies from University of Texas at Austin Research Background: Imagine you are snorkeling on a coral reef where you can see many species living together.
More informationLaws of Nature Post-Field Trip Lesson Plan
Overview Research has shown that field trips are more educationally beneficial for students if students have the opportunity to review and reflect upon what was learned during the field trip (Flexer &
More informationInvestigating Similar Triangles and Understanding Proportionality: Lesson Plan
Investigating Similar Triangles and Understanding Proportionality: Lesson Plan Purpose of the lesson: This lesson is designed to help students to discover the properties of similar triangles. They will
More informationWhat Shapes an Ecosystem? Section 4-2 pgs 90-97
What Shapes an Ecosystem? Section 4-2 pgs 90-97 What Shapes an Ecosystem? If you ask an ecologist where a particular organism lives, that person might say the organism lives on a Caribbean coral reef,
More informationINTRODUCTION TO LESSON CLUSTER 8 Explaining Evaporation and Boiling
INTRODUCTION TO LESSON CLUSTER 8 Explaining Evaporation and Boiling A. Lesson Cluster Goals and Lesson Objectives Goals: Students should be able to explain evaporation and boiling, both in macroscopic
More informationA Guide to Life on Earth
A Guide to Life on Earth Introductory Activity circa 1-2 periods Main Activity circa 1period Conclusion circa 1 period Activity covers English, Science, ICT and Geography Overview In this activity, pupils
More informationDO NOW (On notecard):
Learner Profile: Communicators Monday, September 28 AGENDA 15 min Enter the classroom silently and find your seat. 1. Take out pencils, HAWK card, agenda, and classification notes 2. Everything else gets
More informationWalking across a snowy field or mountain, you might not notice many living things. But if you dig into the snow, you ll find a lot of life!
Beetle, it s cold outside! Featured scientists: Caroline Williams & Andre Szejner Sigal, University of California, Berkeley, & Nikki Chambers, Biology Teacher, West High School, Torrance, CA Research Background:
More informationInquiry-based Curriculum Enhancement
ICE Inquiry-based Curriculum Enhancement Lesson Plan: Species Interactions General Description This activity is designed to reinforce an understanding of basic concepts in ecology as well as the use of
More informationWHAT S ON THE INSIDE An Introduction to Plant and Animal Cells
W 531 WHAT S ON THE INSIDE An Introduction to Plant and Animal Cells Tonya Bain, UT Extension Agent, Crockett County Jennifer Richards, Curriculum Specialist, Tennessee 4-H Youth Development Tennessee
More information1) Which of the following describes the mammals, fish, birds, and plants that live in an environment? a) Abiotic c) biome b) population d) biotic
CH.16 practice TEST -6th grade Multiple Choice Identify the choice that best completes the statement or answers the question. 1) Which of the following describes the mammals, fish, birds, and plants that
More informationName: Packet Due Date: Tuesday, 9/18. Science
Name: Packet Due Date: Tuesday, 9/18 Science Module 2 Chapter 1 Phase Change Describing Phase Change at Two Scales What happened to the liquid in Titan s Lake? (NGSS Performance Expectations: MS-PS1-1;
More informationThe Real Nemo Lesson Plan
The Real Nemo Lesson Plan Written by Mellie Lewis Jonathan travels to the Pacific Island of Yap to investigate the real Nemo, an anemone fish. Frequently called the clownfish because it has bright colors
More informationPig organ transplants within 5 years
www.breaking News English.com Ready-to-use ESL / EFL Lessons Pig organ transplants within 5 years URL: http://www.breakingnewsenglish.com/0509/050911-xenotransplant.html Today s contents The Article 2
More informationWarm Up Name the 5 different types of fossils
Warm Up Name the 5 different types of fossils Timeline that organizes the events in Earths history. Earth is about 4.7 billion years old. More complex organism such as land plants and fish evolved only
More informationVariation in natural populations
Variation in natural populations 1) How much phenotypic variation is present in natural populations? 2) What is the genetic basis of variation? 3) Genetic covariance 4) Genetic and non-genetic polymorphisms
More informationYou don t have to look too deeply to see how chemistry affects your life.
Chapter 1: Page 0 Chapter 1: Page 1 You don t have to look too deeply to see how chemistry affects your life. Every breath you take, every meal you eat, everything has something to do with the interaction
More informationSTRUGGLE FOR EXISTENCE
NATURAL SELECTION STRUGGLE FOR EXISTENCE If more individuals are produced than can survive à members of a population must compete to obtain food, living space, and other limited necessities of life Called:
More informationFossils ACTIVITY I: FOSSILIZATION. Activity 1 is for K 2 nd. Activities I and II are for 3 rd 5 th
Fossils Activity 1 is for K 2 nd. Activities I and II are for 3 rd 5 th OVERVIEW How does a living thing become a fossil? The mysterious processes by which evidence of past life is preserved are explored
More informationEvolution Evidence of Change
6 Evolution Evidence of Change lesson 1 Fossils and Evolution Grade Seven Science Content Standard. 4.e. Students know fossils provide evidence of how life and environmental conditions have changed. Also
More informationSIGNIFICANT FIGURES BEGIN
SIGNIFICANT FIGURES BEGIN and someone hands you this. Imagine you are asked to measure the length of something... How do we use it most effectively? Rulers, thermometers, and graduated cylinders, to name
More information2. Probability. Chris Piech and Mehran Sahami. Oct 2017
2. Probability Chris Piech and Mehran Sahami Oct 2017 1 Introduction It is that time in the quarter (it is still week one) when we get to talk about probability. Again we are going to build up from first
More information