Mrs. Vu's 7th grade Science

Mand kids are failing that haven’t make up missed tests or labs, many used to have all A’s. Don’t be caught off-guard! Grades can be checked online, or you can send me an email (lornav@spokaneschools.org) or call (354-5018). If you are checking the grades online, make sure you look at the comments posted with the student’s grade – the comment tells you what happened to receive the low score, and sometimes what the student should do about their grade. Students should also have a grade slip to show you, and maybe their science journal.

I am available mornings, during home base, and during lunch for students that need to make up a test/quiz/assignment.

Spring is definately here!

Students use the different techniques we have learned in class to memorize functions and locations of the lobes of the brain (parietal, frontal, temperal, occipital), the brain stem, and the cerebellum.

Students learned about: frontal lobe, parietal lobe, temperal lobe, occipital lobe, brain stem and the cerebellum. They are to know where each is located, and some of the things that this part of the brain is known to do. I take this opportunity to also teach kids different ways to learn, and specifically how to memorize facts. Ask them how they are memorizing the parts/functions of the brain. They may have taken my suggestions on how to memorize, or have a way of their own. (As they progress further in their education, they will be asked more, and more often to memorize information – hopefully I can give them a few “tricks” to help make it easier.)

We talked a little, and will talk more, about how all parts of the brain work together. Also how neurons send and receive signals. A little time spent on what different drugs (perscription, illegal, and alcohol) do to the signals in the brain.

There are some good web sites (links in the right hand column), check them out!

Turnbull pictures: Finding and observing invertibrates – April 26, 2012

Don’t know if this is the video that Mr. Oeinch showed, but it is interesting . . . If this isn’t the video Mr. Oeinch showed, and you can find the video online, please send it to me!

Bionanotechnology and cancer research:

Making jellyfish glow – animated video. Talk to your parents about this: cool stuff or not?

Isn’t gel electrophoresis fun! Pictures from the Dye Lab on Friday:

Great Example of a gel loaded with dye samples

This week we have been learning about the electrophoresis equipment. We have discovered how air, distilled water, and a salt solution conduct electricity. We have also learned about how electrons can “break up” molecules, sometimes forming a gas.
Wednesday we will be making gels for our Dye Lab, and practice loading gels. Friday we will actually do the lab. There is a simulation link on the right, is you would like to see what we are doing!

Ask your student what we are doing! (This is a picture showing acid/base when electricity passes through the box)

Gel Box 1 with NaCL + dH20 + Universal Indicator

If students haven’t brought home a grade slip showing their 3rd quarter grade in science, ask them for it! (Also could check all their grades on PowerSchool, online program – to get password call the office at 354-5000)

End of the quarter is here – my grades need to be completed by Tuesday 4/17.

Eggs are big cells.  We can remove the shell of the raw egg by soaking it in vinegar overnight.  The shell will rub off (be gentle, may need to refresh the vinegar and soak a little longer).   Your experiment is to test what solutions can pass through the cell membrane of the egg.  On the attahed lab sheet I have given some suggestions, you may make modifications.  (I do suggest you keep the salt water and the corn syrup solutions.)

The written assignment will be the lab writeup.  If you can type it, great.  But typing is not required – just keep it neat, professional, and on nice lined paper.   Lab will take at least 4 days, from start to finish.  Make sure you do an accurate lab write-up, following the scientific procedure!  

This extra credit is worth a lot, maybe even will replace a low score if you do a great job.  Due Tuesday, after spring break.  April 10th. 

Egg Cell Osmosis Lab

Monday is our district cell assessment.  Study your review sheet from Friday, and your journal notes.  (Remember, in our journal we put a * by everything that is a learning target.  These would be good to review!)

Know the function of the following:  nucleus, cell wall, cell membrane, chloroplasts, mitochondria, photosynthesis, differences in plant an animal cells, DNA.

You could also play around on the cell websites (listed in the column on the right  . . . )

Here is a link to the video showing planaria regeneration. If you want to search for videos or information on our other living organisms, their names are listed here!

Planaria  (click on name for video)

ulothrix  (plant)

paramecium (speedy, has oral groove and cilia)

stentor  (horn shaped organism that attaches to things)

euglena  (has flagellum – find out what direction they move)

amoeba  (has psudopods)

Test on Tuesday 3/13 for most classes, 3/14 at latest. Watch the video for your review!!!

Students have been presenting their power point projects this week.  Information included in their ecosystem project include:  location, climate, examples of plants and animals, examples of adaptations for both plants and animal, food chain, food web, symbioic relationships, parasitism, dangers/threats to the ecosystem, and a bibliography.

Projects will be shown to parents as part of their student-led-conferences that last week of March.

Tuesday next week will be our district assessment about ecosystems, March 12th.  Then we head into plant and animal cells, single celled organisms, and cellular processes.

NOVA online video on Caves -  http://www.pbs.org/wgbh/nova/earth/extreme-cave-diving.html

Maybe you can think of some extra credit to do with this video!

Follow the link.  Scroll to the bottom of the page and look at the instructions and the questions you will need to answer.  Then run the simulation.  I think 2 minutes for each would be fine, the instructions call for 5 minutes each – lets shorten it a little!   Copy and answer the questions and bring them to me at school.  If your answers show you understand the simulation, and show thinking you will get the extra credit points. 

http://biologycorner.com/worksheets/pepperedmoth.html

Reminder that research can be done at home, but not actual work on the powerpoint project.  Bring research with you on Tuesday! 

Done now should be the following:  map/location of ecosystem, climate, pictures of plants & animals, and adaptations of plants/animals so that they can survive in their environment. 

Next week we talk more about adaptations and move into food chain/food web information.

Students are starting on a three week research project about their choosen ecosystem.  Requirement and graphic organizer are attached.  Important information is additionally included below, for all students that want to work from home.

Requirements/Guidelines

Graphic Organizer

During the three weeks students will go between lessons that I teach and researching topics about their ecosystem.   

There are a lot of  rules/guidelines about how to research, how to work with a partner, can work be done at home, and what is expected for a final presentation.  Please read the requirement information page carefully.  Two of the biggest problems are addressed below:

One big rule that parents need to be aware of:  Students are not to work on the presentation part of the project at home, unless BOTH students in the group are present.  A note is needed from a parent summarizing what work happened at home.  Enough time will be given in class to compelete the project, if they are working and not playing.  Partners are not allowed to split up the work and each take work home. 

Second rule for working at home:  If a student does not have the powerpoint program, doesn’t have a flash drive, or needs to print and doesn’t have a printer with ink, THEY SHOULDN’T plan on doing their presentation from home!  No emailing of presentations will be accepted.  No “our printer broke”, or like excuses will be accepted.   Three weeks is plenty of time for home problems to be solved, or for the student to comit to working hard in class to get the assignment done here at school. 

So, what can be done at home?  Students can look for information in books, go to the library, or search for great web sites.  Then the information is brought back to school and the partners decide what to do.  Parents can talk to their student and find out what they have learned about their ecosystem.  Maybe do a search and see if there are any nature shows on television that will be on air over the next few weeks.  (I know there is an upcoming NOVA show on caves!)

Links attached:       food chain games

Guidelines:  typed or handwritten,  neat, pen or pencil, use ruler for data table, perfect circles for drawings, RUBRIC stapled to front of paper, first and last names on both your paper and the RUBRIC. 

Remember, you will not have time to do anything in class on Tuesday, except make your drawings and observations.  No time will be given to complete the writing of your final lab paper. 

email me if you have questions, or send a comment from the link at the bottom of this post.

Final paper for the Brine Shrimp Lab is due on Tuesday, 1/31  (See post below for Scoring Guide/RUBRIC)

EVERYTHING must be done, except your day 8 obervations and drawings.  We will write a conclustion in class after you have made the observations of the tanks and the drawings.  Absolutely no time for final touches or getting help will be provided.  I’m not being cranky, we just will not have enough class time.  If you have a question please post your comment here, or send me an email ( LornaV@spokaneschools.org ), or come into the classroom at 8:15 on Tuesday morning. 

RUBRIC stapeled to the front of your final, with name and period. 

If you need to look at the RUBRIC it is here -  Brine Shrimp Lab RUBRIC