It’s Classified- the Cell!

Sept 9-13

Important deadline: Retake of Ecosystem Summative is Monday, 16th

goals:

  • understand that all organisms are composed of one or more cells
  • recognize that the presence of a nucleus is a key factor used to determine whether a cell is prokaryotic or eukaryotic

warm ups:

Monday: Unlike prokaryotic cells, eukaryotic cells have their genetic material centrally located in a –

  • chloroplast.
  • vacuole.
  • lysosome.
  • nucleus.

Tuesday: An eukaryotic cell can be distinguished from a prokaryotic cell because only an eukaryotic cell will have –

  • DNA.
  • a cell wall.
  • a nucleus.
  • cytoplasm.

Wednesday: In order to classify a cell as prokaryotic or eukaryotic, it must be determined if the cell –

  • grows larger throughout its life.
  • can move from place to place.
  • is able to make copies of itself.
  • has its genetic material in a nucleus.

Thursday: none

Friday: Dr. Mito gives you a small container and asks you to determine if the thing inside is a living thing or not. Select from below the characteristics of all living things? (Select all correct answers!)

  • Made of one or more cells
  • Need oxygen
  • Use energy
  • Grow & develop
  • Reproduce
  • Make food from sunlight

 class

Monday: students began building their knowledge of classifying organisms as we discussed the warm up and goals. We had fun learning about 2 more students in each class period through 2 truths and 1 lie. I enjoy learning about our students! We then went over their Ecosystem Summative. They have a deadline of Monday, Sept. 16th to retake the test. If they need a tutorial time with me because they failed the test, it needs to happen on a separate day from taking the test. They need to schedule an appointment with me to come in and reteach and/or retake it. After the 16th, their grade will remain as it is now. 

Tuesday: students watched this music video by They Might Be Giants called Cells. While watching it, I wanted them to create a graffiti page. They drew pictures or used word art to help them to remember what they learned about cells.

Finally, we began learning the 17 GKW, gotta know words, for this unit. Check out this quizlet, Classification- Cells, and found on my Google Classroom. These words will their next open notebook formative this Friday, 14th. We didn’t finish in class so they’ll need to finish them at home before Friday. 

Wednesday, students were given time to write their GKWs in their notebooks while I explained each of them. If they didn’t finish this in class, they’re to work on completing their words at home.

Thursday,  students had fun exploring cells and parts of organisms using microscopes. They looked at specimens using low and high powered lens. They would draw their observations in their notebook. 

Friday, students were not given the GKWs formative as planned today. It will be on Monday, 16th. We watched a great video on the history of cell theory. The link can be found on my Google Classroom, GC. Afterwards, they completed a fill in the blank notes over Cell Theory. This will be on our next summative that’ll be given on Weds., 18th. Before leaving, students were given their homework, Reading Science: Prokaryotic and Eukaryotic Cells, which can be found on my GC. 

Homework

  • Write the words and definitions of this unit’s GKWs in your notebook, due by Monday, 16th.
  • Reading Science (Daily Grade, DG) due Monday, 16th

Exploring Ecosystems, how they’re organized

Sept. 3-6

goals

Diagram the levels of organization within an ecosystem including: organism, population, community and ecosystem

Describe abiotic and biotic parts of an ecosystem in which an organism interacts

warm ups:

TuesdayWhich of the following examples is NOT an example of the snake interacting with abiotic factors in its ecosystem?

  1. The intense heat killing the grass.
  2. Trees providing shade for deer.
  3. Trees and grass in the same community.
  4. Zebras sharing the grass with deer.

Wednesday: see Google Classroom for this one

ThursdayWhich of the following best describes the levels of organization from smallest to largest within an ecosystem?

  • Ecosystem    organism    community    population
  • Organism  population  community ecosystem
  • Organism  community  population  ecosystem
  • Ecosystem  community population  organism

Friday: none

Class

Monday, no school

Tuesday, students spent some time finishing up their Ecosystem Tour using VR goggles from Friday. Afterwards, students had a chance to share their T charts from their notebooks. 

Wednesday, students completed an activity in their classroom called Ecosystem Interactions for a daily grade. Then they watched a cool video from Amoeba Sisters called Biological Levels.  Afterwards, we discussed the diagram at the end of the video. I assigned students the task of coming up with their own diagram that’ll show the levels of an ecosystem using these words: ecosystem, community, organism and population. We’ll share them in class tomorrow before taking the DCA.

Thursday, students took their first DCA, Ecosystems.

Friday, students took their first Summative, Ecosystems. 

Homework

  • Friday, 6th is the last day to improve Safety and Ecosystem GKWs formatives as well as to turn in the CSI reports. 

Exploring Ecosystems

Aug. 26-30

goals

Describe abiotic and biotic parts of an ecosystem in which an organism interacts

warm ups:

Monday: What is an ecosystem? Give one example of an ecosystem. Please write these using complete sentences. For example, An ecosystem is… An example of an ecosystem is…

Tuesday: Which of the following describes a biotic factor that would be an advantage to a certain species of freshwater plants in a pond ecosystem? Identify the key words that’ll help you to choose the answer.

  1. Increased rainfall that leads to the habitat of the plants covering more area 
  2. Reduction in the population of fish in the pond that eat plants
  3. Toxic waste and trash being dumped into the pond where the plants live
  4. Introduction to the pond of another species of plants that compete for resources

Wednesday: Which of the following describes a change in a biotic factor that will be a disadvantage for a certain species of fish living around coral reefs in shallow seas? Identify the key words that’ll help you to choose the answer.

  1. Heavy rains lower the salinity of the water for a long period of time
  2. Excessive cold weather lowers the temperature in the area.
  3. Other fish species, which compete for the same resources, die out
  4. The number of predators, such as sharks, increases dramatically

Thursday: Looking at the poster in my room of the Texas Coastal Wetlands, give one example of biotic and abiotic interacting within this ecosystem.

FridayWhich of the following examples is NOT an example of the snake interacting with abiotic factors in its ecosystem?

  1. The snake moving on the sand.
  2. The snake using the sun to keep it warm.
  3. The snake blending in with the sand.
  4. The snake hunting the rabbit.

Class

Monday, students had fun learning about one of their classmates using 2 truths and 1 lie. We began exploring the meanings of two critical words for our ecosystem unit from our discussion of the warm up: biotic and abiotic. The prefix “bio” means life and the prefix “a” means not, no or non. Therefore an ecosystem is made up of parts that are living or once living and non-living or never lived. 

Tuesday, after learning about a student through 2 T’s and 1 L, students worked through the warm up. Afterwards, they were given time to work on their vocabulary words, aka GKWs, which can be found on my Google Classroom.

Wednesday, after learning about a student through 2 T’s and 1 L, students worked through the warm up. Afterwards, students watched this cool video called How Wolves Change a River. We talked about how wolves, a biotic factor, changes the course of a river, an abiotic factor. I wanted them to see the interaction of the wolves with other biotic factors. They were given time to work on their vocabulary words, aka GKWs, which can be found on my Google Classroom. 

Thursday, students took their GKWs formative while using their notes. Afterwards, they were to watch How Wolves Change a River and record in their notebook 7 biotic and 7 abiotic factors from the video. They’re to also record 3 examples of biotic factors interacting with abiotic factors. If they didn’t finish this in class, then it became homework. 

Friday, students shared their observations from the video with their team. Afterwards, students took a tour through up to 4 ecosystems using VR goggles: forest, tundra, wetlands and marine. They’re to record 5 biotic and 5 abiotic factors in their notebooks. Finally, they’re to record one example of each interaction: biotic and abiotic, biotic and biotic, and finally abiotic and abiotic. We’ll wrap this up next week, Tuesday. 

Homework

  • Prepare for this Thursday’s formative over their GKWs. It’ll be an open notes quiz.
  • First District Common Assessment and Summative next week Thursday and Friday.

In the beginning…

August 19-23

Goal(s) for the week

  1. know my teammates and expectations in Mr. Rozsa’s classroom
  2. learn safety practices

Warm ups

  1. Go to my Google Classroom to do this warm up. Look at each person and name a safety rule followed or should be followed when observing this cartoon.

Class

Monday-Tuesday: Students were being introduced to RMS expectations and getting to know one another. They had fun with It’s All About Me, where they filled out a form and then most had the time to use Flipgrid to make a video from it.

Wednesday-Thursday: Students began learning about safety within our class by watching Lab Rules. To watch it, click on this Lab Rules. They also read a Sponge Bob story that can be found on my Google Classroom. While reading it, they’re to highlight anytime Sponge Bob and/or his friends break a safety rule. Afterwards, we went over it and then they glued it into their notebook. Finally, students were given the task of being CSI agents where they were to observe 8 pictures of a science lab in which safety rules were followed and/or broken. They recorded their findings on a CSI report which will be turned in for a daily grade. If students need another copy of the CSI report, they can download it from G.C. (Google Classroom, under Classroom)

Friday, students took their quiz, except for 7th period. We had some technical difficulties that will cause them to take it on Monday. Afterwards, students were able to finish and turn in their CSI resport. This will be a daily grade (DG.) Also collected any safety contracts, another DG. If students didn’t have it for today, they’re to turn them in next Monday.

Homework

Safety Contract (Daily Grade, DG) due Friday, 23rd. This is also in GC under Classroom

Welcome to RMS!

August 15-16

Parent(s), welcome to my class! I look forward to getting to know you. Middle school is a new world, vastly different from elementary school. There is far more freedom; a greater number of peers who can influence your son or daughter to make good and/or bad decisions; numerous teachers and the sheer size of the campus. Physically, they’ll experience the many changes going on inside their bodies, causing you to wonder if he/she has been abducted by aliens because they’re acting weird, i.e. mood swings, the quality of work is up and down, argumentative, friends become more important, etc. Don’t panic. This is the life of a ‘tweener.’ It’s a phase you may remember growing up and it’ll pass. As a parent, what will help you through this phase is to talk about life at Ridgeview; allow them to make decisions and fail; and finally to be patient. A book I found to be helpful is called Parenting with Love and Logic by Jim Faye and Foster Cline.

Look forward to working alongside you in preparing your child for their future!

a bit about this unit:

We begin the year with a mini unit, safety in the lab and our first major unit, Ecosystems. The students will discover that an ecosystem is composed of two parts biotic and abiotic factors. They’ll learn how scientists have broken up an ecosystem into levels making it easier to study it: organisms, populations, community and finally the ecosystem. We’ll look a bit at the interactions of biotic and abiotic factors within an ecosystem.

goals:

This week and next, our goal is to begin building good relationships that will hopefully lead to life-long friendships and to learn to use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

Ecosystem goal, describe biotic and abiotic parts of an ecosystem in which organisms interact.

warm ups:

Thursday: none

Friday: none

activity: (what we do in class)

Thursday & Friday: Wow, time flies when we’re having fun! It’s hard to believe that we’ve completed two days of the 19-20 school year! I’ve had fun meeting our students! My goal is to know them by their first names by next Friday. I’ve enjoyed greeting each student with a handshake or high five and asking them to remind me of their name as they walk into my room. We’ll be learning the flow of how we do life in my classroom, including safety expectations found in our contract and reinforcing them throughout the year.

Assignment: Turn in the safety contract Friday, 23rd. Weighted as HW, a value of 10% of their science grade.

Homework

  • Science Lab Safety Contract is due this Friday, 23rdh

Journey to the Center of the Earth

March 25-29

this week’s goal(s):

build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;
recognize that a limited number of the many known elements comprise the largest portion of the solid Earth, living matter, oceans, and the atmosphere 

warm ups:

Monday, what elements make up the core?
Tuesday, name the layers of Earth and one fact about each.
Wednesday, Which of the following models would best represent the inner and outer core of Earth, based on the physical characteristics of each layer?
  • A metal ball bearing (solid) suspended in oil (liquid)
  • Gelatin (red semi-solid) on top of a cracker (brittle solid)
  • A ball of clay (solid) filled with water (liquid)
  • Rubber ball (flexible solid) painted red (thin solid covering)
Thursday and Friday, Which of the following best describes Earth’s asthenosphere?
  • Liquid rock that can reach the surface
  • Solid rock that is broken into plates
  • Dense rock that moves the crust
  • Metal rock at the center of the Earth

 in class we…

Monday, students were reminded of their 3-D model of the earth that’s due this Friday, 29th. It’s a summative grade. Click on this PDF for details, Build a Model of the Earth. Afterwards, students began working on this PDF called layers of the earth foldable. They’ll finish it in class tomorrow. To assist in finding out the information use the Structure of the Earth Resources found on my Google Classroom and/or the picture below. In my Google Classroom, open the only PDF link. Towards the end of the PDF, a picture of a completed foldable is visible. This foldable will help with the model and a formative that’ll be given this Friday.
Tuesday, students finished up making their foldable and then watched this short video clip, Earth’s interior isn’t quite what we thought it was
Wednesday, students are wrapping up layers of Earth. We watched this fun video clip Earth’s Layers. Afterwards, they read this article Rdg Science: Layers of the earth and created some notes in their notebooks about each layer based on the article. Then we discussed their findings.
Thursday
Friday

homework:

3-D model of Earth’s layers is due Friday, 29th, a summative grade

the heat is on!

Jan. 14-18

Deadline to Retake Summatives: Energy Forms & Transformations is Tuesday, 15th and for Energy Resources is Friday, 25th

goals of the week:

research and debate the advantages and disadvantages of using fossil fuels, nuclear, biomas, solar, wind, hydropower and geothermal

investigate the methods of thermal energy transfer, including conduction, convection, and radiation

verify through investigations that thermal energy moves in a predictable pattern from warmer to cooler until all the substances attain the same temperature such as an ice cube melting

warm up:

Monday– 

Using the graph above, what is the most significant way to decrease energy consumption in a household according to the graph provided?

  • Turn off computers and other electronics when they are not in use 
  • Increase the temperature of a house in warm months, and decrease it in cool months 
  • Turn off lighting that is not necessary, or when the household is empty
  • Keep the refrigeration door closed as much as possible to avoid letting cold air out.

TuesdaySome renewable energy resources produce more energy at certain times of the day or year. Which combination of energy resources are renewable resources that can produce a steady flow of energy 24 hours a day, year-round?

  • Geothermal energy and natural gas
  • Solar and Petroleum
  • Hydroelectric and Geothermal
  • Solar and Wind

Wednesday: Conduction can only occur between two objects when –

  • one object is less dense than the other.
  • both objects are in physical contact with each other.
  • one of the objects is made of a metal.
  • both objects are exactly the same temperature.

Thursday: click on this PDF for the warm up, convection demo

Friday: In an investigation a student places a frozen ice pack inside a beaker of hot water. The student records the temperature of the water over a time of 5 minutes. What observation is the student most likely to make and why?

  • Cold will transfer from the ice pack to the water through radiation decreasing the temperature of the water.
  • Thermal energy will transfer to the hot water through convection and it will increase in temperature.
  • Cold will transfer from the ice pack to the water through conduction decreasing the water’s temperature.
  • Thermal energy will transfer from the water to the ice pack through conduction decreasing the water’s temperature.

in class on…

Monday- students took their energy resources DCA, a formative.

Tuesday- students took their energy resources summative.

Wednesday, students learned how they did on both assessments above. Afterwards, we began our new unit watching this clip called Heat by StudyJam. Afterwards students began making their GKW for this unit. These words & definitions are found on my Google Classroom as a  Quizlet. This Friday, students will be have a quiz over them and they’ll be able to use their notebook in which these GKWs are to be written.

Thursday, students began and will finish tomorrow a fold-able, convection, conduction and radiation (see below). Students also received a homework assignment: Reading Science- Convection, Conduction and Radiation. See Google Classroom to download, if needed.

front
inside

homework:

Tuesday, begin working on their GKWs in prep for this Friday’s quiz over them.