As a reminder, the science final will be approximately 80 multiple choice questions. Final Study Guides were due 5/15/15. For those of you who did not complete it, here is an additional copy:
7th Grade Final Study Guide: Complete on separate sheets of paper by May 15 for 5 extra points on the Final Exam.
Diversity of Life Book: Chapter 1 Lesson 1:
1. What are the 6 Characteristics of all living things?
2. Where do living things come from?
3. What is the importance of water in all life systems?
4. How do living things maintain homeostasis? Ex: cold blooded vs. warm blooded animals
Diversity of Life Book: Chapter 2 Lesson 1:
1. What are the structures and functions of virus parts: (draw, label and explain)
2. How do viruses live and replicate?
3. How are vaccines created?
Diversity of Life Book: Chapter 2 Lesson 2:
1. What is the difference between a eukaryote vs. prokaryote and what are examples of each?
2. What are the structures and functions of bacteria: (draw, label and explain)
3. How do bacteria live (perform respiration) and replicate? (What is the difference between the two ways?)
4. What is an antibiotic and how is it formed in nature?
Diversity of Life Book: Chapter 2 Lesson 3:
1. What are the characteristics of animal-like protists (4)
2. What are the characteristics of plant-like protists (6)
3. What are the characteristics of fungus-like protists (2)
Diversity of Life Book: Chapter 2 Lesson 4:
1. What are the cell structures of fungi?
2. How do fungi obtain food?
3. How do fungi reproduce?
Human Body Systems Book: Chapter 1 Lesson 1 & 2:
1. What are the levels of organization in the body?
*Know the overview of the body systems, structures and functions from p. 8 & 9. List parts and function. Review how they interact with other systems.
2. What causes movement? muscles and bones, bones and joints (where do tendons and ligaments fit in?)
3. How do materials move through your body; what is the interactions of the respiratory, circulatory, digestive and excretory systems
4. What systems control body functions and how (nervous and endocrine systems.)
Human Body Systems Book: Chapter 1 Lesson 3:
1. How does your body maintain homeostasis?
Human Body Systems Book: Chapter 2 Lesson 1:
1. What is the function of the skeleton?
2. How does exercise help maintain healthy bones?
Human Body Systems Book: Chapter 2 Lesson 2:
1. What are voluntary vs. involuntary muscles? Give examples of each.
2. How do skeletal muscles work?
Human Body Systems Book: Chapter 2 Lesson 3:
1. What are the functions and structures of the skin? Diagram and explain.
2. What role does the skin play in the body’s maintenance of temperature?
Human Body Systems Book: Chapter 3 Lesson 1:
1. Why do you need food?
2. What nutrients do you need? List nutrients and know their importance pp. 68-73
Human Body Systems Book: Chapter 3 Lesson 2:
1. Be familiar with the Food Pyramid and which foods are recommended vs. not.
2. Know how to read a food label p. 48
Human Body Systems Book: Chapter 3 Lesson 3:
1. Know the organs involved in digestion and what they do.
2. What is the difference between mechanical and chemical digestion and what body parts are involved in each?
3. What is the small intestine’s role vs. the large intestine’s role in digestion?
Human Body Systems Book: Chapter 6 Lesson 1:
1. What are pathogens?
2. How do pathogens cause disease?
3. How have surgical techniques improved in the last 150 years?
Human Body Systems Book: Chapter 4 Lesson 2:
1. How does your body’s immune system work? (pathogen, T cells, B cells, antigens, antibodies)
Human Body Systems Book: Chapter 4 Lesson 3:
2. How does HIV affect the body?
3. How is HIV spread vs how is it not?
Human Body Systems Book: Chapter 4 Lesson 4:
1. What is an Infectious vs. a noninfectious disease? How are they spread?
2. What is the difference between active immunity and passive immunity (how is it acquired, how long does it last?)
3. What is the role of vaccines in preventing illness?
4. What do antibiotics treat?
Human Body Systems Book: Chapter 4 Lesson 5:
1. How do allergies, asthma, diabetes and cancer affect the body?--include causes and treatment options.
The Scientific Method:
2. What are the 7 steps of the scientific method? List and explain.
3. Be familiar with common sense lab safety methods.
4. Be familiar with how to read graphs and make inferences.
5/15/15
Test Tuesday: Study Guide and Homework:
Read p. 119-120 on Tropisms.
Know the function of roots and leaves. What do the cuticle and stomata of leaves do? What are xylem and phloem? What is photosynthesis and what is its function? How does it work? Pigment used= location=
Using p. 109 Diagram and label the following:
pistil
filament
stigma
style
ovary
stamen
anther
sepal
petal
Using p. 107 Diagram and label the process of fertilization:
flower-pollen-stigma-fertilization in ovary-embryo-seed-ovule-fruit-new plant
5/14/15
Read p. 110-117 and answer Plant Reproduction Worksheet
5/13/15
Read p. 100-109 and do Plant Structures Worksheet
Read Chapter 3 Lesson 4 for homework
5/12/15
Test corrections due tomorrow
5/11/15
Read 84-89 and answer questions--do What is a Plant worksheet
INFO ON GULF TRIP:
Below please find a reprint of the packing list for your convenience.
Mrs. Mull and I have decided that the students Will be allowed to use their phones with headphones on the bus trip, but that they will be collected once they get off the bus. Please send a ziploc bag that fits the electronic LABELED with the student's name, a charging cord and wall unit. Students will be able to call home each night after activities (they may borrow a phone if they aren't planning on bringing one).
Please also send 20$ food money for lunch on the way there and back. We will not be "shopping' for souvenirs so no additional money is necessary.
Ladies, please do not plan on using hairdryers/irons/curlers as we do not know the status of electrical outlets where we are staying.
Just a thought, students may want to bring Inexpensive sunglasses with them.
My cell number is 904-403-6868
*Gather at 6:45 AM Monday at Hendricks with the following:
20$ spending money for lunches
Cell phone/ipod with charger, wall unit, and labeled ziploc bag that it fits in.
Sleeping bag or bedding for twin size bed & Pillow with pillowcase
Towel & Washcloth
Beach Towel (2)
Clothes for daily activities, such as shorts, jeans, capris and t-shirts
Rash Guard
Comfortable walking shoes
Sandals/Flip-flops
Water shoes
Light jacket - If desired
Poncho or Rain jacket
Modest swimsuit (2) (Ladies, no string bikinis*) *Ladies, if you are uncertain if your suit is modest enough, please plan on wearing a tank top or rash guard whenever you have it on.
Appleseed Expeditions t-shirt (to be worn during travel days) will be provided
Journal and pen
Toiletries including soap for the shower.
Sunscreen (SPF 30 or higher)
Bug spray
Flashlight
Games/activities/approved movies for bus rides
Packaged snacks - Girls Sweet, Boys Salty TO SHARE FOR THE TRIP
Re-usable water bottle - Labeled with your name
Waterproof Camera & extra batteries(optional, there will be professional photos taken and uploaded to Facebook for free)
Snorkel & Mask (optional)
4/24/15
Fungi affect humans and other organisms in many ways. Fungi may act as decomposers and recyclers, or provide foods for people. Fungi may help fight or cause disease. Some fungi live in a beneficial relationship with other organisms. Decomposers are organisms that break down the chemicals in dead organisms. Without fungi and bacteria, Earth would be buried under dead plants and animals. Fungi are important sources of foods such as bread, mushrooms, and blue cheese. Some fungi produce substances that fight bacteria. Yet, many other fungi are parasites that cause disease in plants and crops, including rice, cotton, and soybeans as well as in humans.
Do Apply it! p. 71 This is similar to the scientist who discovered the penicillium mold. Fleming saw a similar area called a zone of inhibition where the bacteria did not grow.
Some fungi help plants grow larger and healthier when their hypae grow into or on the plant’s roots. A lichen consists of a fungus and either algae or autotrophic bacteria that live together in a relationship that benefits both organisms. The fungus benefits from the food produced by the algae or bacteria. The algae or bacteria, in turn, obtain shelter, water and minerals from the fungus.
Fill in empty spots in Figure 6. Do Assess.
Homework: Worksheets and Research athlete’s foot:
1. How does it spread?
2. Where it is most likely spread?
3. What can you do to avoid it?
4. How would you treat it?
STUDY GUIDE FOR PROTISTS AND FUNGI TEST ON 04/30/15
Know the four groups of protists: animal-like, plant-like, fungus-like and parasitic.
Know the specifics about the four groups of protozoans.
List the characteristics of each group including ALL the organisms that make it up, whether they are eukaryotic or prokaryotic, how they move, how they reproduce, how they get food, their shapes, are they unicellular or multicellular and whether or not they have cell walls.
List the characteristics of fungi including the organisms listed, whether they are eukaryotic or prokaryotic, how they move, how they reproduce, how they get food, their shapes, are they unicellular or multicellular and whether or not they have cell walls.
Be familiar with the diagram on p. 67 and the definition of hyphae.
What is the difference between budding and reproducing via spores and fruiting bodies? What organisms reproduce in those ways?
How do fungi benefit humans?
4/22/15
All fungus-like protists can move at some point in their lives. Slime molds live in moist, shady places like forest floors, oozing along the surfaces of decaying materials, feeding on bacteria and other microorganisms. Most water molds and downy mildews live in water or moist places. These organisms often grown as tiny threads and look like fuzz.
Read about slime molds and water molds and downy mildews p. 64 and do Figure 7.
Lesson 2.4 Fungi
Do Do the Math and Assess p. 65
Vocab: fungus, hyphae, fruiting body, budding, lichen
Read My Planet Diary p. 66
Molds, such as those that grow on fruit and stale bread, are a type of fungus. Fungi are eukaryotes that have cell walls, are heterotrophs that feed by absorbing their food, and use spores to reproduce. Fungi need moist, warm places in which to grow. They thrive on damp tree barks, moist foods, lawns coated with dew, damp forest floors, and even wet bathroom tiles. Fungi range in size from tiny unicellular yeasts to large multicellular fungi. Except for the simplest fungi, such as unicellular yeasts, the cells of most fungi are arranged in structures called hyphae. Hyphae are the branching, threadlike tubes that make up the bodies of multicellular fungi. Fungi absorb food through hyphae.
Most fungi reproduce both sexually and asexually, guaranteeing their survival and spread. Fungi produce spores in reproductive structures called fruiting bodies. Unicellular yeast cells undergo a form of asexual reproduction called budding. In budding, no spores are produced.
Read about asexual reproduction and sexual reproduction and do Figure 2 and look at Figure 3 p. 68.
The three major groups of fungi are the club, the sac, and the zygote. They are classified by the appearance of their reproductive structures.
Homework: 2 back to back worksheets due Friday. Vocab Quiz Monday
4/20/15
Do Summarize p. 61
Read about Euglenoids and Dinoflagellates p. 61
Diatoms are unicellular protists with beautiful glasslike cell walls. Almost all red algae are multicellular seaweeds. Many of the organisms that are commonly called seaweeds are brown algae. In addition to their brown pigment, brown algae also contain green, yellow, and orange pigments.
Read about diatoms, red, and brown algae p. 62
*show pic of red algae. Not all red algae are red, combination of pigments can make them look other colors—pink or purple. What is the function of pigments in algae in plant leaves?
Do Figure 6 p. 63 and Assess p. 63
Fungus-like protists share qualities of animals and plants. Fungus-like protists share qualities of animals and plants. Fungus-like protists are heterotrophs, have cell walls, and use spores to reproduce. A spore is a tiny cell that is able to grown into a new organism
Homework the red alga Palmaria palmata used as food by North Atlantic cultures. How is it served? Include info where else this is eaten.
4/15/15
Diversity of Life Chapter 2.3: Protists
Vocabulary: protist, protozoan, pseudopod, contractile vacuole, cilia, algae, pigment, spore
Read My Planet Diary p,56
Protists are eukaryotes that cannot be classified as animals, plants, or fungi. Protists live in moist surroundings, and are extremely diverse. Scientists divide protists into 3 categories: animal-like, plant-like, and fungus-like. Animal-like protists are heterotrophs, and most can move to get food. Unlike animals, animal-like protists (protozoans) are unicellular.
Do vocabulary p. 57
The 4 groups of protozoans are sarcodines, flagellates, ciliates and parasites. Sarcodines move and feed by forming pseudopods—“false foot” temporary bulges of the cell (amoeba). Amoebas have a contractile vacuole, a structure that collects and expels excess water from the cell.
Do Figure 2 p. 58
Flagellates are protozoans that use long, whiplike flagella to move (giardia causes Hiker’s Disease.)
Do Figure 3 p. 58
Ciliates have structures called cilia, hair like projections that beat with a wavelike motion, moving the organism (paramecium.)
Do Figure 4 p. 59
Parasites feed on the cells and body fluids of their hosts. They move in a variety of ways (malaria).
Do Figure 5 p. 59 Ask: Why is this fourth group of protozoans easier to characterize by the way they live vs. how they move? T(hey can move in all the ways above)
Read about pseudopods p. 59 and Do Apply it! p. 60 Ask: How would the amoebas respond if the bright light were then turned off?
Do Assess p. 60
Plant-like protists, commonly called algae, are extremely diverse. Algae are autotrophs, can be unicellular or multicellular, and use pigments to capture the sun’s energy. Most use the sun’s energy to make their own food. Algae play a significant role in many environments. Some algae in ponds, lakes and oceans produce much of the Earth’s oxygen and are an important source of food for other organisms. Algae vary in size, can be unicellular or multicellular, and exist in various colors because they contain many types of pigments—chemicals that produce color. Euglenoids are green, unicellular algae usually found in fresh water. Dinoflagellates are unicellular algae surrounded by stiff plates that look like a suit of armor.
Homework: Vocab Quiz Monday
4/8/15
We checked our Noninfectious Disease Worksheet and the Text Study Guide.
Test Friday 4/10/15
Study Guide Chapter 6: What is an infectious disease?
How are infectious diseases spread?
What is your body’s first line of defense against pathogens?
Second line of defense?
Third line of defense?
Define the following parts of the immune response and how they work together:
antigens-
antibodies-
T cells-
B cells-
What did Louis Pasteur determine?
What is HIV?
How is HIV spread?
How does HIV affect the body?
What is AIDS?
What is an allergy?
What can cause an allergic reaction?
How can an allergic reaction be treated?
What is asthma?
How does asthma affect the body?
What is cancer?
What can cause cancer?
What are some treatment options for cancer?
What is diabetes?
What is the difference between Type I and Type II Diabetes?
Type I:
Type II:
How do vaccines work?
What is the difference between active and passive immunity?
3/26/15
We investigated the cholera epidemic in New York City in 1832 and how it impacted the design of major cities (and their sewage treatment) moving forward.
New York Times Article: http://www.nytimes.com/2008/04/15/science/15chol.html
Modern Times Cholera Public Service Announcement: https://youtu.be/jG1VNSCsP5Q
Dr. Rita Colwell's discovery about Cholera: https://youtu.be/ok9sk9F04SM
Recent case of avian cholera in U.S.http://www.cnn.com/videos/us/2015/03/18/orig-snow-geese-avian-cholera-idaho.cnn
3/25/15
Cancer is a disease in which cells multiply uncontrollably, over and over, destroying healthy tissue. Treatments include surgery, radiation, and drugs. As cells divide over and over, they often form abnormal tissue masses called tumors. Cancerous tumors invade and destroy the healthy tissue around them. Cells from a tumor can enter the blood or lymph vessels, and get carried to other parts of the body, where they may form new tumors.
Do Do the Math p. 201
Cancer can be caused by inherited characteristics or environmental factors, called carcinogens. Cancer is treated with surgery, radiation, and drugs. People can reduce their risk of cancer by avoiding carcinogens, eating a low-fat diet with fruits and vegetables, and having regular checkups.
Do Figure 3 p. 202
Do Invisible Invaders p. 203
Homework: Noninfectious Diseases Worksheet and Text Study Guide p., 204-207 Due Wednesday after Spring Break
TEST FRIDAY APRIL 10
3/23/15
An allergy is a disorder in which the immune system is overly sensitive to a foreign substance. Any substance that causes an allergy is an allergen. Histamine is a chemical that brings on the symptoms of an allergy, such as a rash, sneezing, and watery eyes.
Asthma is a disorder in which the airways in the lungs narrow significantly causing wheezing, coughing, and shortness of breath. Other factors that may trigger asthma are stress, heavy exercise, tobacco smoke, air pollution, strong odors, and respiratory infections.
Do Figure 1 p. 199 (observe that it looks a lot like blood traveling through a vessel when plaque has built up on its walls)
Insulin is a substance that enables body cells to take glucose from the blood and use it for energy. In the condition called diabetes, the pancreas produces too little insulin or body cells do not use insulin properly. There are two types of diabetes—type I and type Ii, and all diabetics must check their blood frequently to stay healthy.
Read about Diabetes on p. 200 and fill out chart on Figure 2.
Vocab Quiz Wednesday
3/20/15
Lesson 5 Noninfectious Disease
Vocab: noninfectious disease, allergy, allergen, histamine, asthma, insulin, diabetes, tumor, carcinogen
Read My Planet Diary p. 196
Noninfectious diseases are diseases that are not caused by pathogens and that cannot be transmitted from person to person. Two noninfectious diseases, cardiovascular disease and cancer, and are the leading causes of death from disease in the U.S. Allergies, asthma, and diabetes are other noninfectious diseases. Allergies cause an inflammatory response by the body. Asthma affects breathing, while
Homework: Research: Antibiotic resistance (AR)
1. What do scientists think causes AR?
2. What does MRSA stand for?
3. How is MRSA treated?
4. What do scientists recommend doing to reduce the chance of AR bacteria?
3/18/15
Warm Up: Does Passive Immunity produce memory cells?
Bacteria and viruses cause diseases that require treatment. Bacterial disease can be treated with specific medications. Viral diseases have no known cure. Both types of diseases can be prevented. An antibiotic is a chemical that can kill bacteria without harming body cells. Antibiotics are made naturally by bacteria and fungi, as well as artificially by human beings. Antibiotic resistance results when some bacteria are able to survive in the presence of an antibiotic. Getting rest and drinking a lot of fluids are ways of treating viral diseases. Prevention of viral diseases and bacterial diseases requires avoiding contact with an infected person, washing your hands often, eating a balanced diet, and exercising.
Do Apply it! P. 195 and Figure 3 p. 195
Research: Research on the history of smallpox.
1. Include the disease’s first recorded appearance
2. What were the first attempts to develop vaccines to fight it?
3. What was the last known natural case of smallpox?
4. What is the date it was declared officially eradicated?
Homework: Infectious Disease and Your Health Worksheet, Vocab Quiz Friday
3/17/15
Lesson 4: Infectious Disease
Read My Planet Diary p. 190
Immunity is the body’s ability to destroy pathogens before they can cause disease. Immunity can be active or passive. You acquire active immunity when your own immune system produces antibodies against a pathogen in your body. You acquire passive immunity when the antibodies come from a source outside your body.
Do Relate Cause and Effect p. 191
When people get sick with a pathogen their immune systems produce antibodies. After the person recovers from such a disease, some of their T cells and B cells keep the “memory” of the pathogen’s antigen. The next time the same pathogen invades their bodies, their immune systems produce antibodies quickly to avoid them becoming sick with the same pathogen again. This reaction is called active immunity because the body has produced the antibodies that fight pathogens.
The common cold is caused by 200 viruses. On average 3-4 year olds have 9 colds a year but Kindergartners have 12 –why?
Do Figure 1 p. 192
The word vacca means cow. Why is this term used for vaccinations? (smallpox vaccine 1st one developed, came from cowpox given to humans to protect against smallpox) Vaccination, or immunization, is the process by which harmless antigens are introduced into a person’s body to produce active immunity. The substance in a vaccination, a vaccine, usually consists of weakened or killed pathogens that trigger the immune response into action.
Passive immunity results when antibodies are given to a person. Usually passive immunity lasts only a few months. Babies acquire passive immunity to some diseases before birth and are protected during the first six months after they are born. Breast milk also plays an important role in passing on passive immunity.
Do Active and Passive Immunity Venn Diagrams p. 193
Do Active and Passive Immunity Lab Sheet
3/16/15
Vocab: HIV, AIDS, immunity, active immunity, vaccination, vaccine, passive immunity, antibiotic, antibiotic resistance
Read Text p. 186-189 and answer all questoins.
Classwork/Homework: HIV/AIDS Worksheet
3/10/15
Cells damaged by pathogens release chemicals that trigger the body’s second line of defense, the inflammatory response, which is a general response of white blood cells, inflammation , and sometimes fever. Each type of white blood cell has a certain function. A phagocyte is a white blood cell that engulfs and destroys pathogens by breaking them down during the inflammatory response. Chemicals produced at this time sometimes cause a fever, which helps fight the infection.
Do Compare/Contrast p. 181
Activity: draw an outline of the body, label it first defense, and label the parts of the body that are involved in the first line of defense and describe how each component of the first line of defense protects against pathogens.
Do Figure 3 p. 182
A severe infection triggers the body’s third line of defense—the immune response. White blood cells that can distinguish kinds of pathogens are called lymphocytes. A T cell is a lymphocyte that identifies pathogens and distinguishes one pathogen form another. Each kind of T cell identifies antigens, molecules that the immune system recognizes either as part of your body or as coming from outside your body.
Acitivity: Model phagocytes with hands and marbles
Do Figure 4 p. 183
Lymphocytes called B cells produce proteins called antibodies that help destroy pathogens. When antibodies bind to the antigens on a pathogen, they mark the pathogen for destruction.
Do Figure 5 p. 184
Activity: Create a skit that dramatizes the immune response with the characters: Pathogens, T cells, B cells, antigens, antibodies and phagocytes
Do apply it p. 185
3/9/15
We checked our tests.
Vocab: inflammatory response, phagocyte, immune response, lymphocyte, T cell, antigen, B cell, antibody
Read My Planet Diary p. 178 Mononucleosis is caused the Epstein-Barr virus.
The body has a disease-fighting system to eliminate pathogens before they can harm your cells. IN the first line of defense, the surface of your skin, breathing passages, mouth and stomach function as barriers to pathogens. These barriers trap and kill most pathogens with which you come into contact. The skin blocks pathogens with destructive chemicals in oil and sweat, the shedding of dead skin cells, and blood clotting and scabbing.
Do Figure 1 p. 179
The nose, pharynx, trachea, and bronchi trap pathogens from the air, and coughing and sneezing force pathogens out of your body. Most potential pathogens in food are destroyed by saliva in the mouth and acid in the stomach.
Do Figure 2 p. 180
In the inflammatory response, fluid and white blood cells leak from blood vessels and fight pathogens in nearby tissues. In the immune response, certain immune cells in the blood and tissues react to each kind of pathogen with a defense targeted specifically at the pathogen.
Homework: Vocab Quiz Wednesday
3/4/15
We took a vocab quiz and checked our infectious diseases worksheet.
Vocab: inflammatory response, phagocyte, immune response, lymphocyte, T cell, antigen, B cell, antibody
Vocab Quiz Next Wednesday
3/2/15
Notes: Most of the organisms on Earth are harmless, but some cause disease. Most pathogens can be seen only with a microscope. The four major types of human pathogens are bacteria, viruses, fungi, and protists. They can be spread through contact with a sick person or an object in the environment, including other living things.
Bacteria are one-celled microorganisms that can damage body cells directly or indirectly by producing a poison, or toxin. Viruses are nonliving particles that damage body cells by reproducing inside them. Fungi are one-celled or multicelled organisms that grow in warm, dark, moist areas. Protists are one-celled organisms that can cause disease such as malaria and hiker’s disease.
Do Figure 3 p. 174-175
Research anthrax: Log on to cdc.gov and answer the following questions:
1. What is anthrax/What is it caused by?
2. What does it do?
3. Where is anthrax found in nature?
4. Who or what is typically affected by it?
5. Why might it be used as a bioweapon?
6. How is it treated?
Homework: Infectious Diseases worksheet
2/27/15
Vocab: microorganism, pathogen, infectious disease, toxin, fungi, protists
Read My Planet Diary p. 170
In ancient times, people had various beliefs about what caused disease. In the 1860s the French scientist Louis Pasteur concluded that microorganisms, living things too small to see without a microscope, were the cause of most infectious diseases.
Do Main Ideas p. 171
A physician named Joseph Lister applied Pasteur’s work to surgery, washing his hands and instruments and treating his patients’ post-surgical wounds with carbolic acid. Lister’s methods dramatically reduced the percentage of patients who died from infection after surgery.
Vocabulary Quiz Wednesday
2/26/15
Lab: We read an article on HIV/AIDS and talked about misconceptions regarding the virus. We watched a Bill Nye video on germs/viruses.
Bill Nye Video: http://youtu.be/mpUfR_ptnwY
2/24/15
Representatives from Vistakon visited us in the STEAM Lab and showed us all about corrective lenses and how they work in our eyes. It was awesome!
2/23/15
We checked our bacteria worksheet, corrected the Text Study Guide p. 75, took a vocabulary quiz and worked on the Study Guide below:
Homework: Finish Study Guide found below and study for Test. Test Wednesday.
Virus and Bacteria Study Guide
What is a virus?
Draw, label and explain the functions of the parts of a virus:
Are viruses living or non-living and why?
What is the importance of a host cell to a virus?
What are the characteristics of virus shapes and sizes?
What are vaccines and how do they work to combat disease?
What are bacteria?
Draw, label, and explain the functions of the parts of a bacteria cell:
What are the two methods of reproduction in bacteria? (Be familiar with diagrams of the methods of reproduction of bacteria)
How are they different?
What is an advantage of both methods?
What does “prokaryotic” mean and why does it pertain to bacteria?
What is the point of the process of respiration and what does it give off?
Why was this process important to early Earth’s atmosphere?
What is an endospore?
List all the positive aspects of bacteria
7th Grade Final Study Guide: Complete on separate sheets of paper by May 15 for 5 extra points on the Final Exam.
Diversity of Life Book: Chapter 1 Lesson 1:
1. What are the 6 Characteristics of all living things?
2. Where do living things come from?
3. What is the importance of water in all life systems?
4. How do living things maintain homeostasis? Ex: cold blooded vs. warm blooded animals
Diversity of Life Book: Chapter 2 Lesson 1:
1. What are the structures and functions of virus parts: (draw, label and explain)
2. How do viruses live and replicate?
3. How are vaccines created?
Diversity of Life Book: Chapter 2 Lesson 2:
1. What is the difference between a eukaryote vs. prokaryote and what are examples of each?
2. What are the structures and functions of bacteria: (draw, label and explain)
3. How do bacteria live (perform respiration) and replicate? (What is the difference between the two ways?)
4. What is an antibiotic and how is it formed in nature?
Diversity of Life Book: Chapter 2 Lesson 3:
1. What are the characteristics of animal-like protists (4)
2. What are the characteristics of plant-like protists (6)
3. What are the characteristics of fungus-like protists (2)
Diversity of Life Book: Chapter 2 Lesson 4:
1. What are the cell structures of fungi?
2. How do fungi obtain food?
3. How do fungi reproduce?
Human Body Systems Book: Chapter 1 Lesson 1 & 2:
1. What are the levels of organization in the body?
*Know the overview of the body systems, structures and functions from p. 8 & 9. List parts and function. Review how they interact with other systems.
2. What causes movement? muscles and bones, bones and joints (where do tendons and ligaments fit in?)
3. How do materials move through your body; what is the interactions of the respiratory, circulatory, digestive and excretory systems
4. What systems control body functions and how (nervous and endocrine systems.)
Human Body Systems Book: Chapter 1 Lesson 3:
1. How does your body maintain homeostasis?
Human Body Systems Book: Chapter 2 Lesson 1:
1. What is the function of the skeleton?
2. How does exercise help maintain healthy bones?
Human Body Systems Book: Chapter 2 Lesson 2:
1. What are voluntary vs. involuntary muscles? Give examples of each.
2. How do skeletal muscles work?
Human Body Systems Book: Chapter 2 Lesson 3:
1. What are the functions and structures of the skin? Diagram and explain.
2. What role does the skin play in the body’s maintenance of temperature?
Human Body Systems Book: Chapter 3 Lesson 1:
1. Why do you need food?
2. What nutrients do you need? List nutrients and know their importance pp. 68-73
Human Body Systems Book: Chapter 3 Lesson 2:
1. Be familiar with the Food Pyramid and which foods are recommended vs. not.
2. Know how to read a food label p. 48
Human Body Systems Book: Chapter 3 Lesson 3:
1. Know the organs involved in digestion and what they do.
2. What is the difference between mechanical and chemical digestion and what body parts are involved in each?
3. What is the small intestine’s role vs. the large intestine’s role in digestion?
Human Body Systems Book: Chapter 6 Lesson 1:
1. What are pathogens?
2. How do pathogens cause disease?
3. How have surgical techniques improved in the last 150 years?
Human Body Systems Book: Chapter 4 Lesson 2:
1. How does your body’s immune system work? (pathogen, T cells, B cells, antigens, antibodies)
Human Body Systems Book: Chapter 4 Lesson 3:
2. How does HIV affect the body?
3. How is HIV spread vs how is it not?
Human Body Systems Book: Chapter 4 Lesson 4:
1. What is an Infectious vs. a noninfectious disease? How are they spread?
2. What is the difference between active immunity and passive immunity (how is it acquired, how long does it last?)
3. What is the role of vaccines in preventing illness?
4. What do antibiotics treat?
Human Body Systems Book: Chapter 4 Lesson 5:
1. How do allergies, asthma, diabetes and cancer affect the body?--include causes and treatment options.
The Scientific Method:
2. What are the 7 steps of the scientific method? List and explain.
3. Be familiar with common sense lab safety methods.
4. Be familiar with how to read graphs and make inferences.
5/15/15
Test Tuesday: Study Guide and Homework:
Read p. 119-120 on Tropisms.
Know the function of roots and leaves. What do the cuticle and stomata of leaves do? What are xylem and phloem? What is photosynthesis and what is its function? How does it work? Pigment used= location=
Using p. 109 Diagram and label the following:
pistil
filament
stigma
style
ovary
stamen
anther
sepal
petal
Using p. 107 Diagram and label the process of fertilization:
flower-pollen-stigma-fertilization in ovary-embryo-seed-ovule-fruit-new plant
5/14/15
Read p. 110-117 and answer Plant Reproduction Worksheet
5/13/15
Read p. 100-109 and do Plant Structures Worksheet
Read Chapter 3 Lesson 4 for homework
5/12/15
Test corrections due tomorrow
5/11/15
Read 84-89 and answer questions--do What is a Plant worksheet
INFO ON GULF TRIP:
Below please find a reprint of the packing list for your convenience.
Mrs. Mull and I have decided that the students Will be allowed to use their phones with headphones on the bus trip, but that they will be collected once they get off the bus. Please send a ziploc bag that fits the electronic LABELED with the student's name, a charging cord and wall unit. Students will be able to call home each night after activities (they may borrow a phone if they aren't planning on bringing one).
Please also send 20$ food money for lunch on the way there and back. We will not be "shopping' for souvenirs so no additional money is necessary.
Ladies, please do not plan on using hairdryers/irons/curlers as we do not know the status of electrical outlets where we are staying.
Just a thought, students may want to bring Inexpensive sunglasses with them.
My cell number is 904-403-6868
*Gather at 6:45 AM Monday at Hendricks with the following:
20$ spending money for lunches
Cell phone/ipod with charger, wall unit, and labeled ziploc bag that it fits in.
Sleeping bag or bedding for twin size bed & Pillow with pillowcase
Towel & Washcloth
Beach Towel (2)
Clothes for daily activities, such as shorts, jeans, capris and t-shirts
Rash Guard
Comfortable walking shoes
Sandals/Flip-flops
Water shoes
Light jacket - If desired
Poncho or Rain jacket
Modest swimsuit (2) (Ladies, no string bikinis*) *Ladies, if you are uncertain if your suit is modest enough, please plan on wearing a tank top or rash guard whenever you have it on.
Appleseed Expeditions t-shirt (to be worn during travel days) will be provided
Journal and pen
Toiletries including soap for the shower.
Sunscreen (SPF 30 or higher)
Bug spray
Flashlight
Games/activities/approved movies for bus rides
Packaged snacks - Girls Sweet, Boys Salty TO SHARE FOR THE TRIP
Re-usable water bottle - Labeled with your name
Waterproof Camera & extra batteries(optional, there will be professional photos taken and uploaded to Facebook for free)
Snorkel & Mask (optional)
4/24/15
Fungi affect humans and other organisms in many ways. Fungi may act as decomposers and recyclers, or provide foods for people. Fungi may help fight or cause disease. Some fungi live in a beneficial relationship with other organisms. Decomposers are organisms that break down the chemicals in dead organisms. Without fungi and bacteria, Earth would be buried under dead plants and animals. Fungi are important sources of foods such as bread, mushrooms, and blue cheese. Some fungi produce substances that fight bacteria. Yet, many other fungi are parasites that cause disease in plants and crops, including rice, cotton, and soybeans as well as in humans.
Do Apply it! p. 71 This is similar to the scientist who discovered the penicillium mold. Fleming saw a similar area called a zone of inhibition where the bacteria did not grow.
Some fungi help plants grow larger and healthier when their hypae grow into or on the plant’s roots. A lichen consists of a fungus and either algae or autotrophic bacteria that live together in a relationship that benefits both organisms. The fungus benefits from the food produced by the algae or bacteria. The algae or bacteria, in turn, obtain shelter, water and minerals from the fungus.
Fill in empty spots in Figure 6. Do Assess.
Homework: Worksheets and Research athlete’s foot:
1. How does it spread?
2. Where it is most likely spread?
3. What can you do to avoid it?
4. How would you treat it?
STUDY GUIDE FOR PROTISTS AND FUNGI TEST ON 04/30/15
Know the four groups of protists: animal-like, plant-like, fungus-like and parasitic.
Know the specifics about the four groups of protozoans.
List the characteristics of each group including ALL the organisms that make it up, whether they are eukaryotic or prokaryotic, how they move, how they reproduce, how they get food, their shapes, are they unicellular or multicellular and whether or not they have cell walls.
List the characteristics of fungi including the organisms listed, whether they are eukaryotic or prokaryotic, how they move, how they reproduce, how they get food, their shapes, are they unicellular or multicellular and whether or not they have cell walls.
Be familiar with the diagram on p. 67 and the definition of hyphae.
What is the difference between budding and reproducing via spores and fruiting bodies? What organisms reproduce in those ways?
How do fungi benefit humans?
4/22/15
All fungus-like protists can move at some point in their lives. Slime molds live in moist, shady places like forest floors, oozing along the surfaces of decaying materials, feeding on bacteria and other microorganisms. Most water molds and downy mildews live in water or moist places. These organisms often grown as tiny threads and look like fuzz.
Read about slime molds and water molds and downy mildews p. 64 and do Figure 7.
Lesson 2.4 Fungi
Do Do the Math and Assess p. 65
Vocab: fungus, hyphae, fruiting body, budding, lichen
Read My Planet Diary p. 66
Molds, such as those that grow on fruit and stale bread, are a type of fungus. Fungi are eukaryotes that have cell walls, are heterotrophs that feed by absorbing their food, and use spores to reproduce. Fungi need moist, warm places in which to grow. They thrive on damp tree barks, moist foods, lawns coated with dew, damp forest floors, and even wet bathroom tiles. Fungi range in size from tiny unicellular yeasts to large multicellular fungi. Except for the simplest fungi, such as unicellular yeasts, the cells of most fungi are arranged in structures called hyphae. Hyphae are the branching, threadlike tubes that make up the bodies of multicellular fungi. Fungi absorb food through hyphae.
Most fungi reproduce both sexually and asexually, guaranteeing their survival and spread. Fungi produce spores in reproductive structures called fruiting bodies. Unicellular yeast cells undergo a form of asexual reproduction called budding. In budding, no spores are produced.
Read about asexual reproduction and sexual reproduction and do Figure 2 and look at Figure 3 p. 68.
The three major groups of fungi are the club, the sac, and the zygote. They are classified by the appearance of their reproductive structures.
Homework: 2 back to back worksheets due Friday. Vocab Quiz Monday
4/20/15
Do Summarize p. 61
Read about Euglenoids and Dinoflagellates p. 61
Diatoms are unicellular protists with beautiful glasslike cell walls. Almost all red algae are multicellular seaweeds. Many of the organisms that are commonly called seaweeds are brown algae. In addition to their brown pigment, brown algae also contain green, yellow, and orange pigments.
Read about diatoms, red, and brown algae p. 62
*show pic of red algae. Not all red algae are red, combination of pigments can make them look other colors—pink or purple. What is the function of pigments in algae in plant leaves?
Do Figure 6 p. 63 and Assess p. 63
Fungus-like protists share qualities of animals and plants. Fungus-like protists share qualities of animals and plants. Fungus-like protists are heterotrophs, have cell walls, and use spores to reproduce. A spore is a tiny cell that is able to grown into a new organism
Homework the red alga Palmaria palmata used as food by North Atlantic cultures. How is it served? Include info where else this is eaten.
4/15/15
Diversity of Life Chapter 2.3: Protists
Vocabulary: protist, protozoan, pseudopod, contractile vacuole, cilia, algae, pigment, spore
Read My Planet Diary p,56
Protists are eukaryotes that cannot be classified as animals, plants, or fungi. Protists live in moist surroundings, and are extremely diverse. Scientists divide protists into 3 categories: animal-like, plant-like, and fungus-like. Animal-like protists are heterotrophs, and most can move to get food. Unlike animals, animal-like protists (protozoans) are unicellular.
Do vocabulary p. 57
The 4 groups of protozoans are sarcodines, flagellates, ciliates and parasites. Sarcodines move and feed by forming pseudopods—“false foot” temporary bulges of the cell (amoeba). Amoebas have a contractile vacuole, a structure that collects and expels excess water from the cell.
Do Figure 2 p. 58
Flagellates are protozoans that use long, whiplike flagella to move (giardia causes Hiker’s Disease.)
Do Figure 3 p. 58
Ciliates have structures called cilia, hair like projections that beat with a wavelike motion, moving the organism (paramecium.)
Do Figure 4 p. 59
Parasites feed on the cells and body fluids of their hosts. They move in a variety of ways (malaria).
Do Figure 5 p. 59 Ask: Why is this fourth group of protozoans easier to characterize by the way they live vs. how they move? T(hey can move in all the ways above)
Read about pseudopods p. 59 and Do Apply it! p. 60 Ask: How would the amoebas respond if the bright light were then turned off?
Do Assess p. 60
Plant-like protists, commonly called algae, are extremely diverse. Algae are autotrophs, can be unicellular or multicellular, and use pigments to capture the sun’s energy. Most use the sun’s energy to make their own food. Algae play a significant role in many environments. Some algae in ponds, lakes and oceans produce much of the Earth’s oxygen and are an important source of food for other organisms. Algae vary in size, can be unicellular or multicellular, and exist in various colors because they contain many types of pigments—chemicals that produce color. Euglenoids are green, unicellular algae usually found in fresh water. Dinoflagellates are unicellular algae surrounded by stiff plates that look like a suit of armor.
Homework: Vocab Quiz Monday
4/8/15
We checked our Noninfectious Disease Worksheet and the Text Study Guide.
Test Friday 4/10/15
Study Guide Chapter 6: What is an infectious disease?
How are infectious diseases spread?
What is your body’s first line of defense against pathogens?
Second line of defense?
Third line of defense?
Define the following parts of the immune response and how they work together:
antigens-
antibodies-
T cells-
B cells-
What did Louis Pasteur determine?
What is HIV?
How is HIV spread?
How does HIV affect the body?
What is AIDS?
What is an allergy?
What can cause an allergic reaction?
How can an allergic reaction be treated?
What is asthma?
How does asthma affect the body?
What is cancer?
What can cause cancer?
What are some treatment options for cancer?
What is diabetes?
What is the difference between Type I and Type II Diabetes?
Type I:
Type II:
How do vaccines work?
What is the difference between active and passive immunity?
3/26/15
We investigated the cholera epidemic in New York City in 1832 and how it impacted the design of major cities (and their sewage treatment) moving forward.
New York Times Article: http://www.nytimes.com/2008/04/15/science/15chol.html
Modern Times Cholera Public Service Announcement: https://youtu.be/jG1VNSCsP5Q
Dr. Rita Colwell's discovery about Cholera: https://youtu.be/ok9sk9F04SM
Recent case of avian cholera in U.S.http://www.cnn.com/videos/us/2015/03/18/orig-snow-geese-avian-cholera-idaho.cnn
3/25/15
Cancer is a disease in which cells multiply uncontrollably, over and over, destroying healthy tissue. Treatments include surgery, radiation, and drugs. As cells divide over and over, they often form abnormal tissue masses called tumors. Cancerous tumors invade and destroy the healthy tissue around them. Cells from a tumor can enter the blood or lymph vessels, and get carried to other parts of the body, where they may form new tumors.
Do Do the Math p. 201
Cancer can be caused by inherited characteristics or environmental factors, called carcinogens. Cancer is treated with surgery, radiation, and drugs. People can reduce their risk of cancer by avoiding carcinogens, eating a low-fat diet with fruits and vegetables, and having regular checkups.
Do Figure 3 p. 202
Do Invisible Invaders p. 203
Homework: Noninfectious Diseases Worksheet and Text Study Guide p., 204-207 Due Wednesday after Spring Break
TEST FRIDAY APRIL 10
3/23/15
An allergy is a disorder in which the immune system is overly sensitive to a foreign substance. Any substance that causes an allergy is an allergen. Histamine is a chemical that brings on the symptoms of an allergy, such as a rash, sneezing, and watery eyes.
Asthma is a disorder in which the airways in the lungs narrow significantly causing wheezing, coughing, and shortness of breath. Other factors that may trigger asthma are stress, heavy exercise, tobacco smoke, air pollution, strong odors, and respiratory infections.
Do Figure 1 p. 199 (observe that it looks a lot like blood traveling through a vessel when plaque has built up on its walls)
Insulin is a substance that enables body cells to take glucose from the blood and use it for energy. In the condition called diabetes, the pancreas produces too little insulin or body cells do not use insulin properly. There are two types of diabetes—type I and type Ii, and all diabetics must check their blood frequently to stay healthy.
Read about Diabetes on p. 200 and fill out chart on Figure 2.
Vocab Quiz Wednesday
3/20/15
Lesson 5 Noninfectious Disease
Vocab: noninfectious disease, allergy, allergen, histamine, asthma, insulin, diabetes, tumor, carcinogen
Read My Planet Diary p. 196
Noninfectious diseases are diseases that are not caused by pathogens and that cannot be transmitted from person to person. Two noninfectious diseases, cardiovascular disease and cancer, and are the leading causes of death from disease in the U.S. Allergies, asthma, and diabetes are other noninfectious diseases. Allergies cause an inflammatory response by the body. Asthma affects breathing, while
Homework: Research: Antibiotic resistance (AR)
1. What do scientists think causes AR?
2. What does MRSA stand for?
3. How is MRSA treated?
4. What do scientists recommend doing to reduce the chance of AR bacteria?
3/18/15
Warm Up: Does Passive Immunity produce memory cells?
Bacteria and viruses cause diseases that require treatment. Bacterial disease can be treated with specific medications. Viral diseases have no known cure. Both types of diseases can be prevented. An antibiotic is a chemical that can kill bacteria without harming body cells. Antibiotics are made naturally by bacteria and fungi, as well as artificially by human beings. Antibiotic resistance results when some bacteria are able to survive in the presence of an antibiotic. Getting rest and drinking a lot of fluids are ways of treating viral diseases. Prevention of viral diseases and bacterial diseases requires avoiding contact with an infected person, washing your hands often, eating a balanced diet, and exercising.
Do Apply it! P. 195 and Figure 3 p. 195
Research: Research on the history of smallpox.
1. Include the disease’s first recorded appearance
2. What were the first attempts to develop vaccines to fight it?
3. What was the last known natural case of smallpox?
4. What is the date it was declared officially eradicated?
Homework: Infectious Disease and Your Health Worksheet, Vocab Quiz Friday
3/17/15
Lesson 4: Infectious Disease
Read My Planet Diary p. 190
Immunity is the body’s ability to destroy pathogens before they can cause disease. Immunity can be active or passive. You acquire active immunity when your own immune system produces antibodies against a pathogen in your body. You acquire passive immunity when the antibodies come from a source outside your body.
Do Relate Cause and Effect p. 191
When people get sick with a pathogen their immune systems produce antibodies. After the person recovers from such a disease, some of their T cells and B cells keep the “memory” of the pathogen’s antigen. The next time the same pathogen invades their bodies, their immune systems produce antibodies quickly to avoid them becoming sick with the same pathogen again. This reaction is called active immunity because the body has produced the antibodies that fight pathogens.
The common cold is caused by 200 viruses. On average 3-4 year olds have 9 colds a year but Kindergartners have 12 –why?
Do Figure 1 p. 192
The word vacca means cow. Why is this term used for vaccinations? (smallpox vaccine 1st one developed, came from cowpox given to humans to protect against smallpox) Vaccination, or immunization, is the process by which harmless antigens are introduced into a person’s body to produce active immunity. The substance in a vaccination, a vaccine, usually consists of weakened or killed pathogens that trigger the immune response into action.
Passive immunity results when antibodies are given to a person. Usually passive immunity lasts only a few months. Babies acquire passive immunity to some diseases before birth and are protected during the first six months after they are born. Breast milk also plays an important role in passing on passive immunity.
Do Active and Passive Immunity Venn Diagrams p. 193
Do Active and Passive Immunity Lab Sheet
3/16/15
Vocab: HIV, AIDS, immunity, active immunity, vaccination, vaccine, passive immunity, antibiotic, antibiotic resistance
Read Text p. 186-189 and answer all questoins.
Classwork/Homework: HIV/AIDS Worksheet
3/10/15
Cells damaged by pathogens release chemicals that trigger the body’s second line of defense, the inflammatory response, which is a general response of white blood cells, inflammation , and sometimes fever. Each type of white blood cell has a certain function. A phagocyte is a white blood cell that engulfs and destroys pathogens by breaking them down during the inflammatory response. Chemicals produced at this time sometimes cause a fever, which helps fight the infection.
Do Compare/Contrast p. 181
Activity: draw an outline of the body, label it first defense, and label the parts of the body that are involved in the first line of defense and describe how each component of the first line of defense protects against pathogens.
Do Figure 3 p. 182
A severe infection triggers the body’s third line of defense—the immune response. White blood cells that can distinguish kinds of pathogens are called lymphocytes. A T cell is a lymphocyte that identifies pathogens and distinguishes one pathogen form another. Each kind of T cell identifies antigens, molecules that the immune system recognizes either as part of your body or as coming from outside your body.
Acitivity: Model phagocytes with hands and marbles
Do Figure 4 p. 183
Lymphocytes called B cells produce proteins called antibodies that help destroy pathogens. When antibodies bind to the antigens on a pathogen, they mark the pathogen for destruction.
Do Figure 5 p. 184
Activity: Create a skit that dramatizes the immune response with the characters: Pathogens, T cells, B cells, antigens, antibodies and phagocytes
Do apply it p. 185
3/9/15
We checked our tests.
Vocab: inflammatory response, phagocyte, immune response, lymphocyte, T cell, antigen, B cell, antibody
Read My Planet Diary p. 178 Mononucleosis is caused the Epstein-Barr virus.
The body has a disease-fighting system to eliminate pathogens before they can harm your cells. IN the first line of defense, the surface of your skin, breathing passages, mouth and stomach function as barriers to pathogens. These barriers trap and kill most pathogens with which you come into contact. The skin blocks pathogens with destructive chemicals in oil and sweat, the shedding of dead skin cells, and blood clotting and scabbing.
Do Figure 1 p. 179
The nose, pharynx, trachea, and bronchi trap pathogens from the air, and coughing and sneezing force pathogens out of your body. Most potential pathogens in food are destroyed by saliva in the mouth and acid in the stomach.
Do Figure 2 p. 180
In the inflammatory response, fluid and white blood cells leak from blood vessels and fight pathogens in nearby tissues. In the immune response, certain immune cells in the blood and tissues react to each kind of pathogen with a defense targeted specifically at the pathogen.
Homework: Vocab Quiz Wednesday
3/4/15
We took a vocab quiz and checked our infectious diseases worksheet.
Vocab: inflammatory response, phagocyte, immune response, lymphocyte, T cell, antigen, B cell, antibody
Vocab Quiz Next Wednesday
3/2/15
Notes: Most of the organisms on Earth are harmless, but some cause disease. Most pathogens can be seen only with a microscope. The four major types of human pathogens are bacteria, viruses, fungi, and protists. They can be spread through contact with a sick person or an object in the environment, including other living things.
Bacteria are one-celled microorganisms that can damage body cells directly or indirectly by producing a poison, or toxin. Viruses are nonliving particles that damage body cells by reproducing inside them. Fungi are one-celled or multicelled organisms that grow in warm, dark, moist areas. Protists are one-celled organisms that can cause disease such as malaria and hiker’s disease.
Do Figure 3 p. 174-175
Research anthrax: Log on to cdc.gov and answer the following questions:
1. What is anthrax/What is it caused by?
2. What does it do?
3. Where is anthrax found in nature?
4. Who or what is typically affected by it?
5. Why might it be used as a bioweapon?
6. How is it treated?
Homework: Infectious Diseases worksheet
2/27/15
Vocab: microorganism, pathogen, infectious disease, toxin, fungi, protists
Read My Planet Diary p. 170
In ancient times, people had various beliefs about what caused disease. In the 1860s the French scientist Louis Pasteur concluded that microorganisms, living things too small to see without a microscope, were the cause of most infectious diseases.
Do Main Ideas p. 171
A physician named Joseph Lister applied Pasteur’s work to surgery, washing his hands and instruments and treating his patients’ post-surgical wounds with carbolic acid. Lister’s methods dramatically reduced the percentage of patients who died from infection after surgery.
Vocabulary Quiz Wednesday
2/26/15
Lab: We read an article on HIV/AIDS and talked about misconceptions regarding the virus. We watched a Bill Nye video on germs/viruses.
Bill Nye Video: http://youtu.be/mpUfR_ptnwY
2/24/15
Representatives from Vistakon visited us in the STEAM Lab and showed us all about corrective lenses and how they work in our eyes. It was awesome!
2/23/15
We checked our bacteria worksheet, corrected the Text Study Guide p. 75, took a vocabulary quiz and worked on the Study Guide below:
Homework: Finish Study Guide found below and study for Test. Test Wednesday.
Virus and Bacteria Study Guide
What is a virus?
Draw, label and explain the functions of the parts of a virus:
Are viruses living or non-living and why?
What is the importance of a host cell to a virus?
What are the characteristics of virus shapes and sizes?
What are vaccines and how do they work to combat disease?
What are bacteria?
Draw, label, and explain the functions of the parts of a bacteria cell:
What are the two methods of reproduction in bacteria? (Be familiar with diagrams of the methods of reproduction of bacteria)
How are they different?
What is an advantage of both methods?
What does “prokaryotic” mean and why does it pertain to bacteria?
What is the point of the process of respiration and what does it give off?
Why was this process important to early Earth’s atmosphere?
What is an endospore?
List all the positive aspects of bacteria
2/20/15
Notes: Some bacteria can survive harsh conditions by forming endospores, small, rounded, thick-walled resting cells that form inside a bacterial cell. They are lightweight, meaning that they can be blown about by the wind. Do Figure 6 and Assess p. 52 What is the Role of Bacteria in Nature? Though some infections and diseases are caused by bacteria, most bacteria are harmless or helpful to people. Bacteria are involved in O and food production, in health maintenance and medicine production, and in environmental cleanup and recycling. As autotrophic bacteria use the sun’s energy to produce food, they release O into the air. Scientists think that autotrophic bacteria were responsible for first adding O to Earth’s atmosphere. Do Figure 7 and Apply It! The activities of bacteria produce a variety of foods. Pasteurization is a method of slowing down food spoilage by heating food to a temperature that is high enough to kill most harmful bacteria without changing the taste of food. Bacteria inside the body help digestion and make vitamins. Scientists use bacteria to make medicines and other helpful substances. Bacteria are used to clean up Earth’s land and water. Some bacteria that live in the soil are decomposers—organisms that break down large, complex chemicals in dead organisms into small, simple chemicals. Read text p. 54 & 55 do Figure 8 and Assess p. 54 & 55 Homework: Bacteria worksheet, Text Study Guide p. 75, Vocab. Quiz Mon 2/18/15 Vocabulary: bacteria, cytoplasm, ribosome, flagellum, cellular respiration, binary fission, conjugation, endospore, pasteurization, decomposer The word bacteria did not enter our vocabulary until 1884—why? What Are Bacteria? Bacteria live almost everywhere—under rocks. In the ocean, in the human body. Bacteria are prokaryotes. The genetic material in their cells is not contained in a nucleus. The cells lack many structures found in cells of eukaryotes. Most bacterial cells are surrounded by cell walls. Inside the cell wall, the cell membrane controls what materials pass in and out of the cell. Inside the cell membrane, the cytoplasm controls what materials pass in and out of the cell. Inside the cell membrane, the cytoplasm contains a gel-like material and tiny structures called ribosomes, chemical factories where proteins are produced. A bacterial cell may have a flagellum, a long whip-like structure that helps it move. Most bacterial cells are spherical, rod-like, or spiral. The cell wall’s chemical makeup determines the bacterial cell’s shape. An average bacterium is smaller than a period. Do Figure 2 p. 48 and Assess Your Understanding How Do Bacteria Get Food, Get Energy, and Reproduce Bacteria get energy by either making food or eating other organisms, and can reproduce asexually or sexually. Some bacteria (autotrophs) make food using the sun’s energy or chemicals in their environment. Some bacteria consume other organisms or the food of those organisms (heterotrophs), such as milk, meat, or decayed leaves. Do compare and contrast p. 49 and read Figure 3 The process of breaking down food to release energy is called cellular respiration. Some bacteria need O to break down their food, but a few do not need O for respiration. These bacteria carry out a simplified version of respiration where less energy is produced. What might be an advantage of these bacteria? (survive where there is no O) Do Apply It p. 50 With plenty of food and suitable conditions, bacteria thrive and reproduce. Sometimes bacteria reproduce asexually through binary fission, when one cell divides to form two identical cells. Sometimes bacteria reproduce sexually through conjugation, when one bacterium transfers some of its genetic material into another bacterium. Some bacteria can survive harsh conditions by forming endospores, small, rounded, thick-walled resting cells that form inside a bacterial cell. They are lightweight, meaning that they can be blown about by the wind. Homework: Vocab Quiz Monday TEST ON WEDNESDAY 2/26/15 2/11/15 We observed our bacteria cultures, compared biological viruses with computer viruses and finished a worksheet on viruses. Homework: None 2/9/15 How do Viruses Interact with the Living World? Though viruses can cause disease, they can also be used to prevent and treat illnesses. Some viral diseases pass through the body quickly, whereas others have much more serious and lasting effects on the body. Viruses also cause diseases in organisms other than humans. Dogs and cats, as well as trees can be infected with viruses. Scientists have learned how to take advantage of a virus’ ability to enter a host cell. In gene therapy, a virus is used to deliver genetic material to cells that need it. A vaccine is a substance introduced in the body to help produce chemicals that destroy specific viruses. Because vaccines are made from dead or weakened viruses, they do not cause disease. Instead, they activate the body’s natural defenses so that if that virus ever invades your body, it will be destroyed before it can cause disease. We seeded our Petri dishes for an antibacterial vs. regular hand soap lab. 2/6/15 We corrected our tests. Notes: Although viruses have many shapes and sizes, all have a structure featuring two basic parts: an inner core containing genetic material and a protective protein coat. Each virus contains unique surface proteins, the shape of which allows the virus to attach to certain cells in the host. Homework: Vocab Quiz Monday (see notes 2/4 for words) 2/5/15 Lab: viruses and vaccines. We determined how many viruses would fit on a head of a pin. We visualized the effect of vaccines on a population. 2/4/15 Notes: Vocab: virus, host, parasite, vaccine A virus is a tiny, nonliving particle that enters and then reproduces inside a living cell. Viruses are nonliving, have a protein coat that protects an inner core of genetic material, and cannot reproduce on their own. Viruses are considered nonliving b/c they lack most of the characteristics of living things—they are not cells, do not use their own energy to grow or to respond to their surroundings, cannot make or take in food, and cannot produce wastes. The organism that a virus enters and multiplies inside of is called a host. A host is an organism that provides a source of energy for a virus or another organism. A virus acts like a parasite, an organism that lives on or in a host and causes it harm. Almost all viruses destroy the cells in which they multiply. Activity: Draw models of viruses on p. 41 and label them in your Notebook. Viruses can be round or shaped like rods, bricks, threads, bullets or robots. Viruses are so small that they are measured in units called nanometers. The average virus is quite small when compared with even the smallest cells. After a virus, attaches to a host cell, it enters the cell and takes over many of the cell’s functions. It instructs the cell to produce the virus’ proteins and genetic material, and they assemble into new viruses. Homework: Vocab Quiz Monday 1/30/15 (worked on in class) 7th Grade Chapter 2 Study Guide: What are the 5 functions of the skeleton? List the four types of joints and what role they play. What are the characteristics of bones? (What are they made of, how does the structure affect the function?) What minerals are stored in your bones? What diet and exercise can you do to help prevent osteoporosis? (be specific) Does a newborn baby have the same skeleton as you? Why/why not? What is the difference in involuntary and voluntary muscles? What are the similarities and differences of cardiac, smooth, and skeletal muscles? How do skeletal muscles work and how do they work together with tendons and ligaments to enable the body to move? What does exercise do specifically for your muscles? What are the functions and structures of the skin? How does the skin regulate body temperature? How can you have healthy skin? Be familiar with the definition of the following terms: Marrow (red and yellow) Cartilage Voluntary muscles Involuntary muscles Smooth muscles Cardiac muscles Skeletal muscles Epidermis Dermis Skin cancer Osteoporosis Vertebrae Striated muscles Tendon Ligament 1/29/15 Lab: We graphed the causes of death from 1900 and present day. We modeled how quickly disease can spread through a handshake. We watched some Mythbusters on Flu: http://youtu.be/k1j8bh8_O_Q 1/28/15 We checked our Skin worksheet and did the Study Guide pp. 56-59 We also checked out how tattooing works in slow motion: http://youtu.be/kxLoycj4pJY And, laser tattoo removal: http://youtu.be/D0B7F5UbTOQ 1/23/15 Notes: What Are the Functions and Structures of the Skin? The skin is part of the integumentary system, which includes hair nails, sweat glands, and oil glands. The skin has two layers that protect the body. Skin helps regulate body temperature, eliminate wastes, gather info about the environment and produce vitamin D. The skin forms a barrier that keeps harmful substances outside the body. Also, the skin keeps important substances such as water and other fluid inside the body. Skin helps the body maintain a steady temp. through perspiration and the enlarging of blood vessels. Perspiration is also responsible for eliminating some waste materials from the body. Nerves in the skin gather info from the environment about pressure, temp. and pain. Some skin cells produce vitamin D in the presence of sunlight. Together an outer layer and an inner layer perform all the skin’s functions. 1/22/15 We looked at our skin under a magnifying glass and discovered how sweating keeps our body cool. We manipulated UV beads in different situations to determine if we are safe from UV rays throughout our day. Homework: Lab Due Completed Tomorrow 1/21/15 Notes: The inside of many internal body organs contain smooth muscle tissue that is not striated. Both smooth muscle and cardiac muscle are involuntary. How Do Skeletal Muscles Work? Skeletal muscles do their work by contracting, or becoming shorter and thicker. Each time you move, more than one muscle is involved. Skeletal muscles work in pairs. Muscle cells can only contract, not lengthen. While one muscle in a pair contracts, the other muscle the pair relaxes to its original length. Regular exercise is important for maintaining strength and flexibility of muscles. Exercise makes individual muscle cells grow bigger, so the whole muscle becomes thicker and stronger. Sometimes, muscles can become injured. A muscle strain occurs when muscles are overworked or overstretched. After a long period of exercise, a skeletal muscle can cramp, or contract and stay contracted. After injuring a muscle, it is important to follow medical instructions and rest the injured area so it can heal properly. TEST 2/2 1/14/15 Read p. 46-49 in textbooks, do Worksheet on the Muscular System. 1/12/15 Vocabulary: involuntary muscle, voluntary muscle(voluntary means free will), skeletal muscle, tendon, smooth muscle, cardiac muscle, striated muscle. Notes: What Muscles Are In Your Body? Involuntary muscles, which are muscles you cannot control, perform essential activities in your body such as… (heart beating, moving food through digestive system, breathing, blinking). By contrast, voluntary muscles allow you to move parts of your body in different ways when you want to. Hold up a book in one hand. Stand up and hold the book down at your side. Lift your book while feeling your arm muscles with the opposite hand. What muscles did you feel contract. Did you notice anything else? All of these movements were voluntary. Like walking, you don’t always have to think about voluntary movements. What happens if you shine a flashlight in your eye? Is this voluntary or involuntary? Our body has skeletal, smooth, and cardiac muscle tissue. Some of these tissues are in involuntary muscle, and some are in voluntary muscle. Skeletal muscles are voluntary muscles that provide the force that moves your bones. A strong connective tissue called a tendon attaches skeletal muscles to a bone. The tissue called cardiac muscle is found only in the heart. Skeletal muscle and cardiac muscle are sometimes referred to as striated muscle because of their banded appearance. The inside of many internal body organs contain smooth muscle tissue that is not striated. Both smooth muscle and cardiac muscle are involuntary. 1/9/15 We checked the Skeletal System Worksheet and did a lab review: Chicken Wing Dissection Questions (show pic of chicken wing) 1. Draw and label a chicken wing with the following terms: Upper Arm Bone Lower Arm Bone Bicep Tricep Tendons Ligaments 2. How does a chicken move its arm at the elbow? 3. What kind of joint is this? 4. What type of muscle is this—cardiac, smooth or skeletal? Homework: Finish Lab Review 1/8/15 We dissected chicken wings to see the similarities between the structure of the muscles, tendons and ligaments of a chicken wing and a human arm bone. 1/7/15 2.1 Do Infer and Summarize p. 42 and Figure 5 and Assess p. 43. How does the structure of bones allow the bones to grow and become strong? Classwork: 43E & F The Skeletal System Worksheet Homework: Watch this video on YouTube: http://youtu.be/NMZDhJiKw3k and use the NASA.gov website to answer the following question: What is the affect of microgravity on the bones of astronauts? How are scientists using this info to help people with osteoporosis? 1/6/15 Lab: Muscles We looked at the differences among cardiac and skeletal muscle tissue under the microscope and related it to the cells' functions. We dissected chicken wings in order to view the muscle pairs that work together in a chicken's arm. We also looked at ligaments and tendons. 1/5/15 Vocabulary: skeleton, vertebrae, joint, ligament, compact bone, spongy bone, marrow, cartilage, osteoporosis Bones are complex living structures that grow, develop, and repair themselves. Bones are made up of bone tissue, blood vessels, and nerves. How can you tell that bones grow? (baby gets larger) Are bones alive? Why/why not?(yes, made of living cells) Do they bleed if cut?(yes—b/c they have blood vessels) A thin, tough outer membrane covers all of a typical bone except the ends. Beneath the membrane is a thick layer of compact bone. This bone is hard and dense but not solid; it contains minerals such as phosphorus and calcium that strengthen it. Bone can absorb more force without breaking than concrete or granite, yet is far lighter than those materials (strongest bone = teeth). Spongy bone has small spaces within it, making it lightweight, but still strong. Bone has soft connective tissue called marrow which is responsible for producing most blood cells and for storing fat. Fill in Figure 4 p. 41 Activity: Do a T chart for yellow bone marrow and red bone marrow Bones form new bone tissue as you grow. Cartilage is a strong connective tissue that is more flexible than bone (nose, ears). At birth, human beings’ bones are mostly cartilage. Gradually most cartilage is replaced with bone. Some cartilage still protects the ends of your bones. Homework: Vocabulary Quiz Friday Osteoporosis Worksheet: Osteoporosis: Look up osteoporosis on two of the following websites. Circle which ones you used. Use the information found on these websites to answer the following questions: Websites to use (circle the ones you use): National Osteoporosis Foundation, Mayo Clinic, Web MD, NIH (National Institute of Health), other: Questions: 1. What is osteoporosis? 2. What is it caused by? 3. Who is most likely to get it? 4. How is it diagnosed? (How can doctors tell that you have it?) 5. What can you do to prevent it? 6. Draw a diagram of a bone on the back of this sheet of paper with and without osteoporosisà 12/17/14 A joint is a place where two bones come together. Comes from the Latin jungere “to bring together”. Joints allow bones to move in different ways. You have two types of joints—immovable joints connect bones but allow for little or no movement. Movable joints allow the body to make many different movements. The bones in moveable joints are held together by ligaments, which are made of strong connective tissue. Imagine what it would be like to have a skeleton in which all the bones were solidly connected. There are several ways that bones can move. Look at Figure 3 p. 39. Read and fill in examples of the different types of joints. Can joints ever be immovable? (yes, skull) Do infer p. 39 Demonstrate: Examples of joints and movements: Hip—ball and socket allows it to move up and down, backward and forward, in a circle (like the shoulder) knee: hinge joint, moves forward and backward or open and closed. Wrist: gliding joint, moves up and down, side to side (like ankle) Do apply it! P. 40 and assess 1a and b p. 40 12/16/14 Koch Snowflake STEAM Lab: /uploads/3/7/8/1/37810111/snowflake_steam_lab.docx 12/15/14 Warm Up: My Planet Diary p. 36 Your hands and feet contain 50 percent of the bones in your body. Why is this? Your skeleton is made up of all the bones in your body. Your skeleton has 5 major functions: 1. It provides shape and support, 2. It enables you to move 3. Protects your organs (skull—brain, ribs—lungs, sternum—heart) 4. Produces blood cells and 5. Stores minerals and other materials until your body needs them. Your skeleton is made up of hundreds of bones of different shapes and sizes. What important characteristic of bones is shown by the fact that the body is supported by the skeleton? (bones are strong) What would your body be like if you didn’t have a skeleton? A total of 26 vertebrae make up your backbone in the vertebral column. Most of the body’s bones are associated with muscles, which pull on the bones to make them move. Why is the vertebral column so important to your skeleton? (center of skeleton and supports the upper body) Do Figure 1 p. 37 12/12/14 Homework: Bring back test corrected and signed Monday 12/11/14 Lab: We investigated whether or not it was better to have solid or hollow bones. We examined the different kind of joints in our body. Homework: Skeleton Lab Sheet completed 12/8/14 We reviewed the Study Guide in the textbook and played BINGO to review for the test. 12/5/14 Homeostasis can be disrupted by ongoing stress. Thus, managing stress is important to having a healthy lifestyle. When homeostasis is maintained, a person is healthy. Bacteria and viruses can upset homeostasis and make a person sick. The body’s immune system helps fight disease. Stressors can weaken the immune system. Classwork: homeostasis worksheet. Homework: Study Guide pp.26-29 12/4/14 We investigated different ways that our bodies can be out of balance yet still maintain homeostasis. 12/03/14 Think about it: How is the thermostat in your home like the body maintaining homeostasis? Endotherms vs. ectotherms (warm-blooded vs. cold-blooded) Does the body temp. of an endotherm change with changes is the external environment? Is the blood of ectotherms really cold? Homeostasis is never the responsibility of only one system; it relies on the interaction of many body systems. Maintaining body balance in terms of position involves structures in the inner ear that sense the position of the head and send messages to the brain. Do Figure 3 and Relate p. 21 Stress is the reaction of the body to possibly threatening, challenging, or uncomfortable events. Some stress is normal and healthy, and once the stress is over, the body returns to a healthier condition. However, too much negative stress can be unhealthy. TEST CHAPTER 1 ON WEDNESDAY 12/10/14 Study Guide Be familiar with the functions and organs of nine body systems and how they work together (p. 8-9 of your text) 1. respiratory 2. digestive 3. nervous 4. circulatory/cardiovascular 5. endocrine 6. integumentary 7. muscular 8. skeletal 9. excretory Know the levels of organization of an organism: 1. cell 2. tissue 3. organ 4. organ system 5. organism Know how stress affects homeostasis. Know that the nucleus is the control center of the cell. What is a joint and why is it important? What is an example of a stimulus-response? What is the difference between the following types of tissue and what are examples of each: epithelial, connective, muscle, nervous 12/1/14 Vocabulary: homeostasis, stress, stressors, endotherm, ectotherm, hypothermia, negative feedback system The condition in which an organism’s internal environment like the chemical makeup of cells, water content, and body temperature is kept stable in spite of changes in the outside environment is called homeostasis. Greek “Homeo” meaning same and “stasis” meaning standing. Homeostasis is necessary for an organism’s proper functioning and survival. All of your body systems working together maintain homeostasis and keep the body in balance. Do Figure 1 p. 19 Body responses that maintain homeostasis in the face of changes in external conditions include shivering, sweating, being hungry and being thirsty. In each of these cases, the nervous and endocrine systems respond to a change in the body’s internal environment and control the responses. They also signal the other body systems to play a role in the response. 11/24/14 Is your blood blue? Look at your vein on the underside of your forearm. There is a myth that deoxygenated blood is blue. On the contrary, blood carrying little oxygen and a lot a waste materials is dark red in color. What color do you think that blood carrying lots of oxygen and little waste is? (bright red) The reason that the de-oxygenated blood looks blue is because of a yellow pigment on your skin. To get a sense of size of the network of blood vessels in the human body: if the vessels were unraveled, they would encircle Earth more than two times. What is the circumference of Earth? (40K Km at the equator) How long does that make all the blood vessels in the body? (80K Km) Do Assess Your Understanding p. 15 In order for an organism to function and survive, it must be able to gather and interpret info about its external and internal environments and then communicate that info to all parts of the body. Each part of the body communicates with other parts under the control of the nervous system. The nervous system acts like command central; collecting, processing and communicating info. Do Figure 4 and Did you Know p. 16 Information travels through nerve cells in the form of electric impulses at an average speed of about 100 meters/second. Why is speed so important? How does the nervous system work together with the endocrine system (endocrine system are glands that release hormones to make chemical processes happen)? How do hormones travel through all parts of the body? (circulatory system) 11/19/14 The respiratory, digestive, circulatory, and excretory systems play key roles in moving materials within your body. The circulatory system—heart, blood vessels, and blood, brings essential materials to all cells of the body and carries away cell wastes. One of those essential materials is oxygen, and one of the wastes is carbon dioxide. Do Figure 2 p. 13 The respiratory system moves oxygen into the body and CO2 out of the body. Air that is inhaled goes into the lungs, an organ of the respiratory system, where oxygen from the air moves into the bloodstream. The circulatory system delivers oxygen to all body cells and carries back carbon dioxide to the lungs, where it is eliminated when air is exhaled. O is needed by the cells to release energy from sugar molecules. Do Figure 3 p. 14 The digestive system breaks down foods into nutrients, substances that the body needs to carry out its functions, which then move into the bloodstream through absorption. The circulatory system delivers the nutrients to all body cells. Do Assess Your Understanding p. 15 The nervous system and the endocrine system work together to control body functions. Info gathered by the senses in the form of a stimulus travels through nerves to the brain or spinal cord and produces a response, often involving other body systems. Glands of the endocrine system produce hormones, chemicals released directly into the bloodstream and transported throughout the body. Hormones affect many body processes. Homework: System Interactions Worksheet 11/18/14 Lab We watched a short Youtube video on levers: https://www.youtube.com/watch?v=ny8k7LUUIEk We created a lever using the Museum of Science and History's website:http://www.msichicago.org/online-science/activities/activity-detail/activities/simple-machines-build-a-lever/browseactivities/1/ Homework: Worksheet: /uploads/3/7/8/1/37810111/7th_grade_chapter_1_lever_homework.docx 11/17/14 Vocabulary: skeleton, skeletal muscle, joint, gland, stimulus, response, hormone We watched a Brainpop on the Human Body System: http://www.brainpop.com/science/diversityoflife/humanbody/ Here's a Youtube video if you don't have a brainpop login: Homework: Brainpop Graphic Organizer Vocabulary Quiz Monday 11/14/14
Notes: The skeletal system, or skeleton includes all the bones in your body. The muscular system is made up of all the muscles in the body. Muscles and bones work together to make your body move. The nervous system tells your muscles when to act. The muscles that are attached to the bones of the skeleton are skeletal muscles. They provide the force that moves the bones. Muscles can contract and relax. When a muscle contracts, it pulls on the bones to which it is attached. 11/12/14 Every minute of the day, no matter what a person is doing, the body is busy at work. Each part of the body has a specific job to do. All the parts work together to keep the body functioning smoothly and effectively. The organization of the body is in part responsible for this smooth functioning. Notes: The levels of organization in the human body consist of cells, tissues, organs and organ systems. A cell is the basic unit of structure and function in a living thing, or organism. Almost all cells in the human body have the same basic parts. The cell membrane forms the outside border of a cell. The nucleus directs the cell’s activities and holds information that controls a cell’s function. The cytoplasm, which forms the rest of the cell, is a clear, jellylike substance that contains many cell structures, each of which has a specific job to perform. A group of similar cells that perform the same function is called a tissue. Tissue comes from the Latin word meaning to “weave.” Muscle tissue is made up of muscle cells. Muscle tissue contracts and thus makes body parts move. Nervous tissue made up of nerve cells, carries electrical messages to and from the brain and spinal cord, thereby directing and controlling body processes. Connective tissue provides support for the body and connects all its parts. Connective tissue can be made up of bone cells and fat cells. Epithelial tissue covers both the internal (inside) and external (outside) surfaces of the body and protects delicate structures. Blood and lymph are liquid connective tissue. Blood cells form blood tissue. What is the role of blood in the body? (carries food, oxygen, and waste throughout the body) How does it act as a connective tissue (blood joins and nourishes all of the organs of the body) A group of different types of tissue performing a special function is called an organ. Each type of tissue in an organ does its specific job and in that way contributes to the organ’s function. Each organ is part of an organ system, or a group of organs that work together to form a major function. Organ systems also work together, forming the next level of organization, the organism. Homework: Body Organization worksheet, vocab quiz |
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11/10/14
Vocabulary: cell, cell membrane, nucleus, cytoplasm, tissue, muscle tissue, nervous tissue, connective tissue, organ, organ system, epithelial tissue
Vocabulary Quiz Friday
Return Test, corrected and signed, on Wednesday
11/7/14
Test
11/5/14
Session 27
We checked our Final Digestion and Absorption Worksheet.
What is the difference in length between the small intestine and the large intestine? Why is there such a big difference?
We did the Study Guide in the Textbook pp. 92-95 and checked it.
11/4/14
Lab
We measured the length of the organs in our digestive tract, experimented with how water is absorbed in the large intestine, mimicked the breakdown of fats by bile in the small intestine, and modeled the difference that villi make in our small intestine.
11/3/14
Session 26
As the material moves through the large intestine, water is absorbed into the bloodstream. The remaining material is readied for elimination from the body. The large intestine ends in a short tube called the rectum, where waste material is eliminated from the body through the anus, a muscular opening at the end of the rectum.
Create a Venn Diagram: compare and contrast mechanical and chemical digestion. Include the following terms:
Mouth: teeth, tongue, salivary gland (enzymes)
epiglottis
esophagus---peristalsis
stomach--peristalsis, digestive juices, HCl, enzymes, bile, bacteria
pancreas--enzymes
liver--makes bile
gallbladder--stores bile
small intestine--villi, enzymes, bacteria
large intestine--absorb water
rectum
anus
Homework: Final digestion and absorption worksheet. finish p. 90 & 91 if you did not do so in class
10/31/14
Session 25
The pancreas, a triangular organ located between the stomach and the first part of the small intestine, produces digestive enzymes that help break down starches, proteins and fats. After chemical digestion takes place, the small nutrient molecules are ready for the body to absorb.
The inner surface of the small intestine is folded into millions of tiny finger-shaped structures called villi. Villi greatly increase the surface area of the small intestine, increasing absorption of nutrients.
Villi (singular villus) is plural. Plural because there are so many of them.
By the time material reaches the end of the small intestine, most nutrients have been absorbed. The material, made of water and undigested food, moves from the small intestine into the large intestine, the last section of the digestive system.
Vocabulary: cell, cell membrane, nucleus, cytoplasm, tissue, muscle tissue, nervous tissue, connective tissue, organ, organ system, epithelial tissue
Vocabulary Quiz Friday
Return Test, corrected and signed, on Wednesday
11/7/14
Test
11/5/14
Session 27
We checked our Final Digestion and Absorption Worksheet.
What is the difference in length between the small intestine and the large intestine? Why is there such a big difference?
We did the Study Guide in the Textbook pp. 92-95 and checked it.
11/4/14
Lab
We measured the length of the organs in our digestive tract, experimented with how water is absorbed in the large intestine, mimicked the breakdown of fats by bile in the small intestine, and modeled the difference that villi make in our small intestine.
11/3/14
Session 26
As the material moves through the large intestine, water is absorbed into the bloodstream. The remaining material is readied for elimination from the body. The large intestine ends in a short tube called the rectum, where waste material is eliminated from the body through the anus, a muscular opening at the end of the rectum.
Create a Venn Diagram: compare and contrast mechanical and chemical digestion. Include the following terms:
Mouth: teeth, tongue, salivary gland (enzymes)
epiglottis
esophagus---peristalsis
stomach--peristalsis, digestive juices, HCl, enzymes, bile, bacteria
pancreas--enzymes
liver--makes bile
gallbladder--stores bile
small intestine--villi, enzymes, bacteria
large intestine--absorb water
rectum
anus
Homework: Final digestion and absorption worksheet. finish p. 90 & 91 if you did not do so in class
10/31/14
Session 25
The pancreas, a triangular organ located between the stomach and the first part of the small intestine, produces digestive enzymes that help break down starches, proteins and fats. After chemical digestion takes place, the small nutrient molecules are ready for the body to absorb.
The inner surface of the small intestine is folded into millions of tiny finger-shaped structures called villi. Villi greatly increase the surface area of the small intestine, increasing absorption of nutrients.
Villi (singular villus) is plural. Plural because there are so many of them.
By the time material reaches the end of the small intestine, most nutrients have been absorbed. The material, made of water and undigested food, moves from the small intestine into the large intestine, the last section of the digestive system.
Study Guide for 11/7 Test:
MyPlate.gov--what types of food are recommended, what types of food are not?
How to read a Food Label
Calorie vs. calorie
Enzymes--what they do, how they work, where are they located?
Organs involved in digestion--what they do, where they are, and how they aid digestion: /uploads/3/7/8/1/37810111/7th_grade_digestive_system_diagram.doc
Mouth (teeth, tongue, salivary glands, enzyme that breaks down starch)
Epiglottis
Esophagus--peristalsis
Stomach--peristalsis, lining of stomach, juices, mucus, hydrochloric acid, enzymes that break down starch (pepsin)
Pancreas--secretes enzymes that help to break down carbs, protein and fat
Liver--secretes bile, which aids in fat digestion and absorption
Gallbladder--stores bile
Large Intestine--absorbs water
Rectum
Anus
Nutrients:
Carbs (simple sugars, complex fiber--indigestible, and starch)--start to break down in mouth
Minerals--nonliving source, originate from soil, soaked up by plants
Vitamins--fat soluble, water soluble, sources
Protein--made of amino acids--complete vs incomplete and sources
Fat--trans vs saturated vs nonsaturated
Water--why important?
Helpful website on the Digestive System and how astronauts eat in space:https://www.teachengineering.org/view_lesson.php?url=collection/cub_/lessons/cub_human/cub_human_lesson04.xml
10/29/30
Session 24
After food becomes a thick liquid, the stomach releases a little liquid at a time into the small intestine. The small intestine is the part of the digestive system where most chemical digestion takes place. When food reaches the small intestine, starches and proteins have been partially broken down. But fats have not been digested. Most chemical digestion and the absorption of nutrients take place in the small intestine. Substances produced by the liver, pancreas, and lining of the small intestine help to compete chemical digestion. The liver and the pancreas send their substances into the small intestine through small tubes.
Starches are broken down by an enzyme in the mouth, and proteins are partially broken down by the stomach by the time the food reaches the small intestine.
The liver produces bile for the digestive system. Bile, a substance that breaks up fat particles, is stored in an organ called the gallbladder.
10/28/14
Lab 8
We had a Halloween-themed STEAM lab this week, experiencing convection currents with Flying Ghosts, delving into density with Disgusting Density, dissolving Worms using different solutions, investigating chemical reactions and density with Squirming Worms and kicked it up a notch with Vomiting Pumpkins. All experiments can be found on this link: http://www.buzzfeed.com/morganshanahan/spooky-stem-projects-for-kiddos-this-halloween
10/27/14
Session 23
Homework: What is one disadvantage to your digestive system of using an antibiotic?
Vocabulary: small intestine, liver, bile, gallbladder, pancreas, villi, large intestine, rectum, anus
Vocabulary Quiz Friday
When food leaves the esophagus, it enters the stomach, a J-shaped muscular pouch in the abdomen. Mechanical digestion occurs as layers of smooth muscle in the stomach wall contract, mixing the food with fluids in the stomach. Chemical digestion occurs as the food mixes with digestive juice, a fluid produced by cells that line the stomach. Digestive juice contains the enzyme pepsin, as well as hydrochloric acid, which kills many bacteria that you swallow with your food. When mechanical digestion is complete in a few hours, the thick, liquid food enters the next part of the digestive system
10/24/14
Session 22
We took a vocabulary quiz and reviewed and graded our Digestive Process Worksheets.
10/21/14
Lab 7
We labeled a diagram of the digestive system. We watched as papain, the enzyme in papaya, broke down the protein in milk. We investigated the difference in speed of digestion of food particles with different surface areas. We mimicked digestion in our stomachs as we combined a cracker, mechanical digestion and acid together.
Notes:
Your mouth, esophagus, and stomach are the organs in which mechanical digestion is completed and chemical digestion of your food begins. These parts together are called the upper digestive system. The teeth and tongue carry out mechanical digestion, breaking down food into smaller pieces. Saliva, the fluid released by salivary glands when you eat, moistens food into a slippery mass. Saliva contains a chemical called an enzyme that can break down starches into sugars.
An enzyme is a protein that speeds up chemical reactions in the body. Different enzymes are needed to complete the process of digestion.
10/20/14
Session 21: The Digestive Process Begins
What makes you aware that digestion is a continuous process in your body?
The organs of the digestive system have three main functions: digestion, absorption, and elimination. These functions occur one after the other in an efficient, continuous process. The process by which your body breaks down food into small nutrient molecules is called digestion.
Digestion can be mechanical or chemical. Mechanical digestion happens mostly in the mouth and stomach, and chemical digestion occurs in many parts of the digestive system. Absorption is the process by which nutrient molecules pass through the wall of the digestive system into the blood. Most absorption occurs in the small intestine.
Mechanical digestion is a series of physical changes while chemical digestion is a series of chemical changes in which complex molecules break down to make simpler ones.
Vocabulary: digestion, absorption, saliva, enzyme, epiglottis, esophagus, mucus, peristalsis, stomach
Homework: Look up 5 terms from ingredients on box of cookies that you don't understand and define them. Vocab Quiz Friday.
10/17/14
Session 20
Reference Intakes (DRIs). DRIs provide guidelines based on the type of nutrient and the age and sex of a person. DRIs tell how your daily Calories should be split among carbohydrates, fats, and proteins. DRI amounts are used to develop food labels. The Percent Daily Values on food labels can help you make sure that you meet the DRIs for different nutrients.
Go to Dietary Reference Intake for the USDA and look up DRI for Healthcare Professionals. Look up DRI for your age, sex and physical activity level. List Daily Caloric Intake, BMI, amount of carbs, fat, protein, sat. & trans. fat and water needed for your age.
Link: http://fnic.nal.usda.gov/dietary-guidance/dietary-reference-intakes
Homework: Check My Fitness Pal App on your iPad to see if it tracks nutrients.
10/15/14
Session 19
Nutritionists have developed dietary guidelines and food labels as a way to help people eat healthily. In 2005 the U.S. Department of Agriculture (USDA) introduced a new set of food guidelines. These new guidelines provide a way to help people make healthy food choices based on their age, sex, and amount of physical activity.
One part of the USDA guidelines advises people on how much of each food group they should eat each day. The six groups in the USDA’s food pyramid are grains, vegetables, fruits, milk, meat and beans, and oils.
The USDA recommends that people limit their intake of foods with added sugars and extra fats. Dietary needs vary from person to person, according to their age and level of physical activity.
Reading food labels can help people choose the healthiest foods. Food labels allow you to evaluate a single food and to compare the nutritional value of different foods. Food labels provide information about the food in the container.
The label includes the serving size, the Calories, and the Percent Daily Value. A serving size is the size of size of a single serving in the container. The rest of the label’s information is based on a single serving size. The listing for Calories shows how much energy you get from one serving of the food.
The Percent Daily Value (%) shows how the nutrients in one serving fit into a diet of 2,000 Calories a day. Ingredients include substances called preservatives that are added to food to keep it from spoiling. The ingredients are listed in order by the amount that is in the food, starting with the main ingredient.
10/14/14
Lab 8
Draw, color and label food pyramid in Notebook. Pick 5 of your favorite foods (or ones that you are curious about) and look up and record the serving size for each. Look up the Aggregate Nutrient Density Index on your technology. The ANDI Index rates foods on a scale of 1-1000 according to its nutrient content. List 3 high ANDI Index foods from each of the following categories for a total of 15 foods. 1. Green Vegetables 2. Non-Green Vegetable 3. Nuts and Seeds 4. Beans 5. Fruits. Research and write down a recipe that contains at least 3 high index ANDI items.
10/13/14
Session 18
We reviewed and graded our Nutrition Worksheet.
Vocabulary: Percent Daily Value, Dietary Reference Intakes, Food Pyramid/MyPlate, nutritionist, serving size
Homework: Vocabulary Quiz Friday
10/8/14
Session 17
Read pp. 74-79 in text and answer questions in text. Do worksheet Food and Energy. Finish for homework, if needed.
10/7/14
Lab 7
We watched Bill Nye on Digestion and did a comprehension worksheet. We investigated vitamins, their sources and their functions in the body.
10/06/14
Session 16
Vitamins act as helper molecules in your body’s chemical reactions. Fat-Soluble: dissolve in fat and are stored in your body. Water-Soluble: dissolve in water and are not stored in body. (Which needs to be replaced daily?)
Nutrients that are not made by living things are called minerals. Like vitamins, minerals do not provide your body with raw materials and energy, but your body still needs small amounts to carry out chemical processes.
Complete Figure 5 Minerals p. 73—How do we get minerals from the soil?
Quick Check: Why are vitamins and minerals considered nutrients? (help body carry out chemical reactions that allow body to function, like getting energy from food, sending messages through the nervous system, and blood clotting)
Why is it important to get vitamins and minerals from food or an outside source?(because the body cannot produce them)
Water is the most important nutrient because all the body’s vital processes take place in water.
Draw a three column table in your notebook. Label it Nutrient, Function, and Source. Fill it in.
Homework: Why does the body need food? How are nutrients used by the body?
10/04/14
Session 15
Proteins can be divided into two different types: Complete and Incomplete. Complete proteins contain all essential amino acids and come from animal sources. Incomplete proteins do not contain all essential amino acids and come from plant sources (soy products are the exception to the rule).
Vitamins act as helper molecules in your body's chemical reactions. There are two types: Fat-Soluble (soluble=able to be dissolved) and Water-Soluble. Fat-Soluble, such as A, D, E and K, are able to be dissolved in fat and are stored in your body. Water-soluble, such as B and C vitamins dissolve in water and are not stored in your body. These need to be replaced daily.
10/01/14
Session 14
Saturated fat, unsaturated fat, and trans fat are the three types of fat in food. Unsaturated fat is helpful in proper amounts, but saturated and trans fat are not. Look at the figure 3 on p. 70. Based on the graph, which type of fat is the best to use?
Cholesterol, a waxy, fatlike substance in animal products, is an important part of your body’s cells. Because the human liver makes all the cholesterol the body needs, people do not need foods that contain it.
Read text p. 71 and complete Apply It! Note: Soy protein is equal to protein of animal origin. It can be the sole source of protein in a vegetarian diet. What do the foods you checked have in common?
Proteins are nutrients that contain nitrogen as well as carbon, oxygen, and hydrogen. Your body needs proteins for growth, energy, and tissue repair. Proteins are made up of small, linked units called amino acids. Your body can make about half of the amino acids it needs; the others must come from food—these are called essential amino acids. Foods from both animals and plants contain proteins.
9/30/14
Lab 6
We calculated the percentage of calories from fat in several of our favorite snackfoods. We experimented where digestion starts, and checked for starch in several different foods using iodide solution.
9/29/14
Session 13
Nutrients are the substances in food that provide the raw materials and energy the body needs to carry out all its essential processes. People need six types of nutrients: carbohydrates, fats, proteins, vitamins, minerals and water.
The nutrients known as carbohydrates provide raw materials to make cell parts, are a major source of energy, and are made of carbon, oxygen, and hydrogen.
Simple carbohydrates are called sugars; one sugar, glucose, is the major source of energy for your body’s cells. Where does glucose come from? Complex carbohydrates are made up of many linked sugar molecules. Examples of complex carbohydrates are fiber and starch. Fiber cannot be digested, so it is not considered a nutrient. (Calories in corn vs celery.)
What are some examples of carbohydrates? (bread, rice, wheat, potatoes) What are the 2 categories that carbohydrates are classified as? (simple and complex) (Is fiber a simple or complex carbohydrate? Impossible to break down, what about starch?) If you think of a chain of beads (each bead is a sugar) chain is the carbohydrate. Harder to break down complex ones.
Like carbohydrates, fats are energy-containing nutrients composed of carbon, oxygen, and hydrogen.
Fats provide more than twice the number of Calories of energy than carbohydrates do.
Fats form part of the cell membrane, and fatty tissue protects the body’s organs and insulates the body.
Some fats contain essential fatty acids, which help regulate blood pressure, blood clotting and the immune response.
9/24/14
Session 12: Human Body Systems Chapter 3.1
We switched our Textbook for the Human Body Systems.
We watched a short National Geographic video on digestion (link below)
All living things need food to stay alive. Food provides your body with materials to grow and to repair tissues. It also provides energy for everything you do. The unit Calorie (from Latin, calor=heat) is used to measure the energy in foods. One calorie is the amount of energy needed to raise the temperature of one gram of water by one degree Celsius. One Calorie equals 1,000 calories.
http://youtu.be/_QYwscALNng
Session 15
Proteins can be divided into two different types: Complete and Incomplete. Complete proteins contain all essential amino acids and come from animal sources. Incomplete proteins do not contain all essential amino acids and come from plant sources (soy products are the exception to the rule).
Vitamins act as helper molecules in your body's chemical reactions. There are two types: Fat-Soluble (soluble=able to be dissolved) and Water-Soluble. Fat-Soluble, such as A, D, E and K, are able to be dissolved in fat and are stored in your body. Water-soluble, such as B and C vitamins dissolve in water and are not stored in your body. These need to be replaced daily.
10/01/14
Session 14
Saturated fat, unsaturated fat, and trans fat are the three types of fat in food. Unsaturated fat is helpful in proper amounts, but saturated and trans fat are not. Look at the figure 3 on p. 70. Based on the graph, which type of fat is the best to use?
Cholesterol, a waxy, fatlike substance in animal products, is an important part of your body’s cells. Because the human liver makes all the cholesterol the body needs, people do not need foods that contain it.
Read text p. 71 and complete Apply It! Note: Soy protein is equal to protein of animal origin. It can be the sole source of protein in a vegetarian diet. What do the foods you checked have in common?
Proteins are nutrients that contain nitrogen as well as carbon, oxygen, and hydrogen. Your body needs proteins for growth, energy, and tissue repair. Proteins are made up of small, linked units called amino acids. Your body can make about half of the amino acids it needs; the others must come from food—these are called essential amino acids. Foods from both animals and plants contain proteins.
9/30/14
Lab 6
We calculated the percentage of calories from fat in several of our favorite snackfoods. We experimented where digestion starts, and checked for starch in several different foods using iodide solution.
9/29/14
Session 13
Nutrients are the substances in food that provide the raw materials and energy the body needs to carry out all its essential processes. People need six types of nutrients: carbohydrates, fats, proteins, vitamins, minerals and water.
The nutrients known as carbohydrates provide raw materials to make cell parts, are a major source of energy, and are made of carbon, oxygen, and hydrogen.
Simple carbohydrates are called sugars; one sugar, glucose, is the major source of energy for your body’s cells. Where does glucose come from? Complex carbohydrates are made up of many linked sugar molecules. Examples of complex carbohydrates are fiber and starch. Fiber cannot be digested, so it is not considered a nutrient. (Calories in corn vs celery.)
What are some examples of carbohydrates? (bread, rice, wheat, potatoes) What are the 2 categories that carbohydrates are classified as? (simple and complex) (Is fiber a simple or complex carbohydrate? Impossible to break down, what about starch?) If you think of a chain of beads (each bead is a sugar) chain is the carbohydrate. Harder to break down complex ones.
Like carbohydrates, fats are energy-containing nutrients composed of carbon, oxygen, and hydrogen.
Fats provide more than twice the number of Calories of energy than carbohydrates do.
Fats form part of the cell membrane, and fatty tissue protects the body’s organs and insulates the body.
Some fats contain essential fatty acids, which help regulate blood pressure, blood clotting and the immune response.
9/24/14
Session 12: Human Body Systems Chapter 3.1
We switched our Textbook for the Human Body Systems.
We watched a short National Geographic video on digestion (link below)
All living things need food to stay alive. Food provides your body with materials to grow and to repair tissues. It also provides energy for everything you do. The unit Calorie (from Latin, calor=heat) is used to measure the energy in foods. One calorie is the amount of energy needed to raise the temperature of one gram of water by one degree Celsius. One Calorie equals 1,000 calories.
http://youtu.be/_QYwscALNng
9/23/14
Lab 5
We analyzed our Daily food intake diaries using the myplate.gov. We read together an article on low fat food from the bbc and highlighted the important parts. We watched a short Bill Nye on nutrition and took notes.
Homework: Due Friday 9/25/14. Read 2 articles on Low Fat foods and answer worksheet,
correct Test on Living Things and The Scientific Method.
/uploads/3/7/8/1/37810111/7th_grade_low_fat_paper_reading.docx
9/16/14
Lab 4
We finished up our Rhizopus stolonifur lab and came up with an unexpected result. Our wet bread did not grow more black bread mold as we hypothesized it would. We concluded that another variable came in to play with our results. The wet bread consistently formed Less mold than the dry bread. Perhaps there was a lot of chlorine in the tap water? We would need to reformulate our hypothesis and retest to know for sure.
9/15/14
Session 11
Classwork: 13E & 13F
Endotherm=animal that can maintain a constant body temperature regardless of the external temperature. What is another name for them? (warm blooded) Ectotherms = animals that have body temperatures that fluctuate with changes in the external temperature. Another name for these (cold-blooded—why snakes are on the road in fall/spring)
9/12/14
Session 10: Stable Internal Conditions
STABLE INTERNAL CONDITIONS even when conditions in their surroundings change significantly. Examples: shivering when we get cold, sweating when we get hot. Animals lose hair, gain hair. Thirsty when dehydrated.. The maintenance of stable internal conditions is called homeostasis. Homeostasis is essential to proper cell functioning. Greek homeo=same. Stasis=stable condition or steady state.
9/10/14
Session 9: What do living things need to survive
LIVING SPACE: place that provides a living thing with everything it needs to survive. What kind of animals need a large living space? Small? What kind of living spaces are out there? Is there an unlimited amount of space? Resources? Why aren’t there 50,000 bunnies in my back yard? Competition is the struggle among living things to get the needed amount of food, water, and shelter.
9/9/14
Lab 3
We watched a Brainpop on Food Chains and Energy Pyramids. What Do Living Things Need to Survive? Regardless of size, all living things have the same basic needs. All living things must satisfy their basic needs for food, water, living space, and stable internal conditions.
FOOD: Organisms that make their own food are called autotrophs. Greek :”auto”=self troph=feeder Autotrophs are producers. Organisms that cannot make their own food are called heterotrophs. Greek: “hetero” = other. Heterotrophs are consumers. (list examples) Heterotrophs eat autotrophs or other heterotrophs.
Autotrophs make their own food and heterotrophs eat autotrophs or other heterotrophs to obtain food for energy. A food chain represents the flow of energy in food molecules from one organism to the next. At each level of the food chain, energy is lost. That loss can be represented by an energy pyramid. The Law of Ten which states that only 10% of the energy available on one level of the Energy Pyramid is available to the level above it. We diagrammed an energy pyramid involving a lion, anteater, and a baseline of 500,000C for the producers to determine that the lion only receives 500C.
We investigated why WATER is considered the universal solvent and why it is necessary for life. We set up an experiment to test if we could grow Rhizopus stolonifer (Black Bread Mold).
Lab 4
We finished up our Rhizopus stolonifur lab and came up with an unexpected result. Our wet bread did not grow more black bread mold as we hypothesized it would. We concluded that another variable came in to play with our results. The wet bread consistently formed Less mold than the dry bread. Perhaps there was a lot of chlorine in the tap water? We would need to reformulate our hypothesis and retest to know for sure.
9/15/14
Session 11
Classwork: 13E & 13F
Endotherm=animal that can maintain a constant body temperature regardless of the external temperature. What is another name for them? (warm blooded) Ectotherms = animals that have body temperatures that fluctuate with changes in the external temperature. Another name for these (cold-blooded—why snakes are on the road in fall/spring)
9/12/14
Session 10: Stable Internal Conditions
STABLE INTERNAL CONDITIONS even when conditions in their surroundings change significantly. Examples: shivering when we get cold, sweating when we get hot. Animals lose hair, gain hair. Thirsty when dehydrated.. The maintenance of stable internal conditions is called homeostasis. Homeostasis is essential to proper cell functioning. Greek homeo=same. Stasis=stable condition or steady state.
9/10/14
Session 9: What do living things need to survive
LIVING SPACE: place that provides a living thing with everything it needs to survive. What kind of animals need a large living space? Small? What kind of living spaces are out there? Is there an unlimited amount of space? Resources? Why aren’t there 50,000 bunnies in my back yard? Competition is the struggle among living things to get the needed amount of food, water, and shelter.
9/9/14
Lab 3
We watched a Brainpop on Food Chains and Energy Pyramids. What Do Living Things Need to Survive? Regardless of size, all living things have the same basic needs. All living things must satisfy their basic needs for food, water, living space, and stable internal conditions.
FOOD: Organisms that make their own food are called autotrophs. Greek :”auto”=self troph=feeder Autotrophs are producers. Organisms that cannot make their own food are called heterotrophs. Greek: “hetero” = other. Heterotrophs are consumers. (list examples) Heterotrophs eat autotrophs or other heterotrophs.
Autotrophs make their own food and heterotrophs eat autotrophs or other heterotrophs to obtain food for energy. A food chain represents the flow of energy in food molecules from one organism to the next. At each level of the food chain, energy is lost. That loss can be represented by an energy pyramid. The Law of Ten which states that only 10% of the energy available on one level of the Energy Pyramid is available to the level above it. We diagrammed an energy pyramid involving a lion, anteater, and a baseline of 500,000C for the producers to determine that the lion only receives 500C.
We investigated why WATER is considered the universal solvent and why it is necessary for life. We set up an experiment to test if we could grow Rhizopus stolonifer (Black Bread Mold).
**Test on Living Things and Scientific Method: Wednesday, September 17
9/8/14
Session 8: Where do Living things come from?
We finished reviewing Louis and Pasteur's experiments, drew our aragonite crystals on top of our dolomite rocks, and talked about how we would develop an experiment to test if living things come from other living things.
Vocabulary: spontaneous generation, controlled experiment, control variables, autotroph, herterotroph, homeostasis
Homework: Vocab Quiz Friday(early release classes take Monday)
9/5/14
Session 7: Growth, Development, and Reproduction
Growth is the process of becoming larger. Development is the process of change that occurs during an organism's life to produce a more complex organism. Asexual reproduction involves only one parent and produces offspring that are identical to the parent. Sexual reproduction involves two parents and combines their genetic material to produce a new organism that differs from both parents.
Living things arise from other living things through reproduction. The idea that living things could arise from nonliving things, or spontaneous generation, was proved incorrect by the controlled experiments of Francesco Redi and Louis Pasteur, which were a series of identical tests in which only one factor was a variable.
Homework: Vocab Quiz Monday
9/3/14
Session 6: Characteristics of Living Things Part II
Single-celled organisms, like bacteria, are unicellular organisms. Organisms composed of many cells are multicellular. The chemicals in cells include water, carbohydrates, proteins, and lipids. Nucleic acids are the genetic material of cells. The combination of reactions that break down and build up materials to provide a cell with energy is metabolism.
A change in an organism’s surroundings that causes the organism to react is a stimulus. An organism reacts to a stimulus with an action or change in behavior called a response. Video on Tropism, plants' response to stimulus: http://youtu.be/pCFstSMvAMI
Vocabulary: organism, cell, unicellular, multicellular, metabolism, stimulus, response, development, asexual reproduction, sexual reproduction
Homework: Vocabulary Quiz Monday September 8
9/2/14
Lab 2
We discussed the characteristics of living vs nonliving in determining whether or not a toy is alive. We set up a lab to grow aragonite crystals on dolomite rocks and we explored stimulus and response to stimulus with our lab partners.
8/29/14
Session 5: Characteristics of All Living Things
Organisms, or living things, share 6 important characteristics:
1. Cellular organization--all organisms are made of cells. A cell is the basic unit of structure and function in an organism.
2. Contain similar chemicals
3. Use Energy
4. Respond to their surroundings
5. Grow and develop
6. Reproduce
We discussed living vs. nonliving things.
Homework: No Homework
8/27/14
Session 4: Experiments
We finished the Old Wives' Tales Experiments and checked our peer's work on whether or not the hypothesis was testable, the experiment tested what the hypothesis stated, the controlled, independent, and dependent variables were identified, and problems that could have interfered with the experiment were stated.
We began our textbook The Diversity of Life Ch.1.1 and went over the following STEMS: autos--self, taxis--order or arrangement, homos--similar or same.
8/26 & 8/28
Lab Session 1: Lab Safety.
We analysed what SpongeBob and his friends did wrong in their Science Lab, signed a Lab Safety Contract, worked on problem solving in the STEAM Lab by doing a "Save Fred" experiment, and used our senses and powers of deduction to figure out what was in some Mystery Bags.
8/25/14
Session 3: Experiments
We watched a BrainPop video on the Scientific Method, devised experiments to test Old Wives' Tales, and listened to They Might Be Giants' Put It To The Test Song.
Homework: Vocabulary Quiz Friday:
Vocab Terms: Scientific Method, Purpose, Research, Hypothesis, Experiment, Analysis, Conclusion, Variable, Independent Variable, Dependent Variable.
8/22/14
Session 2: Scientific Variables
We defined independent, dependent, and controlled variables. We hypothesized what would happen if we stuck a pencil through a Ziploc baggy filled with water and did some Bikini Bottom explorations regarding variables.
Homework: None
8/21/14
Session 1: Scientific Method: A Review
We compared the Scientific Method to Urban Legends and Myths.
We watched a Mythbusters "Are Elephants Afraid of Mice?" and analysed the Scientific Method used. http://youtu.be/7oA77tVNKtc
Homework: Bikini Bottom Experiments--Due Friday
Session 8: Where do Living things come from?
We finished reviewing Louis and Pasteur's experiments, drew our aragonite crystals on top of our dolomite rocks, and talked about how we would develop an experiment to test if living things come from other living things.
Vocabulary: spontaneous generation, controlled experiment, control variables, autotroph, herterotroph, homeostasis
Homework: Vocab Quiz Friday(early release classes take Monday)
9/5/14
Session 7: Growth, Development, and Reproduction
Growth is the process of becoming larger. Development is the process of change that occurs during an organism's life to produce a more complex organism. Asexual reproduction involves only one parent and produces offspring that are identical to the parent. Sexual reproduction involves two parents and combines their genetic material to produce a new organism that differs from both parents.
Living things arise from other living things through reproduction. The idea that living things could arise from nonliving things, or spontaneous generation, was proved incorrect by the controlled experiments of Francesco Redi and Louis Pasteur, which were a series of identical tests in which only one factor was a variable.
Homework: Vocab Quiz Monday
9/3/14
Session 6: Characteristics of Living Things Part II
Single-celled organisms, like bacteria, are unicellular organisms. Organisms composed of many cells are multicellular. The chemicals in cells include water, carbohydrates, proteins, and lipids. Nucleic acids are the genetic material of cells. The combination of reactions that break down and build up materials to provide a cell with energy is metabolism.
A change in an organism’s surroundings that causes the organism to react is a stimulus. An organism reacts to a stimulus with an action or change in behavior called a response. Video on Tropism, plants' response to stimulus: http://youtu.be/pCFstSMvAMI
Vocabulary: organism, cell, unicellular, multicellular, metabolism, stimulus, response, development, asexual reproduction, sexual reproduction
Homework: Vocabulary Quiz Monday September 8
9/2/14
Lab 2
We discussed the characteristics of living vs nonliving in determining whether or not a toy is alive. We set up a lab to grow aragonite crystals on dolomite rocks and we explored stimulus and response to stimulus with our lab partners.
8/29/14
Session 5: Characteristics of All Living Things
Organisms, or living things, share 6 important characteristics:
1. Cellular organization--all organisms are made of cells. A cell is the basic unit of structure and function in an organism.
2. Contain similar chemicals
3. Use Energy
4. Respond to their surroundings
5. Grow and develop
6. Reproduce
We discussed living vs. nonliving things.
Homework: No Homework
8/27/14
Session 4: Experiments
We finished the Old Wives' Tales Experiments and checked our peer's work on whether or not the hypothesis was testable, the experiment tested what the hypothesis stated, the controlled, independent, and dependent variables were identified, and problems that could have interfered with the experiment were stated.
We began our textbook The Diversity of Life Ch.1.1 and went over the following STEMS: autos--self, taxis--order or arrangement, homos--similar or same.
8/26 & 8/28
Lab Session 1: Lab Safety.
We analysed what SpongeBob and his friends did wrong in their Science Lab, signed a Lab Safety Contract, worked on problem solving in the STEAM Lab by doing a "Save Fred" experiment, and used our senses and powers of deduction to figure out what was in some Mystery Bags.
8/25/14
Session 3: Experiments
We watched a BrainPop video on the Scientific Method, devised experiments to test Old Wives' Tales, and listened to They Might Be Giants' Put It To The Test Song.
Homework: Vocabulary Quiz Friday:
Vocab Terms: Scientific Method, Purpose, Research, Hypothesis, Experiment, Analysis, Conclusion, Variable, Independent Variable, Dependent Variable.
8/22/14
Session 2: Scientific Variables
We defined independent, dependent, and controlled variables. We hypothesized what would happen if we stuck a pencil through a Ziploc baggy filled with water and did some Bikini Bottom explorations regarding variables.
Homework: None
8/21/14
Session 1: Scientific Method: A Review
We compared the Scientific Method to Urban Legends and Myths.
We watched a Mythbusters "Are Elephants Afraid of Mice?" and analysed the Scientific Method used. http://youtu.be/7oA77tVNKtc
Homework: Bikini Bottom Experiments--Due Friday