Science Themes
(updated
10/29/10
)
Mini Experiments
B) Life Science
Forces and Simple
Machines
iii)Catt-Trax2 (a special gobal connections study: 2007)
Our primary text is BC Science PROBE 5
b) vocabulary
c) assignments
d) assessment
f) link to related websites periodic table, interactive, another
1.
What is a prediction?
2.
What does "scientific method" mean?
3.
How does changing the variables in an experiment change the
experiment?
4.
How do we evaluate 'fairness' of a given experiment through design
and experimenting?
5.
What are the steps we follow when we design and complete an
experiment?
b) vocabulary (vocabulary flash cards)
1) carbon dioxide: one of the gases
produced when fossil fuels are burned. CO2 helps keep the earth warm. It is one
of the most important greenhouse gases.
2) chemical change: or
chemical reaction is a change that occurs when you mix substances. The mixing
results in a new substance with properties different from the original
substances.
3) dissolve: when a
substance is blended with another to create a new solution
4) fair testing: making
sure that you change just one variable at a time
5) molecule: the
smallest particle of a chemical substance. Molecules can consist of one atom or
more atoms bonded together.
6) observations:
watching and taking notes of everything (using all of the senses) that happens;
you may record using a notes, a table, chart, graph
7) particles: an object
or body
8) prediction: an answer (with reasons)
to the experiment question
9) procedure: a series
of steps that can be followed repeatedly to produce the same results
10) question: a
testable question that can be answered by conducting an experiment or test
11) results: a record
of your observations e.g. notes, numbers and illustrations
12) scientific process:
the procedure followed for scientific investigations (see mini-lesson)
13) separate:
separation is a process that changes the mixture of substances into different
products.
14) solution: a mixture
of one or more substances dissolved in another substance e.g. sugar dissolved
into water
15) substance: any
material used in a process in chemistry
1) mini-experiments:
a) read Conduct and Investigation text pp 236-239
b) complete six class-guided mini-experiments (including four fair-testing ones) using set forms
2) design your own experiment (two pages, one you complete when you try your experiment and one you set up (with materials and procedure) for your peer)
a) read Design Your Own Experiment text pp 240-241
b) follow the text guidelines
c) complete your experiment making changes or corrections or clarifications as needed
d) have a peer complete the experiment and write up the documentation
1) mini-experiments (e.g. detail, procedure) (see rubric)
2) participation (care and attention to procedure and safety)
3) evidence of improved skill in following the process (e.g.
recording observations)
4) design of own experiment
5) vocabulary quiz
*facts and information related to experiments
Pre-lab: The Power of “Sea” Water (see why)
- H2O (water) + ClNa (salt)
- salt makes the
water denser
- denser water
supports more weight
- increasing salt
makes water increasingly denser
- when water becomes
dense enough the egg floats
#1 Curds and Whey
- milk + with C2H4O2 or Acetic Acid (vinegar)
= a chemical reaction
- the vinegar causes
the milk to separate into two parts
1) curds is
the coagulated (thickened) part of the milk
2) whey is the watery part of the milk
#2 Solid or Liquid ! (see why)
- water + cornstarch = a suspension (neither a solution nor reaction)
- when you are not pressing it, the molecules are relaxed, watery
#3 A Different Form (see why)
- CHNaO3 (Sodium bicarbonate or baking
soda) + C2H4O2 (Acetic
Acid or vinegar) = a chemical reaction, acid reaction
- when sodium bicarbonate dissoves in vinegar, it reacts with the water and forms OH which reacts with the acetic acid to form water
- the fizz is carbon dioxide
#4 Green Pennies (see why)
- Cu (copper or penny) + mixed C2H4O2 (Acetic Acid or vinegar)
= a chemical reaction
- mixture turns the penny green
- copper + oxygen = copper oxide, copper oxide makes pennies look dull and dirty
- vinegar is a weak acid and dissolves the copper oxide making a blue-green complound called malachite
#5 Naked Egg (see why seeFeb 10)
- uncooked egg + mixed C2H4O2 (Acetic Acid or vinegar)
= a chemical reaction
- vinegar changes the
calcium from a hard shell to a soft, rubbery, transparent shell
#6 Your Own Choice (check out these resources)
b) vocabulary
c) assignments
d) assessment
f) link to related websites
1.
The blood keeps our cells healthy. What are these cells?
2.
What are the main parts of the circulatory system?
3.
What does the circulatory system do?
4.
What foods are good for our heart?
5.
What are some ways that we can help make our heart stronger and
healthier?
b) vocabulary (although we will discuss and work with all of the
following words, the * words will be tested) (word document listing vocabulary
only)
see flashcards, vocabulary sheets or
glossary sheets with word
mapping
1) cells: our
body's building blocks, different sizes and shapes (muscle cells, brain cells,
nerve cells, bone cells, skin cells, & blood cells) image
2) blood
vessels: stretchy tubes our blood travels through
3) circulatory
system: the route our blood travels through e.g. our blood vessels (arteries,
capillaries, and veins) and our heart that work together to pump blood through
our bodies (takes 26 seconds to circulate once) image
4) arteries:
these big vessels carry blood away
from the heart, rich with oxygen and food, to the capillaries
5) capillaries:
very little, thin vessels that carry the blood through our cells; as it passes
through, it carries waste products out through our breath
6) veins:
larger than capillaries, these vessels carry the blood from the capillaries
back to the heart; very little oxygen or food in this blood
7) heart:
strong, powerful muscle that pumps the blood through your body; is a two part
pump (right side takes in the blood while the oxygen-rich blood leaves out the left side to travel
through your body
8) carbon
dioxide: waste gas which is exchanged for fresh oxygen in our lungs
9) blood: the
fluid that runs rich with oxygen and food from our heart, through our arteries,
through our capillaries, then through our veins back to the heart
10) valves:
one-way doors to keep the blood from flowing backwards e.g. so the good rich
blood does not get mixed up with our waste filled blood image
11) heart
attack: when the blood stops flowing to a part of the heart
12) stroke:
when the blood stops flowing to the brain image
13)
arteriosclerosis: when the blood vessels carrying the blood get clogged,
interfering with the blood flow
14) pulmonary artery: takes the blood to the lungs, where it picks up oxygen
15) aorta:
the main artery from the heart that divides into other arteries that carry the blood to the rest of the body
16)
pulse: occurs each time your heart pumps
17) oxygen: a gas found in the air you breathe in image
18) nutrients: materials your body needs to stay alive and grow image
* support activities for learning this vocabulary:
crossword puzzle (How quick are you able to complete the crossword?)
word search
c) assignments (see Human
Body Systems, page 1, for a word document of the assignments)
2) Create your own personal Canada
Food Guide with examples
3) Personal Planning Activity: Plan a healthy menu for a day
4)
practice activities for healthy living eating, activity
pretest healthy eating
daily work (e.g. notes, glossary sheets,
poster).....................75%
theme
quiz.............................................................................25%
|
Topic |
Notes |
Main Idea |
|
Healthy Food |
- grains:
bread, pasta, rice grains =
healthy, digestive, system - fruits
& vegetables: carrots, grapes, strawberries, tomatoes - fruits
& vegetables =vitamins, minerals - milk
products: yogurt, cheese, ice cream, milk - milk
products= calcium - meat
& alternatives: meat, eggs, beans, dried peas - meat
& alternatives = protein - 5
grains, 5 F & V, 3 milk, 2 meat |
4 food groups important |
b) vocabulary
c) assignments
d) assessment
f) related links
1) What is a
system?
2) What is a human
body system?
3) What are some of
the key human body systems?
4) How are human
body system interconnected?
1) system:
- complete whole made up of different parts
2) body system:
- complete whole made up of different parts
- set of individual body systems working together
3) interconnected:
- connected together
- a systems of connected parts working together
4) respiratory system:
- body needs oxygen
- involves mouth, nose, trachea, lungs
- we breath in oxygen, we breath out carbon
dioxide
5) digestive system:
- involves a group of organs that help break
food down so that our bodies can use the nutrients and get rid of the waste
- uses organs that work together to keep
digestion going
- mouth, esophagus, stomach, large intestine,
small intestine
- hydrocholoric acid used by the body to help
break down food
6) circulatory system:
- heart pumps blood thoughout your body
- oxygen into lungs, blood with oxygen enters
left side of heart and onto the body cells
- from the body cells the blood travels back to
the heart, carbon dioxide filled blood travels back to the lungs
7) skeletal system:
- our framework, gives us our shape
- 4 groups of bones: skull, spinal column,
ribs, bones in arms and legs
- joints allow your bones to move
- cartilage is a gel-like material that reduces
the friction between the bone ends and your joints
8) muscle system:
- muscles are attached to the bone by tendons
and other tissues
- muscles enable us to move our body
- we can strengthen our muscles by making them
work
9) nervous system:
- gathers, stores, and controls the body's
information
- it collects information about the body's
external situation, this helps us to survive
- example: when you place
your hand on a hot stove, the nerve ends in your hand send a message to your
brain that says "move your hand!"
c) assignments (see Human
Body Systems, page 2, for a word document of the assignments)
1) To Begin: http://www.biology4kids.com/files/systems_main.html What is a system?
2) Texts: As a class, we will “Read for a Purpose” selections from the following texts: our text
a) Science Probe 5 Unit B (weblinks)
b) Literacy in Action Unit 3
c) text adapted from World Book online
3) Vocabulary
4) Mini Research:
a.
notes: record notes from information from 3 - 5 sources that address the
following questions….
o
What is your system and how does it work, function?
o
Why is it important to our body?
o What other systems does your body system work with? Describe. (How is it interconnected with other human body systems?)
b. Vocabulary
o
On our vocabulary
sheets, you must identify 6 essential vocabulary words that we need to
understand in order to understand the system you are researching.
5.
Showing ‘What you Know’:
a.
question sheet answered in complete
paragraphs (digitally, paper, ppt etc)
b.
presenting what you have learned
daily work (e.g. notes, glossary sheets, notes, pulling it together, outline,
question sheets, presentation).....................90%
theme quiz................................................................................................................10%
Our primary text is BC Science PROBE 5
b) vocabulary
c) assignments
d) assessment
g) link to related websites
1.
How do forces affect the movement of an object?
2. What is a machine and how do we use machines in our daily lives?
3. What are six simple machines and how are they similar and different from each other?
4. What is acompound machine?
5.
Chapter 1: Forces around us affect the movement of objects.
1) force: a push or pull on an object
2) friction: a force that resists movement
Chapter 2: Machines use forces to do work.
1) work: the result of using force to make something move
2) effort force: the force that is needed to push, pull, or lift an object
3) machines: anything that makes work easier for us
4) simple machines (see notes):
5) lever: a simple machine with a straight rod or board that turns around a fixed point
......fulcrum the fixed point on which a lever turns
6) wheel & axle: a simple machine a circular object, the larger part of a wheel and axle (rod) that turns around a rod
..... axle:
7) pulley: a simple machine that has rope or chain wrapped around a grooved wheel
8) inclined plane (ramp): a simple machine a sloped surface
9) wedge: a simple machine with a thick end and a thin end; the thin end is used to lift, hold, or push objects apart
10) screw: a simple machine that has an inclined plane wrapped around a central core to form a spiral
Chapter 3: We use simple and compound machines to do work for us.
compound machine:
a machine made up of two or more simple machines
1) notes (minimum 5 pages) on the essential questions # 3 (for individuals type, at least three different resources e.g. wheels and axles...text, encyclopedia, online)
2) complete a 'Simple Machines All Around Us' sheet while view http://www.mikids.com/Smachines.htm
3) design a simple machine (label) (pp 56-57)
4) complete a 'Compound Machines All Around Us' sheet
5) research the use of machines (pp 80-81)
6) design a compound machine (label)
7) science fair
Notes:
- simple machines have few or no moving parts
- they make work easier
1) pulley:
- uses a rope that fits into the groove of a wheel
- one part of the rope is attached to a load
- when you pull on the rope, the wheel turns and the load is
lifted
- examples: flag poles, sailboat, blinds, crane
2) ramp:
- sloping surface
- changes the effort and distance needed in doing work,
makes it easier
- examples: staircase, bottom of a bath tub, ramp, slide
3) lever:
- a board or bar that pivots
- helps to lift a load
- the closer the load is to the pivot point, the easier it
is to move
- examples: door on hinges, teeter-totter, hammer, bottle
opener, crow bar, using a hammer to remove a nail
4) screw:
- an inclined plane wrapped about a rod
- used to hold things together
- examples: bolt, spiral staircase, jar lid, meat grinder
5) wedge:
- two inclined planes, the planes meet and form a sharp edge
- used to split things
- examples: axe, zipper, knife, a fork, nail
6) wheel:
- a larger wheel connected by an axle, the axle goes through
the wheel letting it turn
- the wheel move a larger distance than the axle but need
less force or energy to move it
- example: door knob, wagon, roller skates
7) another simple machine is the gear
- gears use toothed wheels that fit together through a chain
or belt
- examples: bicycle gears
b) vocabulary
c) assignments
d) assessment
1.
What does 'renewable' and 'non-renewable' mean?
2. What does 'resource' mean?
3. What does 'living' and 'living' resource mean?
4. What are different ways BC extracts or harvest our resources?
5.
What does 'environment interconnected' mean?
6.
What are potential environmental impacts when using BCs resources?
7. How do we affect (strengthen or threaten) living resources in their natural habitat?
b) vocabulary (although we will discuss and work with all of the
following words, the * words will be tested)
see vocabulary sheets and word mapping
1) resource *: something we use to help us e.g. to survive, to work
2) natural resource: living and non-liviing materials in nature (image)
3) environment: our surroundings (image 1 contrasted with image 2)
4) environmental impact: the power to cause change e.g. result of littering on beaches (image)
5) ecosystem: living organisms and their environment working together as a community (image)
6)
7) renewable *: can be renewed, replaced (in a relatively short period of time), sustained e.g. forests, fish species, water, soil (image)
8) non-renewable *: one of a kind or takes millions of years to form naturally, not replaceable; cannot make new again e.g. coal, oil, or natural gas (image)
9)
10) harvest: (or extracting) taking any resource from the Earth's surface e.g. trees, salmon
11) life cycle:
stages a living organism passes through over its life time e.g. salmon (image)
12)
13)
* support activities for learning this vocabulary:
crossword puzzle
word search
notetaking: (bullet form) (venn diagram, another ) (column: KWHL, ) (spoke style) (webbing, another)
Resources:
video: Life Cycle of Salmon (Discovery Channel)
Our primary texts include: Catt-Trax2 Journey, Catt-Trax2 update site, and Danny's Blog
b) vocabulary
c) assignments
d) assessment
f) link to related websites
Our primary text is from the
b) vocabulary
c) assignments
d) assessment
f ) link to related websites
g) other e.g. books
h) alternate lessons
1.
What does 'renewable' and 'non-renewable' mean?
2.
What does 'resource' mean?
3.
What does 'interconnected' mean?
4.
What does 'habitat' mean?
5.
How do we affect (strengthen or threaten) the sturgeon's natural
habitat?
b) vocabulary (although we will discuss and work with all of the
following words, the * words will be tested)
see vocabulary sheets and word mapping
appearance
1) protrusible
mouth: thrusts outward e.g. the sturgeon thrusts out its mouth to suck up food (image)
2) barbels: whisker like feelers used to find food (image)
3) habitat *: the natural home or environment where a plant or animal normally lives (image)
4) ecosystem: living organisms and their environment working together as a community (image)
5) juvenile: a young fish or animal (image)
6) adaptation *: to adjust to environmental changes (image)
7) resource *: something we use; natural resources include water and minerals (image)
8) conservation *:
the management of human use of natural resources to sustain or increase the
population (image)
9) endangered: any
species that is likely to become extinct (image)
10) predators *: a
living thing that preys, destroys, or devours another (image)
11) extinct
*: no longer present in its original range (image)
12) evolution *: the process of changing over time (image)
13) life cycle:
stages a living organism passes through over its life time (image)
14) non-renewable *: one of a kind or takes millions of years to form naturally, not replaceable; cannot make new again e.g. coal, oil, or natural gas (image)
15) renewable
*: can be renewed, replaced (in a relatively short period of time), sustained e.g. forests, fish species, water, soil (image)
1) create glossary sheets for
the vocabulary (Vocabulary Development,
2) record notes from information from
written, viewed, and spoken sources
3) maintain an e-journal: while exploring links, record
a) what you explored
b) something you learned
c) what you still want to learn more about
4) e-journal: You will maintain a weekly e-journal. Each entry is dated and includes
a) what you did
b) what you learned
c) any lingering questions you still have
d) spelling and punctuation accurate
e) any other information that you think helps your understanding of the sturgeon
d) assessment (see Multiple Ways to Study for a
Test)
also........play Jeopardy
as a way to help you study
daily work (e.g. notes, glossary sheets, e-journal,
poster)....................80%
theme
test.............................................................................20%
e) Sturgeon Notes (rtf version for recording notes)
|
Date |
|
Science |
Fish & Habitat Website (text)
www.bcfisheries.gov.bc.ca
|
Topic |
Notes |
Main Ideas |
|
Appearance |
- large,
> 6 meters, 600 + kg |
-
cylindrical in shape |
|
Habitat |
- move,
little, summer - winter
location, 100+ km - adults,
deep, fast water, rivers - near,
bottom -
juveniles, slow, sloughs, backwaters -
spawning, locations, different - murky,
channels, pebbly, sandy - or main
channels, large boulders |
- various
habitats |
|
Feeding |
- bottom
feeding -
sensitive barbels, locate, prey -
extendible mouth, sucks up - small,
chironomids, e.g. insect larvae - large,
fish, chironomids (flies) |
- bottom
feeders |
|
Recovery
Planning |
- -
Fisheries, Nechako, - all
levels, government - First
Nations + restoring population - purpose:
stabilize & rebuild pop. - goal,
self-sustaining - to date,
2 parts - 1) long
term, restore population - 2) short
term, preserve gene pool, prevent loss |
-
replenish population to self-sustaining |
1) How can we
explore science concepts using real-life events?
2) How does 'high
technology' (e.g. computers) help us learn in new ways?
3) How does high
technology (versus low technology such as textbooks) change how we learn new
ideas and information? (access anytime, any place)
4) What is
sustainable ecology?
5) How are
6) How can one
Canadian make a difference? ( e.g. individual researchers, purchases)
1) awareness:
having knowledge, understanding
2) biology: natural science: living organisms e.g. plant and animal life
3) connections: links e.g. political, social, envionmental
4) conservation: preservation, protection, planned management
5) global: worldwide, relating to entire world
6) ecology: biology, natural science, interrelationship of life &
environments
7) environmental: ecological, factors that affect ecology e.g. climate
8) management: supervising, managing, caring for
9) natural resource: supplied by nature e.g. water, plants etc
10) renewable resources: can be renewed, replenished, remade
11) sustainability: keeping, preventing depletion or permanent damage
1) e-journal entries: Every couple of days, read Danny Catt's blog
and record something you have learned, something you are wondering, and
something you might like to know more about. Remember, the e-journal is where
you record your thinking and reflections. Also, write questions that you would
like to ask Danny when we get a chance to speak with him.
2) vocabulary: develop vocabulary
sheets
3) record key word (highlighting or notes
) from information from written, viewed, and spoken sources
4) mini research: Global Connections In pairs or alone,
research a geographical location or an environmental connection. (check over lesson 5 and choose a link
to focus your research) (essay topic: we
will use but not enter)
.....a) in your group, choose a focus with global connections
.....b) create a web showing some of the connections you are
already able to make
.....c) review the text (in your notebook) and try to fill in some
details (see sample web)
.....d) your assignment must include:
1.
notes (key words) with cited resources for each set of notes
2.
final text of information from notes (e.g. paragraph structure,
spelling, sentence structure)
3.
list of resources (at least five)
4.
clearly stated global connections (ecological, climatic, social or
economic)
5.
presentation: e.g. Power Point (with notes section), formal
report, story, or any other form to Show
What You Know
daily work (e.g. notes, class partication, vocabulary
sheets)............................40%
e-journal ..........................................................................................................20%
research .
........................................................................................................30%
community knowledge (wiki)..............................................................................10%
Catt-Trax notes (not yet available)
