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Tuesday, June 14, 2016

Chapter 9/10 Online Exploration

1. Watch the brainpop video: https://www.brainpop.com/science/ecologyandbehavior/foodchains/
 Play the food chain game: https://www.brainpop.com/games/foodchaingame/

2. Go to the website and answer the following questions:  http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/producersconsumers.htm
 a. What is the difference between a producer and a consumer?
 b. Give three examples of each: herbivore, carnivore, and omnivore.
 c. What are decomposers?  What would the environment look like if we had no decomposers?

3.  Play this game!  https://ecokids.ca/swf-files/gamesPage/chain_reaction.swf
Copy the NORTHERN Food Chain and the FOREST Food Chain into your notebooks and answer the following questions: a. What happens if you take the frog out of the FOREST Food Chain?
                                        b. What happens if you take the fish out of the NORTHERN Food Chain?

4.  http://www.sheppardsoftware.com/content/animals/kidscorner/foodchain/foodchain.htm
 a. Draw a picture of "photosynthesis."

5. http://www.goldridge08.com/1games/foodchain.swf
a. What does a food chain show?
b. What is the purpose of an arrow in the food chain?
c. Green plants are called _________ because they make their own ____.
d. Give three examples of a consumer.
e. If most food chains begin with green plants, where do they get their energy from?
f. What makes the bird both a predator and prey at the same time?

6. Complete the meadow, arctic and pond foodwebs:  http://www.harcourtschool.com/activity/food/food_menu.html

7. http://www.iknowthat.com/ScienceIllustrations/foodchains/science_desk.swf
a. __________ eat only plants.
b. __________ are meat-eaters.
c. __________ eat both plants and animals.

8. Dichotomous Key for Bugs
Use the dichotomous key to help you find the name of each bug.  Type each bug's name in capital letters then flip the switch to see if you are correct.
 http://www.zerobio.com/dichotomous_bugs.swf


9. Using a dichotomous key for the identification of fish.  Keys are tools that provide a systematic (step-by-step) way to identify plants and animals. A series of choices are made based on the organism's characteristics to discover its identity. 

a. http://fergusonfoundation.org/btw-students/fish-identification/
 There are 10 fish that need to be identified, good luck!
b. http://fergusonfoundation.org/btw-students/macro-invertebrate-identification/
After you have identified all of the macro-invertebrates, which stream is the healthiest, Lazy Branch or Scrubby Creek?
c. https://nationalzoo.si.edu/education/conservationcentral/walk/walk4.html
Leaves, twigs, and bark can help identify trees.  Scientists must be able to identify trees to understand the relationships between specific plants and animals in an ecosystem.  Use dichotomous keys to help you identify trees in this ecosystem.

 http://www.biologycorner.com/worksheets/foodweb.htm
a. Answer the following questions in your notebooks
10. Identify the:
1. Producers

2. Primary Consumers

3. Secondary Consumers

4. Herbivores

5. Carnivores

6. Omnivores

7. What elements are missing from this food web?


b . In your notebooks, Construct a Food web using the following animals.  This ecosystem represents a farm area.  The corn is the main source of food for many of the herbivores in the area.  You do not have to draw pictures, you can just use the animal names and draw arrows between them.  
SNAKE,  CORN , CATERPILLAR, DEER, CROW, MOUSE, COUGAR, SQUIRREL, MICROORGANISMS (decomposers)


11. Water Critter Key - Life in a Pond 
Learn how using a dichotomous key can help you classify an organism
a. Open up the following two websites in  different windows:  http://dnr.wi.gov/org/caer/ce/eek/critter/watercritter/critterindex.htm
and http://dnr.wi.gov/org/caer/ce/eek/critter/watercritter/aquatict.htm

12. Play the following games: 
  http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm   http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm
http://www.sheppardsoftware.com/content/animals/kidscorner/games/animaldietgame.htm

13. https://www.brainpop.com/games/foodfight/Ecogame.swf

Monday, June 13, 2016

BIOME Ecotourism Advertisement

BIOME Ecotourism Advertisement

Biomes are the major regional groupings of plants and animals discernible at a global scale. The biome concept embraces the idea of community, of interaction among vegetation, animal populations, and soil. A biome (also called a biotic area) may be defined as a major region of distinctive plant and animal groups well adapted to the physical environment of its distribution area.


Assignment:    Some IS 220 Pershing teachers would like to take a trip this summer, as we would like to experience the best that nature has to offer. Your job is to prepare an audio/video travel presentation for your biome, convincing them that YOUR biome is the best one to visit!  Your project should include the following:


1.      Type and Name of your biome [selections for type will be made in class] and Where your biome is located – countries, latitude etc.  You should be able to point out where your biome is located on a globe.

2.    What the climate in your biome is like (average temperature and precipitation for each of its seasons.) Interesting facts about weather/climate in your biome could go here. An example of a climatogram  [also called climatograph] should be included as well.  


3.    The sights or features of your biome a tourist would see. i.e. Tell us about the typical topography of your biome and about the most common plants and animals that characterize your biome; be specific! 

4. Find two endangered species (one plant and one animal) that reside in your biome and discuss them. Why are they endangered? (Habitat destruction? Hunting? Climate change? Other?)

5. Be sure to include an example of a food chain/food web found in your biome using the following terms: the sun, producer, consumer, predator, prey, herbivore, omnivore, carnivore and decomposer . 

6.    Any characteristics of your biome that make it special or important.  What would I do during the day and night while exploring this biome?  Are there any ecotours or eco adventures possible?  Make sure to include pictures!

7.    Effects that humans have had specifically on your biome, and why they have had such impact.  How is climate change affecting your biome?  Link any relevant articles here. 

8. Bibliography – on a separate page or slide[see information at the end]

***Your Biome Travel poster/pamphlet/slide show should include all of the above, and should be crafted so that it is in your own words: [i.e. DO NOT SIMPLY CUT AND PASTE INFORMATION FROM THE INTERNET!!!]***

Use these websites to assist you: 
http://lmgtfy.com/?q=biomes  (search: images)


mrconsidinescience@gmail.com


A. Tundra  
B.  Deserts
C.  Temperate boreal forests
D.  Tropical rain forests
E.  Grasslands and savannas
F.    Coral reefs
G.  Coastal wetlands
H.  Freshwater wetlands, rivers, and lakes
I.     Oceans

J.     Islands
K. Taiga/Boreal Forest

Tuesday, May 31, 2016

LAB #11 – Using a Microscope


LAB #11 – Using a Microscope

microscope is an instrument used to see objects too small for the naked eye. The science of investigating small objects using such an instrument is called microscopyMicroscopic means invisible to the eye unless aided by a microscope.  There are many types of microscopes, the most common and first to be invented is the optical microscope which uses light to image the sample.

      Problem

      How can we tell the difference between salt and sugar?

Hypothesis




Materials
Microscope
Salt
Sugar
Celery leaves
Various slides


Procedure

1.             Make observations of salt and sugar at different degrees of magnification. 
2.             Make observations of celery leaves at different degrees of magnification.
3.                                 Make observations of various slides at different degrees of magnification.

Results


Observations with no magnification

Salt
 Compare/contrast
Sugar





Observations at 40X magnification

Salt

Sugar





Observations at 100X magnification

Salt

Sugar





Observations with no magnification

Celery leaves
 Human hair
fingernail





Observations of various objects with 40X magnification


Celery leaves
Human hair
fingernail







Observations of various objects at 40 X magnification


Various slides
Various slides
Various slides








Observations of various objects at 100X magnification


Various slides
Various slides
Various slides









Observations of various objects at 100X magnification


Various slides
Various slides
Various slides








Analysis

1.         How did the microscope assist you in visualizing the various objects?

2.         Why does the microscope stage have a hole in it?

3.         Which parts of the microscope enlarge the image of the specimen?

4.         If the specimen appears blurry, what should you do first?

5.         Describe the correct way to carry a microscope.

6.         If you are looking at a slide with the objective lens on the 10X, what is the total magnification of the specimen?

Conclusion














1. Label the following parts of the microscope:
1.          Eyepiece lens
2.          Coarse Focus
3.          Fine Focus
4.          Objective lens
5.          Arm
6.          Stage
7.          Base







Tuesday, May 24, 2016

Organization of an Organism Project



Organization of an Organism Project


:
Score
Criteria
4
You have labeled and spelled correctly: organelle, cell, tissue, organ, organ system, organism; you showed creativity; your arrows are appropriately placed.  Your descriptions are accurate, and the picture is relevant.
3
You have labeled and spelled most of the following terms correctly: organelle, cell, tissue, organ, organ system, organism; you showed creativity; most of your arrows are appropriately placed.  Your descriptions are accurate, and the picture is relevant.
2
You have labeled and spelled some of the following terms correctly: organelle, cell, tissue, organ, organ system, organism; you showed little creativity; some of your arrows are appropriately placed.  Your descriptions are mostly accurate, and the picture is relevant.
1
You are missing most of the following terms and none are spelled correctly: organelle, cell, tissue, organ, organ system, organism; you showed no creativity; you drew no arrows.  Your descriptions are somewhat accurate, and the picture is somewhat relevant.
0
You turned in nothing!

Sunday, May 22, 2016

Lab #10 – The Celery Experiment

Lab #10 – The Celery Experiment

Problem

How does a plant get water from its roots to its leaves?

Hypothesis 




Materials
Celery
Celery seeds
Food coloring
Water
Plastic cup
Scissors
Ruler
Hand lens
  
Procedure
 1.          Make observations of your celery seeds in the Results.
2.          Make observations of your celery stalk in the Results.
3.          Cut about 2.5 cm off the bottom of the celery stalk and make observations on the celery stalk’s cross section.
4.          Fill up a plastic cup with 250 ml of water and add two drops of food coloring.  Put your celery stalk, cross section down and leaves up, into the cup of colored water. 
5.          Make observations on your celery stalk experiment.  Make sure to include color and other details such as height, number of leaves, width of cross section, etc.
  
Results
1A                                                                            1B
Observations on the celery seed
Observations on the celery seed magnified


2A                                                                            2B
Observations on the celery stalk
Observations on the celery stalk magnified


3A                                                                             3B
Observations on the celery stalk’s cross section
Observations on the celery stalk’s cross section magnified


4A                                                                            4B
Observations on the celery stalk in colored water
Observations on the celery stalk in colored water magnified




Analysis
1) What happened to your celery stalk overnight?
2) How do you know that the water reached the top of the plant (celery stalk)?
3) Look for small circles at the bottom of the stalk that are the color of the food coloring you used. (These circles are xylem, the tubes that carry water up the plant.) Draw pictures and make observations about the xylem in your celery.

Observations on the celery stalk in colored water




Conclusion