HAPPY THURSDAY

Today in class we...DISSECTED A SHEEP HEART!!

Before we dissected the heart we had to take a quiz :( Luckily I didn't have to take it because I wasn't in class on Wednesday, so I don't really have much to say about it. Sorry

In the dissection we had to locate the pulmonary artery, which happened to be on top of the heart, and the coromary arteries, which were located in the fat on the heart. Before we could slice and dice the heart we had to show Ms.Stein that we knew the right side of the heart from the left side and locate the right and left ventricles and the right and left atriums.

We found out that if you stick one finger in the pulmonary artery and another finger in anotehr hole in the heart far enough then your finegrs will touch!!!

Homework:

1) Read 33.2

2) Four Corners Sheet

3) Finish the Heart Lab if you didn't finish it in class


THE NEXT SCRIBE IS...

MICHELLE

Happy Passover!

Today in Bio we started off by getting our UP (11-17) pages that we annotated and then filled out the questions for stamped. After getting our homework stamped we took a bunch of notes on the heart, circulation and Blood vessels. When we talked about the circulation in humans we figured out that humans have a four chambered heart (2 ventricles on bottom and 2 atriums on top), we also have double loop circulation which means the blood not only circulates through our body it, also circulates through your lungs as well. We then reviewed the heart diagram we were given and named all the parts to review for our quiz tommorow (no word bank). Then we started our coloring homework at the end of class (not all diagrams need to be labled!).

Parts on Diagram:
Supirior Vena Cava
Infirior Vena Cava
Pulmonary Vein
Pulmonary Valve
Pulmonary Artery
R/L Atrium
R/L Ventricle
Tricupsid Valve
Septum
Bicupsil Valve
Aortic Valve
Aorta
Desending Aorta
Where you would find Oxygenated blood and Deoxygenated blood




HOMEWORK
UP 21-23--- Color and Label specified diagrams
QUIZ----- ON Heart


Next Scribe: Olivia

Halfway through the Week

Today, we started off class by turning in our kidney dissection worksheets and with Mrs. Stein selling some hope bands. (Which people should wear on Friday!) Then we continued by taking some notes, about the kidney and the nephron. This is the nephron picture that Mrs. Stein on the powerpoint:

The Nephron is the basic unit of the kidney. In it filtration and reabsorption happen. Filtration- water, urea, glucose, salts, amino acids, and vitamins filter into the nephron.Most proteins and blood cells remain in the capillary. Reabsorption- needed materials re-enter the bloodstream Collection- concentrated urine is collected and leaves kidneys via ureters.

Kidney:

• 
  
  
  The kidney removes metabolic wastes



• 
  
  
  Maintains homeostasis: - it keeps salt and water balance

3 steps: 1.) Filtering blood 2.) Reabsorbing nutrients 3.) Collection and excretion of urine

And then at the end of class we did pages 17 and 18 in the UP.

After that we did an experiment with urine to check what was in it. Jacob and Sam were the helpers and I also think Jacob ended up tasting one of the urine samples!!

Homework: Test is on FRIDAY!

KIDNEY DISECTION!

IN CLASS:
-Discussed rules and expectations of the kidney dissection
-Kidney dissection

HOMEWORK:
-Finish kidney dissection lab (UP 23-28)
-Unit test on Friday

KIDNEY DISSECTION:
The dissection was not bad at all. We had to cut off the fat tissue and then cut the kidney in half and examine and figure out the different parts. Then Mrs. Stein quizzed each lab group by pointing to a part of the kidney and asking each person what she was pointing to. All in all i think it wasn't too bad and everything went pretty well. Most people finished early. Also, if you were not in class today you are still able to complete the questions that go along with the lab.

OMG IT'S MONDAY!!

GREAT STUFF YOU GUYS!! KIDNEYS!! :D Ok... we've started the class by getting two stamps for UP 19-20 and the Lab we did last week. Tomorrow we will be dissecting a sheep KIDNEY!! I can barely hold my excitement :] Next we answered these questions on the board: 1) What organs are the part of the excertory system? 2)How does the excretory system play a role in homeostasis? 3)What does the cartoon below illustrate? What does it do? (I couldn't find the exact picture but this was close enough.) Answers... 1) Liver, skin, kidneys, and lungs. 2) Balances the body to keep metabolic wastes out. 3)A nephron, it is the functional unit of the kidney (it filters the blood) Next we went over our lab and the results of the nutrition test.

Please make sure you get the correct results from a friend....

-For the bread, it should defiently be positive for starch but everything else could be either or... Bread is a fortified food.

-If you tested cheese for starch (which you didn't have to..) it would test positive (which shouldn't) but the powder on the cheese that prevents it from sticking to eat other is the only thing that has a starch compound in it..

-Why is there no fat in potatoe?? Potatoe is full of carbohydrates and if you don't consume the energy you get from it it is store and converted to fat...

We also took some notes.....

Excertion -The removal of metabolic wastes from the body. -CO2, salts, water, nitrogenus waste, uric acid and urea -Excertory organs - lungs remove CO2 - skin removes salt, water, and some urea - kindeys are the main excretory organ Excretory System -Renal arteries carry "dirty" blood from the aorta to the kidneys. (Unfilterd blood) -Renal veins carry "clean" blood from the kidneys to the inferior vena cava -Ureters carry urine from the kidneys to the bladder -Urethra carries urine out of the body. We were suppposed to watch some videos afterwards but youtube wasn't working... OUR HOMEWORK.... -Read over our kidney dissection UP 23-28. -Tomorrow is the last day to visit Mrs. Stein for a homework pass. -Test Friday STUDY!!!! :O Next scribe shall be..... Ariana !! :D

Yes!!!! it's Thursday! (: 1 more day/ then weekend!!

In Class: So basically, all we did in class today was:

- get our Enzymes and Digestive Fluids Chart stamped
- went over the chart

- talked about different types of digestions and where they occur - also talked about different fluids and their functions
- continued to work on the Nutrient Lab

Check to make sure your answers are correct for the Enzyme Chart!
(answers will be given going from the "enzyme/fluid name" all the way to the "what results from its action" The words/answers are put in order according to the BLANK spots) (horizontally)

1. Salivary Glands. Starch.
2. Pepsin. Polypeptides
3. Liver. Fats. Smaller Lipids.
4. Pancreatic Amylase. Maltose
5. Stomach Protein. Smaller Polypeptides.
6. Lipase. Fatty acids/glycerol.
7. Duodenum. Glucose.
8. Sucrase. Sucrose.
9. Lactose. Glucose/galactose.
10. Peptidase. Protein.

We also did a little review for our quiz tomorrow. As Mrs. Stein said, "everything from this week is fair game." So be sure to look over all the readings that were assigned and your notes! in other words STUDY! Here are a few questions she asked us......

Q- What is the process of carbohydrate digestion? Where does it occur? What enzymes are involved? What do they get broken into?
A- Starches get digested in the mouth. Amylase breaks down starch then into maltose which is TWO sugars, and from that it turns into glucose, which is ONE sugar.

Q- What fluids are found in the stomach/their functions?
A- pepsin: breaks down proteins.
hydrochloric acid: kills bacteria/lowers ph so pepsin works.
Rennin: proteins that work on milk.

Q- What is lipid digestion? What do they get broken down into?
A- Break down into fatty acids/glycerol.
(breaking down is known as emulsification)

Look over diagrams!!!! Know parts and their functions.

Lastly, we worked on the nutrient lab.
Used 2 test tubes and mixed water with Benedict's solution in them and then put the tubes in boiling water. Both tubes were light blue before we put them into the water. After a few minutes we noticed a color change. One of the tubes went from being light blue to yellow then green then orange and then finally turned brick red!.

http://autumnmarcita.files.wordpress.com/2010/10/benedictstest-1.jpg

HOMEWORK:
-Study for quiz!
- Nutrient lab due tomorrow during class

next scribe is, Serena! (:

The Week is Half Over!

Homework:-Enzyme chart with reading (also use section 33 in textbook)
-visit Mrs. Stein in her office for a homework pass!
-sign up for science contest (for extra credit)
-Nutrient lab due some time in class on Friday

First in class, we discussed nutrients and here's what we discussed...

I -testing for carbs-simple--SMALL, less energy
                          -complex--BIG, more energy (starch)

II -testing for protein---> amino acids

III -testing for fat (lipids)--->glyceol & fatty acids

IV - testing for food <UNKNOWN>

Nutrient Lab

Today, we got our new lab groups and STARTED the nutrient lab. We only did the starch part of the lab.
We had to put starchy water into a beaker and then we added iodine. If the test was positive, then the startchy water would turn blue-ish black...

here's what it looked like when we put the iodine in.. (the iodine started out being orange-ish brown)
When we stirred that up, the whole thing turned darker and black and dark blue.


Next Scribe is.....Yvette

Sphincter Time!!!!!!!!!!!!!!!!!!!!!!

Sup Everybody

In class we took notes here are tha main ideas. The food goes through the one way tube called the ailementary canal. It starts with the mouth where mechanical digestion (teeth) and chemical digestion (Saliva, contains enzyme Salivary Amylase) break food down. It then goes to the esophagus, which connect the pharynx (throat) to the stomach. It enters stomach past a Sphincter, which closes to keep food and stomach acid from going back into esophagus. The stomach is a muscular sace lined with mucus that expands and contracts to perform mechanical digestion. It also uses chemical digestion by activating pepsin that breaks down proteins. Nex is the small intestine beginning with the duodenum, Here carbs, lipids and everything else is digested here and nutrients are absorbed. The SI is lined with Villi which increase surface area. In the large intestine water and indigestible junk is absorbed, bacteria absorbs the vitamin K in the food and you are keft with FECES. The other structures involved that arent places the food travels are the liver which makes bile qhich emulsifies fat, gall bladder which stores bile, and pancreas that makes enzymes.

HOMEWORK: Pre-lab about nutrients and read 30.2.

An Airhead for your troubles

I know you want it

The Next Scribe is Melissa

Happy Monday

when we got to class we settled after picking up a note card and new unit packet then mrs stein passed back our grade reports. then we talked about the science contest! if you participate you can get extra credit but don't ask how much because mrs. stein hasn't decided. pretty much its a contest on how well you answer a few questions relating to science on april 14th. only one period that you sign up for to go to the advent is when you will be competing. you create a team of four people and freshman are more valuable because we haven't taken as many science classes as upperclassmen (yay us!) if you want more details read the website: https://webmail.glenbrook225.org/owa/redir.aspx?C=caf88c51729148829a2f662a0033e31e&URL=http%3a%2f%2fwww.glenbrook225.org%2fsouth%2fdepartments%2fscience%2fPages%2fhome.aspx. after we talked about getting new seats when people return from spring break. also we filled out a post card about how comfortable we felt with dissection and if we wanted to do a lot of dissecting or not and who we worked well with. these will help mrs. stein determine new lab groups. new we talked about what we already know about our new unit! 

- teeth and saliva break down food

- layer of mucus protects stomach from acid which would destroy the stomach

- small intestine is 30ft?

- large intestine is 10ft?

- our bodies take all nutrients from food and give it to the blood then the blood transports the nutrients (this happened in the small intestine)

- waste is released

- nutrients: 

         1. protein   2. fat   3.carbohydrates   4. water   5. vitamin   6. minerals 

goals of digestion:

         breaking stuff down, absorbing nutrients and releasing waste

HOMEWORK: 

30.3 with flow map (starting with mouth ending with anus) 

see mrs. stein to talk about the last quarter for a homework pass by tuesday

extra credit if you enter the science contest and if you place top 4 you get even more extra credit!

Spring Break Soon!!!!

Homework:
-U.P. 45-46 due tomorrow
-read textbook pages pg. 704-705 only
presentations tomorrow--make sure you get your project handed in by 8AM tomorrow!
wierd plant quiz-Thursday
PLANT TEXT FRIDAY!!

Today we started class by getting our Plant of the Day--->String of Pearls- it looked like peas!

We also talked about how for the presentations you should be animated, project your voice, and engage the class!!! and you will get a good presentation grade.

NOTES:

Pollination:
*pollen transfers from anther to stigma
--self-pollination: pollen fertilizes ovule of same plant
--cross-pollination:pollen fertilizes ovules of another plant
*Increase genetic variation

Fertilization
1. Pollen lands on stigma
2.Pollen tube grows in the style
3.Sperm and egg form a zygote

Double Fertilization
*2 sperm enter the ovary
*1st sperm fertilizes the egg; results in a zygote (2N)
*2nd sperm fertilizes in the polar nuclei forms endosperm (3N)

Cross Pollination Methods
*Wind Pollination
-Inefficient, high pollen production
-Flower are smalls and not not colorful
*Vector Pollination
-more efficient
-Plants attract pollinators by...
-color
-fragrance
-nectar

Coevolution
*Two species evolve in response to changes in one another

Seed Disperal
*Wind
-Maple trees, dandelions
*Barbs stick to animal fur
-Buraock plant
*Animals eat and excrete seeds


Next Scribe is.......Sabina!!!!!!!!!!!!!!!!

MOSSY BALLS!!!!!!!

Today's plant of the day was a moss ball. The moss ball is actually made of algae, so don't let its name confuse you

In class we...
-Reviewed the vascular system
-Took a quiz on photosynthesis
-Started our homework, which was to read pages 669-671 & 674-677 and to complete a double bouble map comparing stems and roots.


Don't forget that our national park presentations are due next week, so get cracking on those power points.

Here are some pictures of plants and photosynthesis because I don't know what else to scribe about.






















The next scribe will be DAVID!!!!!

PiGmEnT LaB!!

hey guys soo sorry!haven't really been home but this is what we did in class on thursday, since we were just in the imc on friday.

we started off with taking some notes and learning a

little bit about pigments and light and

photosynthesis.

Light and pigments

-light travels in waves

-different colors have different wavelengths

-white light is a mixture of all colors in the visible spectrum

-a red wavelength is the longest and least energy

-purple wavelength is the shortest and most energy

-plant pigments absorb sunlight

-chlorophyll is the green pigment neede

d for photosynthesis

Photosynthesis

-the reactants are CO2, H2O, light energy

-the products are O2, C6H12O6(glucose)

-TWO reactions:

-Light reaction

-Calvin Cycle(light independent reaction)

Chloroplast structure

-Thylakoid- sacs contain chlorophyll

-Granum- stacks of thylakoids

-light reaction

-Stroma- open space

-Calvin cycle

Next in class we did a lab on UP pages 69-72 about pigments in plants. We rubbed the pigments from two different leaves of plants(spinach and red leaf) onto a piece of filter paper and let it sit in a beaker with 70% isopropyl alcohol for about 15 minutes. After the 15 minutes we observed the paper and the d

ifferent colors that showed up on the paper represented the pigments in the leaves. Here is the key for the types of pigments:

COLOR PIGMENT

Red anthocyanin

Faint Yellow carotenes

Bright Yellow xanthophyll

Yellow green chlorophyll b

Green chlorophyll a

The data my group collected was the spinach leaf had chlorophyll b, chlorophyll a, carotenes, xanthophyll in it, and the red leaf had all of those and also anthocyanin. Here are some pictures of the lab we did.

The homework for thursday night was read 8.2 and 8.3 and do either UP pages 81-85 or a reading strategy of your choice, and also finish the pigment lab and research for your national park(march 23). The homework for the weekend is to read 643 and 664-666. There is no reading strategy but we will need to know this because Ms. Stein will not be lecturing on this. I hope everyone had a great weekend!! :)

The next scribe will be.. Neal!

Wednesday...wow it feels like a tuesday!

"Plantlets"
Spider Plant at my house :)



We started the class by turning in the plant lab which was due today. We then talked about the AMAZING plant of the day, which was the SPIDER PLANT! An interesting thing about the spider plant, is that it can self-propagate. This means that it can produce a baby plant of itself that roots in the soil. "Plantlets" are spider babies that the plant produces. It is a common houseplant that produces white flowers. After we finished talking about the plant of the day, Mrs. Stein demonstrated with the class Venus fly trap of how it closes to catch prey. She stuck a metal object inside an open trap and it closed up. It was pretty cooolll!!

Then we had a discussion about energy by answering a worksheet with our lab groups. Afterwards, talked about the questions as a class and Mrs. Stein elaborated on them.
Some of the questions were: (in up page 61)

Q:What is energy? Describe some characteristics of energy.
A: It is the ability to do work and it cannot be created or destroyed. It is TRANSFORMED!

Q: What is energy used for in living things?
A: to live and carry out functions

Q: What contains energy?
A: light, electric, sun, heat, chemicals

Note: When we consume food, we are consuming chemical energy which is stored in electrons of chemical bonds. In our body, our mitochondria is producing ATP.

Q: Why should you wear a white shirt on a hot day, not a dark shirt?
A: Dark colors absorb more heat or wave lengths of light and a white shirt reflects all wave lengths of light.

Q: What do you know about photosynthesis?
A: It is the process by which plants convert light energy into chemical energy. The energy is stored in bonds of carbohydrates and plants make glucose by using photosynthesis.

Q: Describe the structures of a leaf that allow it to carry out the function of photosynthesis.
A: The shape of the leaf, being flat, increases SURFACE AREA which allows maximum light absorption. The cuticle prevents water from evaporating and the palisade layer is compacted with many chloroplasts. It is towards the top which allows maximum light absorption.

We talked about now light travels in waves and how colors have different wave lengths. "White" light is a mixture of all colors in the visible spectrum and plant pigments absorb sunlight. Chlorophyll has green pigments which is needed for photosynthesis. It reflects mostly green and it absorbs most all other colors.

We also reviewed Mrs. Stein's blog because SAM did not blog...so look at her post from last night.

HOMEWORK:
1. Read section 8.2 and 8.2 with UP pages 81-85 OR a reading strategy of your choice that fits reading-DUE FRIDAY!
2. Work on plant national park project
3. up pages 67-68

THE NEXT SCRIBE IS.....MADISON!

First day of Plants!!!

Hello fellow class mates! Here is my blog post.
Ok so when we first walked in we got an excited welcome from mrs stein! She was very excited because we are now moving into the plant unit. We received a large yellow packet. So if you did not get one yesterday it is a good idea to pick one up asap. We started class off with the first plant of the day! This plant was... The baseball plant!! It is a round succulent plant. Very interesting stuff! All the plants we learn about will b on the test so keep the sheet!! Next we took plenty of fun notes on plants, and how they evolved. That was a good time.... But! We moved on to the most exciting part of the day. The lab. It is pages 5-7 that was also hw along with page 19. In this lab we went around and looked at different plants. It was our job to take our best guess at what type of plant it was. The choices were fruit, stem, root, leaf, or flower. It was a pretty difficult choice for some plants but overall a very interesting and fun lab! Well that was my blog! I hope u enjoy it and I'm glad I do not have stand in the corner holding paper with my nose. Peace!

Our next scribe will be... NEAL

Invertabrates

Yesterday in class we talked about invertebrates.



-First we turned in our unit packet pages (14,21-28) and our invertebrate profiles.

-After turning the assignments due we went over our green charts which discussed invertebrate animal phylums.

(Does not include unique characteristics)
Porifera:
-Drift or swim freely
-Have no symmetry
-Sexual and asexual
-Have many holes
-Do not have any systems present
-Yellow Sponge, Tube Sponge, Bath Sponge



Cnidaria:

-Stationary, free swimming, jet propulsion
-Radial symmetry
-sexual and asexual
-1 body opening
-Simple nervous tissue & simple digestive system
-Coral, Jellyfish, Sea Annemony, Hydra

Nematoda:

-Free living using cilia & muscles
-Bilateral symmetry
-Hermaphroditic sexual reproduction, asexual by fission
-2 body openings
-Nervous, digestive, excretory systems
-Round worms, Ascaris, Vinegar Eel:

Platyhelminthes:

-Muscles work with hydrostatic skeleton
-Bilateral symmetry
-Sexual
-1 body opening
-Nervous, digestive, excretory systems
-Flatworm & Planaria

Annelida:

-Hydrostatic skeleton
-Radial symmetry
-Sexual & some hermaphroditic
-2 body openings
-Nervous, digestive, excretory, circulatory
-Leach & Earthworm

Mollusca:

-Stationary, jet propulsion
-Bilateral symmetry
-Sexual & some hermaphroditic
-2 body openings
-Nervous, digestive, excretory, crculatory, respiratory
-Colossal Squid

Anthropoda:

-Jointed exoskeleton & walking
-Bilateral symmetry
-Sexual
-2 body openings
-Nervous, digestive, excretory, circulatory, respiratory
-Land Crab

Echinodermata:

-Endoskelton
-5 part radial symmetry
-Sexual & most have seperate species
-1 body opening
-Nervous, digestive, excretory, water vascular system (respiratory & circulatory)
-Starfish
After we went over the green chart wemoved on to the lab. In the lab we looked at a grasshopper, a spider, and a crayfish, all three very different invertebrates. The lab showed us the differences and similarities in the different species.

Hw: 24-25 in the unit packet

Next scribe is..DAVID!

Happy Tuesday

Today in class we turned in our Cornell notes on 18.3. We took notes on kingdoms (exciting stuff) and worked on the shark lab. MOST IMPORTANTLY, WE GOT TO HEAR ABOUT THE PERSON IN MS.STEIN’S 2^ND PERIOD CLASS WHO MAKES FUN OF HER!!! OOOoooOOOoOoo

We learned that there are six different kinds of kingdoms and three different kinds of domains. The freaky animal of the day was… THE STAR-NOSED MOLE

Class: Mammalia

North American

Unique snout with a circle of 22 mobile, pink, and fleshy tentacles

Used to identify food by touch, such as worms, insects, and crustaceans

Status: Critically endangered

P.S. I think that it looks like the character mole in the cartoon version of the movie Atlantis, if anyone remembers that movie.

Homework:

Shark Lab- UP 9-12

Read section 26.1

TV ad- 2/28

NEXT SCRIBE IS…

DANIEL!!!!!

Happy Valentine's Day

when we walked in the door we were to pick up the unit 8 packet, animal of the day and a calendar of the upcoming assignments 

next we took a reading check quiz on 18.1

after we learned about a new profile project which is due on the 22nd

then we took notes on the animal of the day which is a Hagfish in the Agantha class

next we took a few notes on...

Classifying and Animal Diversity 

- based on

evolutionary relationships

biochemical and DNA similarities 

- Taxa means a group

Naming Systems

- binomial nomenclature (genius and species name)

- developed by Carolus Linngeus

- examples: Homo sapin, Felis domesticus 

  *remember to underline when writing*

lastly we worked on an exercise involving categorizing aliens into groups based on what they look like.. more to come tomorrow

Homework: 

- read 18.3 cornelle notes (due tomorrow)

- profile (due 2/22)

- TV ad (due 2/28)

Olivia is our next scribe

The Blog Post Of Wenesday, Febuary 9, 2011 (:

Today in class we first teared out from our book lab 40 but we didn't end up doing that lab so we could have time to answer test questions! BTW I'm really happy that we didn't do that lab becuase we had to do something with REAl and GROSS huge grass hoppers. soo yeah...

We then turned in UP 44-47 and we got our 26.3 notes stamped!

THEN.....we took notes!! (fun!!)

Here are the notes....

What is a Primate?
*Binocular Vision
*Developed brain
*long fingers and toes
*Rotating shoulders

What Make us Human?
*Characteristics of the Hominine Family
-Bipedal
-Opposable Thumbs
-Larger Brains

Hominine Evolution
*Ardipithecus ramedus, "Ard", 4.4 mya
*Australopithecus afarensis, "Lucky", 3.2 mya
*Homohabili, "handy man", -200,000 years ago
*Homo Sapien
-modern human- 100,000 years ago

After the notes we spent aome time going over the objectives part of our packet (first page of UP)
Some stuff we went over FOR THE TEST and some things you may have questons on.....

Homologous Structures- pretty much the same basic structure but with a different funcion but also made out of the "same stuff". example--- a whales arm and human arm

Genetic Drift- when a RANDOM group of individuals go off and start a new population (look at the diagram with the bottles and the blue and yellow marbles)

Gradualism- understanding that evolusion happened SLOWLY -bit by bit

Punctuated equilibrium- understanding that evolution happened fast and with a rapid change

aerobic- with oxygen
anaerobic-without oxygen


HOMEWORK:
TEST FRIDAY!!!!!!
TV ad 2-28

AND....we had a bio day on Thursday!!!

NEXT SCRIBE IS TAYLOR!!!

Tuesday and Friday combo!!!

TUESDAY: It was tough toremember but we did a lab on the different kinds of structures: Homologous, vestigial, and analogous structures.

FRIDAY: Ok I know what happened on friday. We took a lot of notes on Genetic variation, Genetic drift, what defines a species, speciation, adaptive radiation, convergent evolution, coevolution, and relative and radioactive dating oooo la la.

The homework from friday was to read 19.1, finish UP 33-36

I dont know who needs to scribe so i will pick on monday, ooooooo a mystery oooooooohhhh

Evolution!

Welcome Back!!!

After getting new seats, we started our new unit on Evolution! Everyone was REALLY excited! We started off by playing a game of written 'telephone' to illustrate how things can change over time.  In the process, we learned that we aren't the best artists! We then brainstormed a little bit about what we already knew about evolution... below is a summary of our brainstorm:
-Change over time
-"we evolved from monkeys"... NOT TRUE!!! we shared a common ancestor with monkeys!
- Darwin is credited for 'natural selection' and 'survival of the fittest'
- Evolution is a THEORY, not a LAW.. but it does have a lot of evidence

We then started a movie about Darwin's voyage.

A Timeline of Life

ARIANA will be our next scribe!
For Homework... nothing is due tomorrow, however, you need to do a DOUBLE BUBBLE MAP titled "Darwin v. Lamark" using the readings from 16.1, 16.2, and 16.3.  It is due Weds.  Be sure to do a good job of including specifics IN YOUR OWN WORDS! See moodle for help with the format.

Also, come visit Mrs. Stein for a HW pass before next Tuesday! 

Lets all get off to a good start!