Week of 12/17

This week, we discussed four common genetic disorders (cystic fibrosis, sickle-cell anemia, hemophilia, and Down syndrome). We spent time reviewing our genetics chapter on Tuesday and Wednesday, and took the chapter test on Thursday. When we return from break, we will discuss the structure and function of DNA.

Have a nice, relaxing winter break!

Week of 12/6

On Monday, students worked in small groups to practice using Punnett squares. On Tuesday, students participated in the "Face Lab." In this lab, students had to play the role of parents and flip coins in order to determine which traits would be passed on to their "child." This lab reinforced how alleles are passed from parents to offspring and how probability (in our case, flipping a coin) plays a major role in genetics. Students had to use the results from their coin flips to draw a picture what their "child" would look like. I will be hanging up these lovely (or not so lovely, in some cases) pictures next week. This week, we also discussed how certain traits were located on the X chromosome and that sex chromosomes determine our gender (XX for females, and XY for males). We used this knowledge to learn how to do X-linked Punnett squares. We spent time practicing these Punnett squares in small groups on Friday. Next week we will discuss a few common genetic disorders and take our Chapter 5 test (on Thursday).

Week of 11/29

This week, students were introduced to the basic principles of heredity and genetics. We looked into Gregor Mendel's scientific investigations with pea plants and did a "pollination" activity to see if our results matched up with his second experiment. On Wednesday, each student had the chance to observe their physical characteristics and those of our classmates in order to determine whether our classmates had more dominant or recessive traits. Out of the 10 traits we observed, we found that this year's 7th graders exhibit an equal number of dominant and recessive traits. On Thursday, we began using Punnett squares to determine the possible outcomes of a cross between two organisms. We will continue our work with Punnett squares next week, and we will begin to examine X-linked traits as well.

Week of 11/22

We finished our "cell processes" chapter this week by taking a chapter test. We will begin our genetics unit after we return from break. Have a wonderful Thanksgiving break!

Week of 11/15

On Monday we reviewed the processes of mitosis and apoptosis and did a mini-lab to observe the four stages of mitosis in onion cells. Students that had class on Tuesday used computer activities to review all of the cell processes that we have discussed in class. Students watched videos and animations of active and passive transport, photosynthesis, cellular respiration, mitosis, and the cell cycle. On Wednesday, students learned more about cancer and how this disease is related to problems with cell processes. We discussed the types of tumors, treatment methods, and possible causes of cancer. We reviewed for our cell processes test on Thursday and Friday, and we will take our Chapter 4 test on Monday.

Week of 11/8

This week, we discussed the important processes of photosynthesis, cellular respiration, and fermentation. We wrote equations for photosynthesis and respiration, and discussed how each process depended on each other. We did a lab to demonstrate cellular respiration in yeast cells. In this experiment, we determined whether adding different amounts of sugar would affect the carbon dioxide production of yeast cells. We used balloons to "catch" the carbon dioxide that was being released from the process, and we measured the circumference of each balloon to determine how much gas was produced.

Next week, we will continue our discussion of mitosis and apoptosis. We will relate this discussion to cancer, which is a result of these processes not working properly.

Week of 11/1

We took our microscope and cell chapter test on Monday. On Wednesday, students set up a lab where they submerged a carrot in fresh water and another in salt water. We discussed the properties of osmosis and diffusion, and then we viewed the results on Friday. Most students observed that the carrot in fresh water got larger and more firm, and the one in salt water got smaller and more flexible. Students were asked to explain their lab results by recalling how waters diffuses across the cell membrane (osmosis). Next week, we will discuss the important properties of photosynthesis, cellular respiration, and fermentation.

Week of 10/25

On Monday and Tuesday, students spent time working on a "Cell Analogy Project." In this project, students had to find pictures that represented analogies of the important cell organelles. In doing this, the students were able to make connections about how organelles function like everyday objects. We also had the chance to observe cheek and onion cells under the microscope in order to view a few differences between plant and animal cells.

We have finished our microscope and cell chapter, so we will be taking our second chapter test on Monday of next week. Students have been given a study guide in order to help them prepare. Remember, students should not have to go back to the textbook in order to study! As long as they review the notes listed on the study guide, they will be in good shape for the test.

Week of 10/11

This week, we discussed how to use light microscopes and we spent two days reviewing and practicing how to use them. We discovered how the microscope changes the position of an image, what our hair looks like when magnified 400x, and we also had the chance to explore other interesting prepared slides. I am impressed at how quickly the students are becoming accustomed to using the microscope. This is great, because we will use our microscopes a LOT this year! On Friday, we discussed what it meant to "be alive." After our "is fire living?" discussion, we finally agreed that fire was NOT living because it did not have cells or DNA. Next week, we will talk about cells in more depth, and we will have the opportunity to view our own cells under the microscope!

Week of 10/4

This week, we did a flower dissection in order to view the reproductive parts of an angiosperm. Students were required to cut open the flower and identify the main portions of the stamen and the pistil. Many were surprised to find lots of eggs inside of the flower's ovary! Students were also asked to measure and record the differences between flowers. We spent time reviewing the chapter on Wednesday and Thursday, and we took our first test on Friday.

Remember that leaf collections are due on TUESDAY! Roughly HALF of the 7th graders have already turned in their projects! I am quite impressed with those numbers!

Week of 9/27

This week, students were required to design a "wind-dispersing seed structure" using the materials that I provided for them. As a class, we tested each structure (using a fan) to see which design traveled the farthest. Congratulation to all of our class period winners, and a special congratulations to our overall winning structure, which was designed by Hannah R. and Kally S.! The students came up with some rather impressive and unique ideas for their structures!

We ended the week by discussing plant parts and reproduction. On Friday, we spent time reviewing our plant knowledge by viewing a BrainPOP video clip and doing some virtual plant labs. Next week, we will dissect a flower to review plant reproductive structures. We will have our first test of the year on Friday. Remember that leaf collections are due on Tuesday, October 12th!

Week of 9/20

This week, students investigated and classified real leaves by using the "What Tree Is It?" website. Students had to investigate each leaf's characteristics, and then use these facts to find out the name of the tree from which each one came. We also discussed the importance of seed plants and how these plants have adapted in different ways to disperse their seeds.

Reminder: Although the leaf collection project is due on October 12, remember to start NOW! If you turn the project in next week, you will receive 10 extra credit points. If you turn it in the week of October 4th, you will receive 5 extra credit points. Remember that you can also receive extra credit for adding up to five more leaves to your collection!

Week of 9/13

This week, we wrapped up our scientific method unit and began our focus on plants. We looked at a chocolate chip cookie recipe in class and discovered that the only ingredients that didn't come from plants were salt and baking soda. We discussed how plants are classified into four main groups, and we identified the major characteristics of each one. On Thursday, students had the chance to examine and identify the basic properties of 5 different leaves. We further discussed these properties as we learned how to determine whether a leaf was simple or compound, its venation pattern, and its margin type.

On Friday, I introduced the students to their leaf collection project. The projects are due on October 12th, so students have four weekends to work at home! I will provide extra credit for projects that are turned in early, so don't delay! Please follow the project requirements that are stated in the green information packet.

9/10

We spent the week reviewing the scientific method and how to use it. Students had several opportunities to apply their knowledge of this process by examining different experiments (even cartoon characters helped us out!). Students are currently completing the "Ball Bounce Lab," which allows them to work through the 7 steps of scientific method on their own. Students will communicate their results by giving short lab presentations on Monday. Students will take their quiz over the scientific method on Tuesday. Also next week, we will finally delve into our first life science topic. We will begin exploring the wonderful world of plants!

We spent our second week of school reviewing some basic concepts that students learned last year. We focused on metric conversions and measuring mass, volume, and length. Our first lab of the year focused on the integration of both skills. We will be having a quiz over the metric system and measuring on Tuesday.

Next week we will begin discussing the scientific method in more detail, and students will be asked to write and design their own experiment based off of a question that I give them.

8/27

Dear Parents/Guardians,

Welcome to 7th grade science! This is my seventh year teaching 7th grade science and my fifth year teaching at Lakeview. Below, I have outlined some of the major details of the class and my expectations for all students. Please take a few minutes to review the information, and please feel free to contact me with any questions or concerns!

I. Science Topics Covered this Year:
Scientific method, cells and cell processes, genetics, evolution, botany, classification, bacteria and viruses, protists and fungi, invertebrates, and vertebrates

II.Textbook
A. Holt Science and Technology: Life Science
B. Students will be issued an older version of our current textbook to take home. This means that they are NOT required to bring their textbook to class each day. Their science text should remain at home in order to aid with homework! A classroom set of new textbooks will be provided for in-class and study hall use.

III. Grading Policy
A. A student’s grade will consist of:
i.Tests and quizzes (~ 40%)
ii.Individual and group projects (~ 10%)
iii.Labs and in-class activities (~ 20%)
iv.Homework (~ 20%)
v.Notebook (bellwork) entries (~ 10%)

IV. Assignments
A.In this class, each student is expected to keep a science binder/folder (for notes and handouts) AND a spiral notebook (for daily bellwork entries). The notebook, combined with class notes, provides a great way for students to study and to do their homework. The notebook will be collected and reviewed at the conclusion of each chapter, and it will be included in the student’s overall grade.

B.All homework must be completed before entering the classroom. If a student has a question about homework, it must be asked of the teacher before the class period that the assignment is due (before school or during study hall). If an assignment is not complete when the student enters the classroom, it will be considered late.

C.Each student will receive two “homework passes” per trimester. Each homework pass entitles the student to turn in a late assignment with no penalty. The homework pass must be stapled to the late work and turned in to the homework bin no later than two days after the assignment was due. If any late work is turned in without a homework pass OR is more than two days late, it will receive no credit.

D.It is the student’s responsibility to obtain and make up the work missed when he/she is absent. Do not wait for Mrs. Wagner to approach you about your missing work!All assignments will be posted on the class assignment calendar, Homework Hotline, and the school web site. Students can pick up their make-up work, notes, or handouts from the “make-up work” folder at the front of the room.

V. Materials Needed for Class
A.One subject spiral notebook (to be used for science class only)
B.Three-ring binder OR folder (a binder will probably provide better organization!)
C.Assignment notebook

VI. Classroom Expectations
A.Be respectful of yourself and others
B.Listen to and follow instructions
C.Be in your seat when the bell rings
D.Come to class prepared
E.Work independently on assignments unless otherwise instructed

VII. If a student chooses to break a rule, the following actions will be taken…
1. Student will receive a verbal warning.
2. Student will be removed from the classroom.
3. Parents/guardians will be notified.
4. Student will be referred to the office.
*Depending on the severity of the offense, the order of steps is subject to change.

Because lab safety is extremely important in this class, students will be removed from the lab setting if procedures are not followed or in cases of student misconduct. The student will be given a primary warning if a problem arises in the lab. On a second offense, the student will be removed from all lab activities for a month. On a third offense, the student will be removed from all lab activities for the remainder of the year. Written notification will be sent home to parents/guardians and alternate assignments will be provided for students who have been removed from the lab.

5/28

Our last full week of school went by quickly! As a class, we played a "year in review" game, watched a video about the importance of genetic diversity, and did a life science Internet scavenger hunt. We had a great time during our field day on Friday!

5/21

Students spent the first three days of the week doing their frog dissection. Small groups of students were asked to read through the lab and identify the organs that we discussed in detail last week. Each lab group had to take an oral quiz after completing each organ system, and they were required to show me all of the organs that they had learned. The students did a FANTASTIC job overall, and I am quite impressed with their knowledge! We did some online review on Thursday to prepare for Friday's test, which contained a "practical" section where students had to identify the organs of real frogs.

5/14

On Monday, students took their chapter test on invertebrates. We spent the rest of the week learning about vertebrates and amphibians. We learned more about a frog's anatomy, and we reviewed a few of the many organs that humans share with frogs. I did a sample frog dissection for the students on Thursday, and students had time in the computer lab on Friday to prepare and "practice" for the frog dissection that we will do next week. Our final test of the year (over amphibians and frogs) will be on Friday of next week (May 21st).

5/7

Students did a fantastic job on Monday's earthworm dissection! I am quite impressed by how well the students followed the lab instructions and worked with their partner. It looks like we may have some future surgeons in this class!

We discussed our final phyla of invertebrates this week (Arthropods and Echinoderms), and we spend the remainder of the week reviewing for our big invertebrate test (on Monday, May 10th). Next week, we will begin our final chapter of the year!

Today's career fair was wonderful! The students really enjoyed the opportunity to learn more about different careers. Thank you to all of the wonderful parents and others who volunteered their time to be a part of this unique opportunity!

4/30

We began the week with discussions of the Mollusk and Annelid worm phyla, which are more complex than those we discussed last week. On Tuesday, we began our external and internal exploration of earthworm anatomy (structures and functions). We learned a little about their body systems and anatomy, and we also learned important direction terms (anterior, posterior, dorsal, and ventral). We practiced our new vocabulary terms on gummy worms before we ate them. On Wednesday, we put our new knowledge of directions and earthworm anatomy to work. We did a live earthworm observation lab. Students had the opportunity to observe a real earthworm's movement, structures, and they even had to test the earthworm's reaction to environmental stimuli (being placed on its dorsal side, dry/wet paper towel, and presence of food). A special thank you goes out to all of those who brought these earthworms for us to observe!

I dissected an earthworm as a demonstration for students on Thursday. Students will be doing the real thing on Monday! On Friday, students reviewed information about earthworms by exploring several web sites.

4/23

We discussed 4 simple invertebrate phyla (Porifera, Cnidaria, Platyhelminthes, and Nematoda) on Monday, and students were able to see video clips of them "in action." On Tuesday, we did an observation lab in order to review what we had learned. In this lab, students were able to identify and view hydra, planaria, sponges, coral, flatworms, roundworms, and jellyfish. On Wednesday, students did a Porifera (sponge) lab. Students conducted an experiment to see whether natural or artificial sponges held more water. Our class results varied quite a bit! Every natural sponge is a bit different, so it isn't surprising that our results were not consistent throughout the day. We took our simple invertebrate quiz on Friday. Next week, we will focus on mollusks and annelids (segmented worms).

4/16

In our fungi lab on Thursday, students had the chance to observe two types of fungi in more detail: yeast and mushrooms. Students dissected the mushroom and used the microscope to identify the hyphae in the stem and the spores in the gills. We wrapped up our chapter on protists and fungi this week and took the chapter test on Thursday.

We have finally made our way into to the animal kingdom! Students explored the diversity of the animal kingdom with an activity on Friday. They had to list animals that fit into given categories, and then as students shared answers with the class, they had to cross off any animal that was listed by another group. We discovered that there are WAY more animals than we could have anticipated. Remember, though...most animals (more than 95%) are actually invertebrates!

Next week we will study the phyla of simple invertebrates in more detail.

4/9

We reviewed our protist notes on Monday by playing "protist bingo." On Tuesday, we discussed and identified the important structures of three common protozoa: the amoeba, euglena, and paramecium. Students had the opportunity to view prepared slides AND live cultures of these three protists as well. We ended our week with an overview of the Fungi kingdom's general characteristics and its four major groups.


On Wednesday, students took an online career survey in order to help them prepare for the career project that they will begin in LA/Reading classes next week. The students were required to answer around 80 questions, and then they were able to review what "career clusters" were best suited for them based their answers. Students were asked to investigate these "career clusters" further and choose three careers of interest.

3/26

On Monday, students watched a video that described how a virus infects its host, the discovery and use of vaccines, pandemics from the past (influenza, smallpox, and polio), and how researchers are finding new viruses everyday.

We reviewed for our Bacteria and Virus Test on Tuesday, and took the assessment on Wednesday. On Thursday, students were introduced to the weird (and creepy) organisms that live in a drop of pond water (this is also one of my favorite labs of the year!). I took a local sample of pond water and had students identify the different creatures that they found living in the water. We found lots of protists (protozoa and algae), and some students even found worms and arthropods. On Friday, we discussed the characteristics of the protist kingdom, and we will continue to do so after break.

Enjoy your spring break!

3/19

We began the week by doing some observations of bacteria. We looked at microscope slides containing bacilli, cocci, and spirilla-shaped bacteria, and we also viewed the bacteria that is commonly found in yogurt (Lactobacillus acidophilus).

On Tuesday, students were asked to design an experiment to determine where bacteria can be found in our school. Students had to construct a question to investigate, make a hypothesis, and then swab their selected samples into a Petri dish. Students took swabs of locations including teachers' desks, water fountains, computer keyboards, doorknobs, and much more! We let the dishes will incubate over for a few days and then checked our results on Thursday. Most students were surprised by their findings. Ask to see what they found! (The posted picture is of samples taken by April and Caitlin from three water fountains around the school, and quadrant "A" is the control.)

We also spent time in class calculating and graphing bacteria growth rates over time. From these activities, students discovered that, in ideal conditions, bacteria reproduce quickly over a short period of time (exponential growth). Finally, we discussed viruses, and came to the conclusion that they are non-living particles.

Next week, we will watch a great video about viruses to finish our chapter. Our chapter test will be on Wednesday!

3/5

We spent our shortened ISAT week reinforcing the principles of classification and reviewing the three domains and six kingdoms. I showed students a mnemonic device to help them remember the six kingdoms and some characteristics of each (using six of our fingers). For example, the ring finger represents the fungi kingdom. Because there is no ring on your finger, you must be a "fun guy." "Fun guys" hang out together (multicellular), usually sit on the couch playing video games (no movement), and definitely don't make their own food (consumers)! Hopefully this will help students better remember these kingdoms for our "quest" on Tuesday!

We also worked on a "Creepy Critter" classification lab. Students were required to study the characteristics of 20 aliens and put them into groups based on their similarities. Next week, we will take our classification chapter assessment (Tuesday) and move on to our next chapter: bacteria and viruses.

2/26

Our focus for the week was to discover how scientists classify living organisms. Our first activity of the week was to organize some "random things found in my room." Students had to practice the principles of classification by putting these objects into groups based on the similarities between them. We also learned about the eight levels of classification (remember "Dear King Philip Came Over For Grape Soda?") and discussed how scientific names are formed. In our "Shape Island" activity, students had to assign organisms a scientific name based on their physical characteristics. Students had to use Latin and Greek roots, suffixes, and prefixes in order to design the scientific names of each.

On Friday, we worked together to identify and describe how living things are classified. We identified the the three domains (Archaea, Bacteria, and Eukarya), the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals), and the characteristics of each one. Next week, students will be challenged to use their knowledge of classification to create a classification scheme for some "creepy critters."

A big CONGRATULATIONS goes out to the girls' basketball team on their first place conference tournament title! For those of you that were able to attend the game on Friday, you would probably agree with me that it was AWESOME! Those girls fought hard and truly deserved their victory!

2/19

This week, we discussed other pieces of evidence that support the theory of evolution. We talked about the fossil record, geologic time scale, plate tectonics, vestigial structures, and comparing organism similarities by bone structure and order, embryotic structures, and DNA. In our lab, students practiced using relative fossil dating techniques to find the estimated age of different fossils. They had to arrange "rock samples" in order, based on their fossil components. We reviewed for our evolution test on Thursday and Friday. Remember that the test and notebook check are on Monday! Next week, we will begin our chapter on classification.

2/12

Students presented their "designer animals" to the class on Monday. It was interesting to see the unique adaptations that students created for their animals! For the remainder of the week, we used examples to reinforce the idea of natural selection (white lizards, quiet crickets, resistant insects and bacteria, tusk-less elephants, etc.). We even did a "peppered moth simulation lab" after the reviewing the controversial experiment that was done in Manchester, England with pale and dark peppered moths. In our lab, we used two different colored backgrounds to represent the non-polluted (pale) and the polluted (dark) tree trunks. Small circles were cut out to represent pale and dark moths. Students became predators (birds), and had to use tweezers pick up as many "moths" off of each background as they could in 20 seconds. Natural selection taught us that if you have the best traits (like being camolflagued, in this case), you will survive and pass your genes on to your offspring.

Next week we will wrap up our evolution chapter. We will discuss other evidence for evolution (the fossil record, comparative structures, vestigial structures, and plate tectonics). We will also do a lab that will test the students' ability to determine the relative age of fossils. We will have our chapter test on Monday, February 22nd!

2/5

Students did their final genetic disorder presentations on Monday. Overall, students did a great job on their projects! Projects will be graded and handed back by early next week.

This week, students were introduced to the concepts of adaptations, evolution, and natural selection. We discussed the voyage of Charles Darwin and the important discoveries that he made on the Galapagos Islands. Students are currently working on creating "designer animals." In this activity, students were given four environments to choose from, and they were required to design an animal with the adaptations necessary to survive in the chosen environment. Students had to consider what their animal would eat, how it would defend itself, maintain body temperature, care for its young, find shelter, etc. After designing everything, students will choose a card that explains how their current environment will change, and then students must decide whether their animal will still have the right adaptations to survive. On Monday, students will present their "designer animals" to the class. Next week, we will discuss several examples of natural selection that occur everyday, and students will do a "peppered moth" lab to simulate how natural selection occurs.

1/29

This month seems to have gone by so quickly! Students spent the majority of the week in the computer lab working on their genetic disorder projects. Class presentations began on Thursday, and we will finish on Monday. Our next chapter will explore how mutations lead to the evolution of organisms.

1/22

On Tuesday, we reviewed for our Chapter 6 Test. Students were assessed on their knowledge of DNA structure, history, function, and advances on Wednesday. Students were given their topic and partner assignments based on the topic sheets that each student turned in last week. We spent the rest of the week in the IMC to begin our research. Students are required to research and create a presentation for the class about their chosen genetic disorder. Students can choose to create a slide show, brochure, or poster of their "final product." We will spend three more days in class next week working on the project. Students will also sign up for their presentation date (and due date) next week.

1/15

On Monday, students began searching for possible topics for their genetic disorder project, which we will begin next week. This week, we also began our discussion of selective breeding, cloning, and genetic engineering. We watched a video entitled "Understanding the Power of Genes" that reviewed these advances in genetics and controversies of genetic engineering. We will discuss some of your "ethical" opinions next week! We will be taking the test over chapter 6 (DNA) on Wednesday, and then we will begin working on the genetic disorder project in class. Students will receive their topic and partner assignments on Wednesday!

1/8

This week, we discussed the structure and history of DNA. We learned how DNA replicates and how DNA nucleotide bases pair up (like puzzle pieces). On Wednesday, we built an edible model of DNA based on our knowledge of its structure. On Thursday, we discovered how the DNA code actually works. We discussed how 3 DNA bases code for an amino acid and that a group of amino acids make up a protein (the chemical messenger that tells the cell what to do). We even had the chance to "view" the DNA of a pea when we did our DNA extraction lab on Friday. When you get those labs back next week, just remember that you can take the "recipe" home and try to extract DNA from other sources!


Next week we will talk about genetic engineering and watch a great video on cloning, DNA forensics, and more! We will also begin picking out topics for genetic disorder projects.