7th Grade Science -- Ms. Hopkinson

6/7

2011-06-09T11:37:00.000-07:00

Thank you, 7th graders for great end of the year!! I hope you all have fantastic summer. I look forward to seeing you all as 8th graders in the fall.

5/27

2011-05-27T14:14:00.000-07:00

The first part of the week students spent their time reviewing the frog anatomy and preparing for the frog dissection. The last three days of the week, students worked extremely well working together to complete their final lab of the year; the frog dissection. Students worked cooperatively by sharing the duties of the dissection. Throughout the lab all students had to complete certain checkpoints making extra sure everyone was comprehending the material. The 7th graders did an outstanding job following directions and showing me that they understand the material! Next week, we will review and take the quest on Wednesday.
Have a wonderful Memorial Day weekend!

5/20

2011-05-21T09:22:00.000-07:00

On Tuesday, students took their chapter test on invertebrates. We spent the rest of the week starting our last unit about vertebrates and amphibians. We learned about a frog’s anatomy, and we reviewed a few of the many organs and their functions, that humans share with frogs!
Students finished up the week with their Career Fair, which they really enjoyed! We will start next week a reviewing the frog’s anatomy and a demonstration of the frog dissection from me before they dissect their own frog.

5/13

2011-05-13T16:06:00.001-07:00

What an exciting week! Students really impressed me during the earthworm dissection on Tuesday. Students showed accuracy and patience throughout the lab. We learned about the final phyla of invertebrates on Wednesday ( Arthropods and Echinoderms) and we spent the rest of the week reviewing for our big invertebrate test. As a reminder, the test will be this next Tuesday, May 17th. Please come and see me either on Monday or Tuesday morning if there are any questions at all about the upcoming test.

I did want to make aware that I have added on our “Preparation Points” to the grade book. I have given each student 30 points to start off with, with the hope and anticipation that they will come prepared for class( we have discussed what this means for 7th graders). If they need to go to their locker for a supply that should have been brought to class, I will take off one point. Students have been doing an awesome job with the point system and ever since I started implementing this in class, they have been coming to class much more prepared!

Friday, 5/6

2011-05-06T13:24:00.001-07:00

We began the week wrapping up the Simple Invertebrate portion of the unit with our quiz. On Tuesday we took the quiz and then started discussing the Mollusk and Annelid worm phyla, which are more complex than the previous invertebrates studied. We watched a couple video clips about Mollusks that showed how smart some of the organisms in this phylum can be. Later in the week, 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). On Friday, 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!
Students are getting quite excited about the earthworm dissection next week!!

4/29

2011-04-29T14:41:00.000-07:00

This week we explored 4 simple invertebrate phyla (Porifera, Cnidaria, Platyhelminthes, and Nematoda). Students worked collectively in a jigsaw activity to not only complete their notes but to see if they could teach each other a little more about each phyla. Throughout the week, students were able to complete 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! We are taking our simple invertebrate quiz on Tuesday next week, once all the students are back in the classroom and we can review all together. Next, we will focus on mollusks and annelids (segmented worms).
Happy sunny Friday!

Week of 4/18

2011-04-20T13:57:00.000-07:00

We wrapped up our chapter on protists and fungi this week and took the chapter test on Tuesday.

We have finally made our way into to the animal kingdom! Students explored the diversity of the animal kingdom with an activity on Wednesday. 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. The students came up with such a variety of animals, I think they surprised themselves with how familiar they were with the diversity of the animal kingdom. Remember, though...most animals (more than 95%) are actually invertebrates!
Next week we will study the phyla of simple invertebrates in more detail.

Week of 4/11

2011-04-12T11:23:00.000-07:00

Last week we continued discussing the characteristics of the Protist Kingdom along with identifying 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. Tuesday, we reviewed our protist notes by playing "protist bingo."
For the rest of the week we will be learning about the Fungi Kingdom, going over the general characteristics and focusing on its four major groups.

4/8

2011-04-08T13:45:00.000-07:00

Dear 7th Grade Parents and Guardians,

I would like to take some time to introduce myself. My name is Kari Hopkinson, and I have taken over for Sarah Wagner. I have been frequently substituting throughout the year, which has enabled me to get to know many of your children. I am extremely eager to work with you and your student for the remainder of the school year.
Mrs. Wagner has spent a great deal of time with your students to establish a foundation and routine in learning in the Science classroom; my goal is to strive to maintain that comfortable practice which to assist the 7th graders in their progression into 8th grade. My hope is to help each student excel individually in Science.
I view communication with families as a vital part of your child’s success! If you should have any questions or concerns at all, please do not hesitate to contact me. My email address is khopkinson@ccsd66.org or call me at 630.783.5017. I look forward to working with you and your children for the remainder of the school year; this first week has been a blast!

Sincerely,

Kari Hopkinson

Week of 3/21

2011-03-25T14:21:00.000-07:00

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!). Students had to identify the different creatures that they found living in a local sample of pond 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.

I cannot believe that my last day at Lakeview has arrived so quickly! I cannot thank everybody enough for all of the well-wishes, cards, and emails. I will miss working with all of you more than I can say! I know that Ms. Hopkinson will do a wonderful job finishing the school year (and YES, you will still get to do DISSECTIONS)!

Week of 3/18

2011-03-18T11:28:00.000-07:00

Students were able to experience "bacteria in action" as we watched a great video on Monday. 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 couple of days and then checked our results on Thursday. Most students were surprised by their findings. Ask to see what they found!

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!

Week of 3/7

2011-03-11T13:11:00.000-08:00

This week, students finished their "Creepy Critter" classification labs, and we spent time reviewing for Thursday's classification test. On Friday, we discussed the two domains of bacteria (Archaea and Bacteria) and how each was classified. We also examined how bacteria are beneficial for humans and the environment and a little bit about pathogenic bacteria. Students will watch a great video about "good and bad" bacteria next week, and we will do an investigation to discover where bacteria can be found in our school.

Week of 2/28

2011-03-03T12:27:00.000-08:00

This week, 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. 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 the test on Thursday!

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 test and move on to our next chapter: bacteria and viruses.

Week of 2/22

2011-02-25T11:05:00.000-08:00

After preparing for and taking our evolution chapter test, our focus for the remainder of the week was to discover how scientists classify living organisms. We 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.

Week of 2/14

2011-02-18T13:12:00.000-08:00

Students completed their "Moth Lab" and took the chapter quiz early in the week. We finished the week by discussing 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 will be taking the Evolution chapter test on Tuesday!

Week of 2/7

2011-02-11T10:32:00.000-08:00

Week of 1/31

2011-02-04T10:11:00.000-08:00

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

On Friday, 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. Next week students will be required to create a "designer animal" that has the proper adaptations to survive in a unique environment.

Week of 1/24

2011-01-28T10:57:00.000-08:00

Students spent the majority of the week in the computer lab working on their genetic disorder projects. Class presentations began on Friday, and we will finish on Monday and Tuesday of next week. Our next chapter will explore how mutations lead to the evolution of organisms.

Week of 1/17

2011-01-21T10:11:00.000-08:00

On Tuesday, we reviewed for our Chapter 6 Test. Students were assessed on their knowledge of DNA structure, history, function, and advances on Wednesday. On Thursday, I went over the "genetic disorder" project expectations, and students were given their topic and partner assignments based on the topic sheets that each turned in last week. Friday was the first day that students had to begin their project research. For this project, students can choose to create a slide show, brochure, or poster of their "final product." We will spend four more days next week working in the IMC for students to complete their project. Students will sign up for their presentation date (and due date) next week as well.

Week of 1/14

2011-01-14T16:01:00.000-08:00

On Monday, we did a DNA extraction from green peas. Students were able to follow a "recipe" in order to isolate the DNA and view the slimy, stringy substance. 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 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 Thursday!

Congratulation to all of our spelling bee winners! Good luck as you move on to the building spelling bee next week!

Week of 1/7

2011-01-07T10:08:00.000-08:00

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, students were required to build an edible model of DNA based on their knowledge of its structure. On Thursday, we discovered how strands of DNA are "decoded". 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). On Friday, students began doing research to chose the topics for their genetic disorder projects.

Next week we will talk about genetic engineering and watch a great video on cloning, DNA forensics, and more!

Week of 12/17

2010-12-17T09:50:00.001-08:00

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

2010-12-10T11:57:00.000-08:00

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

2010-12-02T15:09:00.000-08:00

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

2010-11-23T10:15:00.000-08:00

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

2010-11-19T13:53:00.001-08:00

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

2010-11-12T09:53:00.000-08:00

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

2010-11-05T11:28:00.000-07:00

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

2010-10-29T13:13:00.000-07:00

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

2010-10-15T13:45:00.000-07:00

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

2010-10-08T11:27:00.001-07:00

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

2010-10-01T13:09:00.000-07:00

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

2010-09-23T09:59:00.000-07:00

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

2010-09-17T13:11:00.000-07:00

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

2010-09-10T11:56:00.000-07:00

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!

2010-09-03T11:16:00.000-07:00

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

2010-08-27T11:22:00.000-07:00

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

2010-05-28T13:01:00.000-07:00

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

2010-05-21T11:04:00.000-07:00

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

2010-05-14T08:29:00.000-07:00

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

2010-05-07T11:04:00.000-07:00

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

2010-04-30T10:14:00.000-07:00

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

2010-04-23T10:06:00.000-07:00

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

2010-04-16T13:45:00.000-07:00

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

2010-04-09T13:22:00.000-07:00

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

2010-03-26T10:12:00.001-07:00

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

2010-03-19T13:12:00.000-07:00

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

2010-03-05T07:35:00.000-08:00

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

2010-02-28T09:40:00.000-08:00

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

2010-02-19T13:11:00.000-08:00

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

2010-02-12T11:06:00.000-08:00

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

2010-02-05T10:02:00.000-08:00

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

2010-01-29T13:05:00.000-08:00

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

2010-01-22T10:08:00.000-08:00

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

2010-01-15T11:46:00.001-08:00

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

2010-01-08T11:26:00.000-08:00

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.

12/18

2009-12-18T11:44:00.000-08:00

12/11

2009-12-11T13:30:00.000-08:00

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, and it seems like students are really getting the hang of it! Next week we will discuss a few common genetic disorders and take our Chapter 5 test (on Thursday).

12/3

2009-12-03T11:29:00.000-08:00

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 all 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 and Punnett squares.

11/24

2009-11-24T07:40:00.000-08:00

On Monday, we took our "Chapter 4 and Cancer" test. Students were assigned a directed reading activity as a preview for our next chapter: genetics and heredity. This is one of my favorite life science topics, and students generally enjoy it as well! Soon we will be doing Punnett squares to calculate the probability of inheriting certain traits and learning about genetic disorders.

Enjoy your Thanksgiving break!

11/20

2009-11-20T13:03:00.000-08:00

On Monday we discussed the processes of mitosis and apoptosis. We learned the importance of each, and we discussed how the regulation of each process is necessary in order for a cell to function properly. On Tuesday and 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. On Thursday, students used computer activities to review all of the cell processes that we had discussed in class. Students watched videos and animations of active and passive transport, photosynthesis, cellular respiration, mitosis, apoptosis, cancer, and the cell cycle. We reviewed for our cell processes test on Friday, and we will take our Chapter 4 test on Monday. This will be one of the first grades entered for the new trimester.

11/13

2009-11-13T10:14:00.000-08:00

On Monday, we viewed the results of our carrot osmosis lab. 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 the properties of diffusion and osmosis. This week, we also 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 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 discuss the processes of mitosis and apoptosis. We will relate this discussion to cancer, which is a result of these processes not working properly.

11/6

2009-11-06T10:12:00.000-08:00

This was my first week back from my maternity leave. We spent time this week finishing our cell analogy projects and reviewing for our cell and microscope test. In our next chapter, we will focus on processes that allow cells to obtain resources, produce food and energy, and reproduce. We began our "Carrot Osmosis Lab" on Friday, in which we submerged baby carrots in fresh and salt water. We will see how our carrots have changed on Monday and also discuss how osmosis works. Next week we will explore the processes of photosynthesis, respiration, and fermentation.

I just wanted to thank the students for making my first week back a great one! I have enjoyed getting to know the 7th graders, and I look forward to a great year with them!

5/22

2009-05-22T13:19:00.000-07:00

This week was frog week! On Monday, we discussed frog anatomy, and we discussed the functions of a frog's organs. I did a sample dissection for the students on Tuesday, and the students spent the rest of the week in the lab doing their dissection. The students were asked to read through the lab and identify the organs that we discussed earlier in the week. Each lab group had to take an oral quiz after completing each 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! The final test of the year will take place on Wednesday of next week and will cover our amphibian notes and frog anatomy notes. Part of the test will be "practical," so students will view and identify the actual frog organs that they learned through their dissection. Students will have time to practice for the "practical" test in class on Tuesday.

5/15

2009-05-15T10:58:00.000-07:00

We wrapped up our invertebrate chapter this week. On Monday, we discussed our last two phyla of invertebrates: Arthropods and Echinoderms. We reviewed for the test in class on Tuesday (individually) and on Wednesday (as a class with our review game). Students took their test on Thursday. On Friday, we began discussing the characteristics of amphibians. Next week, we will discuss frog anatomy and we spend two to three days doing our frog dissection.

The 7th grade PC students traveled to the Brookfield Zoo on Tuesday to participate in a scavenger hunt. We had a great time, and students got plenty of exercise running around from exhibit to exhibit after solving their clues. Mr. Little deserves a special thanks for joining us for the day!

5/8

2009-05-08T15:30:00.000-07:00

This week was worm week! We began our discussions of the Mollusk and Annelid worm phyla, which are more complex than those we discussed las week. On Tuesday, we began our external and internal explorations 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 our gummy worms before eating 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). Many scared students were brave enough to at least touch the worm (and then again, some were still too "grossed out")! A special thank you goes out to all of those who brought in earthworms for us to observe!

On Thursday, I showed the students how to do the earthworm dissection, and on Friday, they worked on their own to do the dissection themselves. All students did a GREAT job with this! I was impressed by how well students followed directions and how well they did on their "oral quiz" after they had finished. It looks like we may have some future surgeons in the 7th grade class!

Next week we will discuss our last two invertebrate phyla (Arthropods and Echinoderms) and review for our big invertebrate test, which will take place on Thursday.

5/1

2009-05-01T11:00:00.000-07:00

We finished our discussion of the 4 simple invertebrate phyla (sponges, corals, jellyfish, flatworms, and roundworms) on Monday, and students were able to see video clips of them "in action." 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 Tuesday, 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 Thursday, and we will be focusing on the mollusk and annelid phyla next week. We will also be doing our worm dissection next week as well!

4/24

2009-04-24T11:51:00.000-07:00

We wrapped up our chapter on protists and fungi this week and took the chapter test on Tuesday. On Wednesday, students attended the career fair. In general, students seemed to really enjoy the trip. There were many interesting sessions, and many presenters even gave out goodies to the kids.

We have finally made our way into to the animal kingdom! Students explored the diversity of the animal kingdom with an activity on Thursday. 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! We did an overview of the characteristics of the animal kingdom, and we spent some time on Friday discussing and observing the simplest animals: the sponges. Next week, we will do a "Porifera" lab and talk even more about simple invertebrates.

4/17

2009-04-17T15:29:00.000-07:00

We began the week by discussing and identifying the important structures of three common protoza: the amoeba, euglena, and paramecium. Students had the opportunity to view prepared slides AND live cultures of these three protists as well. On Wednesday we discussed the general characteristics of the Fungi kingdom and its four major groups. 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. Students worked to review independently on Friday for the protist and fungi test (which will be given on Tuesday).

4/9

2009-04-09T06:50:00.000-07:00

On Monday, 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, shoes, 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!

We reviewed our protist notes on Wednesday by playing bingo. Students were also introduced to some of the protists that we will be viewing in our lab next week (amoeba, paramecium, and euglena).

3/27

2009-03-27T13:08:00.001-07:00

We reviewed for our Bacteria and Virus Quest on Monday, and took the assessment on Tuesday. On Wednesday, students were introduced to the weird (and creepy) organisms that live in a drop of pond water. 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. A few students even brought in their own samples to observe! We discussed the characteristics of the protist kingdom on Thursday, and we will continue to do so after break. On Friday, students took a career survey in the IMC. Students answered 70 questions and reviewed what "career clusters" were best suited for them based their answers. Students were asked to choose three careers that interested them, and these will be used in LA classes after break to begin research for their career project.

A big congratulations goes out to Evan Murley, Jacob Amiri, Kellyn Maguire, and Esabelle Cherry for receiving first place awards at the regional science fair last weekend. They did a fantastic job!

Have a great and relaxing spring break!

3/20

2009-03-20T13:22:00.000-07:00

We began the week by doing some observations of bacteria. We looked at slides containing bacilli, cocci, and spirilla-shaped bacteria, and we also viewed the bacteria that is commonly found in yogurt (Lactobacillus acidophilus). 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). Students watched a video that showed the helpful and harmful sides of bacteria. They were able to see how sourdough bread is made, view several examples of diseases caused by pathogenic bacteria (TB, "Black Death," flesh-eating bacteria, E. coli poisoning, etc.), and see how antibiotic resistance is becoming a problem today.

We discussed viruses, and came to the conclusion that they are non-living particles. We also 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. Next week, we finish our chapter on bacteria and viruses ("quest" on Tuesday) and begin to examine the protist kingdom.

Three 7th grade students (Jacob A., Kellyn M., and Evan M.) will be participating in the regional science fair on Saturday. The science fair will be held at Unity Junior High in Cicero, and the projects will be on exhibit from 12:30 until 3:00.

3/12

2009-03-12T08:21:00.000-07:00

This week, we wrapped up our classification chapter and took our chapter test. We did a brief overview of the two bacterial domains (Archaea and Bacteria), and we talked about how bacteria reproduce, how important they are to our environment and our health, and a bit about pathogenic bacteria. Most of us also like to eat at least some products that are made from bacteria (cheese, yogurt, sour cream, sourdough bread, pickles, etc.). We watched a few BrainPOP videos about bacteria, antibiotic resistance, and our immune system on Thursday. Next week we will view bacteria under the microscope, calculate the growth rate of bacteria, and talk about pathogenic bacteria in more detail.

3/6

2009-03-06T09:19:00.000-08:00

Because of ISAT testing, our schedule this week was a bit crazy! Some students had science class twice and others had it three times. We spent our short week reinforcing the principles of classification and the six kingdoms. I showed students how to use a mnemonic device to help them remember the six kingdoms and some characteristics of each (using six 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" usually sit on the couch playing video games (no movement) and definitely don't make their own food (consumers)! Hopefully this will help students to better remember these kingdoms for our test on Tuesday!

We also worked more with classification this week in our "Creepy Critters" lab. Students were required to study the characteristics of 20 aliens and put them into groups based on their similarities. It was a challenging task, but students found unique ways to classify their creatures. Next week, we will take our classification chapter test (Tuesday) and move on to our final chapter before break: bacteria and viruses.

2/27

2009-02-27T10:15:00.000-08:00

Our focus for the week was how scientists classify living organisms. Our first activity of the week was to organize some "random things found in Mrs. Wagner's 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 give different organisms a scientific name based on their physical characteristics. Students had to use the proper 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."

2/20

2009-02-20T10:46:00.000-08:00

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, and vestigial structures. 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. Students were also required to create a timeline of their fossil record after putting them into the correct order. We spent Friday reviewing for our evolution test, which we will take on Monday. The test and binder check will be included as some of our final grades of the second trimester. Next week, we will begin our discussion of classification.

2/13

2009-02-13T11:11:00.000-08:00

Students presented their "designer animals" to the class on Monday. They were interesting to see because students came up with some very unique adaptations 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, tuskless 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. According to the story, the pale variety of moths were more common before the 1850's, because they blended in with the lichen-covered trees. As the industrial revolution began in the 1850's, the trees became covered in smoke and soot, and gradually, the dark variety of moth became more common. 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. While some students struggled as predators (I know it was difficult!), others excelled!

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 23rd!

2/6

2009-02-06T10:07:00.000-08:00

After reviewing for and taking our DNA quest, we spent the remainder of the week discussing the basics of evolution. 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. We spent two days in class doing a "Designer Animal Activity." 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 and thrive 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 had to choose a card that determined how their environment had changed (volcano eruptions, global warming, meteorites, shift in planetary rotation, etc), and then decide whether their animal still had the right adaptations to survive. On Monday, students will present their "designer animals" to the class. Next week, students will be exposed to several examples of natural selection that occur everyday, and they will do a "peppered moth" lab to simulate how natural selection occurs.

1/30

2009-01-30T11:13:00.000-08:00

This week, we discovered how the DNA code 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 Tuesday. 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! We began our discussion of selective breeding, cloning, genetic engineering on Wednesday. We watched a video that reviewed the advances and controversies of genetic engineering on Thursday and Friday. We will discuss some of your "ethical" opinions next week! We will take a 50 point "quest" over chapter 6 (DNA) on Tuesday, and then we will begin our next chapter on evolution.

A big CONGRATULATIONS goes out to the 7th grade PC students participated in the District Science Fair on January 24th. Esabelle, Kellyn, Jacob, and Evan all received first place standings. Kevin C., Nolan, Rob, Jason, and Patrick all received second place standings.

1/23

2009-01-23T07:56:00.000-08:00

This week, students gave their genetic disorder presentations. Overall, I have to say that I was quite impressed with the projects! A large variety of Impress slide shows, brochures, and posters were produced by the students. Each class was able to learn about almost twenty different genetic disorders. Next week, we will discuss how DNA works and discover the basic principles of genetic engineering. We will even do a DNA extraction lab so that students can actually see what DNA looks like!

Saturday, January 24th, is the District 58 Science Fair. Our 7th grade PC students will be taking part in it this year. Come and cheer them on at O'Neill Middle School! The projects are open to the public from 10:30 to 11:30 in the morning.

1/16

2009-01-16T13:29:00.001-08:00

We spent most of this week in the computer lab working on our genetic disorder projects. Students will be doing their class presentations next week. Students - be sure to follow the rubric closely so that you know what my expectations are! The projects (poster, slideshow, or brochure) will be due on the day of the student's oral presentation. Remember that I will need your white research packet and a copy of your poster text, brochure, or Impress slides on the day of your presentation! The projects are looking great so far, and I look forward to seeing them next week. Next week we will also build an edible DNA model in order to reinforce our learning about DNA's structure.

Our 7th grade Project Challenge students are working diligently to finish their science fair projects. The science fair is a mere week away! If want to check out their projects, you can attend the science fair at O'Neill Middle School on January 24th!

1/9

2009-01-09T09:56:00.000-08:00

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). Students were also introduced to their next big project of the year. Each student (or group) will be required to research a genetic disorder and present their findings to the class. Students may choose to create a slide show presentation, poster, or brochure to inform their classmates about their topic. Students will have FOUR days next week to work in the computer lab, so don't expect to see much work coming home! Students have received a detailed project rubric in order to guide in their research. We began our research on Friday, and it looks like students are off to a good start!

12/12

2008-12-12T10:11:00.001-08:00

On Monday, students worked in groups to complete 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 what their "child" would look like. I must say, we had some VERY interesting looking children as a result of this lab! We began examining X-linked traits this week as well. We discussed how certain traits were located on the X chromosome and that females have XX sex chromosomes, while males have XY sex chromosomes. 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, and students really seem to be getting the hang of it! Next week we will discuss genetic disorders and take our Chapter 5 test on Thursday!

12/4

2008-12-04T11:30:00.000-08:00

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. Each students had the chance to observe their physical characteristics and those of our classmates in order to determine whether we had more dominant or recessive traits. Out of the 10 traits that we observed, we found that this year's 7th graders exhibit an equal number of dominant and recessive traits. We also began using Punnett squares to determine all 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.

11/25

2008-11-25T08:57:00.001-08:00

On Monday, we watched a National Geographic video entitled "Discovering the Cell." The video reviewed many of the concepts that we have discussed during the first trimester, and it also outlined a few that we will discuss in our next chapter. On Tuesday, students had a chance to review their first trimester progress reports and complete a "preview" of our next chapter. In the next three weeks, we will be discussing genetics and heredity.

Have a safe and happy Thanksgiving weekend!

11/21

2008-11-21T09:54:00.001-08:00

On Monday, students were in the computer lab reviewing all of the cell processes that we had discussed previously in class. Students watched videos and animations of active and passive transport, photosynthesis, cellular respiration, mitosis, apoptosis, and the cell cycle. On Tuesday, we began talking 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 took our final test of the trimester on Friday. Next week, we will watch a cell video and do a preview of our next chapter (genetics).

11/14

2008-11-14T13:20:00.000-08:00

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 the other. We did a lab to demonstrate the processes of cellular respiration and fermentation in yeast cells. In this experiment, we set out to determine if different amounts of sugar affected the carbon dioxide production of yeast cells. In other words, we wanted to see if respiration/fermentation increased if the amount of "food" was increased as well. We used balloons to "catch" the carbon dioxide that was being released from the processes, and we used the circumference of each balloon as a measurement of how much gas was produced.

On Friday we began discussing the processes of mitosis and apoptosis. We learned the importance of each, and we will have the chance to see some "mitosis animation" on Monday in the computer lab. Next week, we will discuss cancer and determine how this disease relates to our discussions of mitosis and apoptosis.

11/7

2008-11-07T10:59:00.000-08:00

This week, we wrapped up our chapter on cells and microscopes and took our second test of the year. In our new chapter, we will focus on processes that allow cells to obtain resources, produce food and energy, and reproduce. This week, we spent time learning about the processes of diffusion, osmosis, and active transport. We did a "Carrot Osmosis Lab," which showed students what happens to baby carrots when they placed in fresh water and salt water solutions. We were able to explain our lab results by recalling the properties of diffusion and osmosis. Next week we will discuss three important cell processes: photosynthesis, cellular respiration, and fermentation.

10/31

2008-10-31T10:54:00.000-07:00

This week, discussed several important cell organelles that function to keep a cell running properly. In order to learn these organelles better, students spent most of the week 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. The students presented their analogies to the class on Friday, and I was impressed with the result! Great work!

We have finished our microscope and cell chapter, so we will be taking our second chapter test on Wednesday 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. Next week we will begin our discussion of diffusion and osmosis.

10/24

2008-10-24T16:28:00.000-07:00

This week, we discussed the basic properties of cells. We did a math investigation to determine how changes in cell size (surface area and volume) affect the health of a cell. Remember that a "small cell is a happy cell!" 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. Next week we will be doing a "cell analogy" project in order to help us learn about the many cell organelles that exist inside of cells.

10/17

2008-10-17T13:12:00.000-07:00

This week, we spent two days reviewing and practicing how to use light microscopes. 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 Thursday 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!

I returned the graded leaf collections to students this week. Overall, I must say that I was quite impressed by the quality of student work! Many students took the time to complete extra credit and really went "above and beyond" my expectations. Nicely done!

10/10

2008-10-10T10:27:00.000-07:00

This week, we did a flower "dissection" lab in order to more clearly view the reproductive parts of an angiosperm. Students had the chance 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 Tuesday and Wednesday, and we took our first test on Thursday. On Friday, we began our microscope introduction. Students will have two days to practice using microscopes next week!

10/3

2008-10-03T10:53:00.000-07:00

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 Emily P., Brittany R., and Caitlyn B.! 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 few BrainPOP video clips and reviewing the "Biology of Plants" website. Next week, we will dissect a flower to review plant reproductive structures. We will have our first test of the year on Thursday. Remember that leaf collections are due on Wednesday, October 8th!

9/26

2008-09-26T11:11:00.000-07:00

This week, we discussed several basic characteristics of leaves. We learned how to determine whether a leaf was simple or compound, the venation pattern, and how to identify the name of the tree from which a leaf comes. We investigated and classified real leaves this week and had the opportunity to become more familiar with the "What Tree Is It?" website. We also discussed the importance of seed plants and how these plants have adapted in different ways to disperse their seeds.

Students were introduced to the leaf collection project this week. The projects are due on October 8th, so students need to get started soon! Please follow the requirements presented in the rubric that was handed out on Monday. Next week, students will create a "wind-dispersing" seed and see how far it can travel. We will also study the reproductive anatomy of a flower.

9/19

2008-09-19T11:00:00.000-07:00

9/12

2008-09-12T11:04:00.000-07:00

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 allowed 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. The Scientific Method Quiz will be given to students on Tuesday. Also next week, we will finally delve into our first life science topic. We will begin exploring the wonderful world of plants!

9/5

2008-09-05T11:18:00.000-07:00

We spent the 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, and students will be asked to write and design their own experiment based off of a question that I give them.

8/29

2008-08-29T11:22:00.000-07:00

Welcome back, new 7th graders! I look forward to working with you this year. I have provided my class guidelines below. Students were to take these guidelines home for parents to review this week.

Dear Parents/Guardians,
Welcome to 7th grade science! This is my fifth year teaching 7th grade science, and my third year teaching here 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, vertebrates, and invertebrates

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 student’s grade will consist of:
Tests and quizzes (~ 40%)
Individual and group projects (~ 10%)
Labs and lab reports (~ 20%)
Daily work and homework (~ 20%)
Science binder/notebook (~ 10%)

IV. Assignments
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.
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.
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 one day after the assignment was due. If any late work is turned in without a homework pass OR is more than one day late, it will receive no credit.
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 and notes from the “make-up work” folder at the front of the room.
The number of days that a student is absent from this class is the number of days that he/she will have to make up a missed assignment.
Cheating of any kind will result in a score of “0” on that assignment, test, or quiz. On a serious or second offense of cheating, parents/guardians will be notified and further disciplinary action will be taken.

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

VI. Classroom Rules
Be respectful of yourself and others
Listen to and follow instructions
Be on time for class
No bad language (stated or implied)
Come to class prepared

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, 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 problems arise 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 rest 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.

VIII. Contact Information
A. The best way to reach me is via email at swagner@ccsd66.org
B. You can call me before or after school or leave a voice mail message at 630-783-5017

5/30

2008-05-30T13:15:00.001-07:00

Our second-to-last week of school really flew by! We finished our frog dissection on Tuesday and Wednesday of this week. Once again, students did a fantastic job on this lab! I gave students a practical quiz on Wednesday over the frog structures that they learned during their dissection. Students were required to identify real organs and structures from the frogs that I dissected for demonstrations. Even though the quiz was for extra credit points, I was quite impressed by students' knowledge of frog anatomy! Great job!

On Thursday, students were given a "Life Science Internet Scavenger Hunt." Students had to cruise through various science web sites to answer the questions that were given.

On Friday, we spent a soggy day at Naper Settlement. Even though it was wet, we still had a good time.

Next week, we will play our final review game of the year. This one is a bit more difficult, though, because it covers science content from the ENTIRE YEAR! I look forward to seeing how much these students can remember!

5/23

2008-05-23T13:39:00.000-07:00

After reviewing our invertebrate phyla one last time on Monday, students were ready for their final test on Tuesday. On Wednesday and Thursday, students were introduced to amphibians. We discussed the anatomy of the frog, and viewed real pictures of organ systems. We focused on the major organs of each body system (circulatory, respiratory, digestive, and urogenital). I demonstrated the frog dissection for students in order to prepare them for Friday's dissection.

The first day of our dissection, Friday, went very well. Most students have opened the frog and are currently examining its digestive system. Students are doing well with the oral "quizzes" that they take after viewing each system. We will continue our explorations on Tuesday, and students will examine and identify the remaining organs. On Wednesday, students will take a "practical" quiz in which they will have to view real organs and identify them. This quiz will be our final one for the year, and will be for EXTRA CREDIT points!!!