week 6

By

 Lab 

As usually we began class by checking on the fast growing plants. We then started the lecture and talked about flowers, more specifically flower dissection. We went over what aspects of flowers are male and female and also different parts of flowers like the petals and sepals. We then moved on to a quick  lecture on pollination then we were able to model how it works by using dried bees and the plants the class grew. We also talked about NGSS some more in relation to this week's discussion. The classes ended with a lesson over sea turtles and how cause and effect plays a role in sea turtles birthing process.




 Focus Questions:

  1. What did you learn this week?

  • I was able to find out more about sea turtles and what they go through during birth. One Thing that I didn't know about sea turtles is that they are in their eggs for two months. 

  1. Are you able to relate what you learned to what you already knew?

  • I did have some previous knowledge on how pollination works and the process bees have to go through. In class I was  able to get a closer look at how pollination works, especially how the pollen sticks to the bees. 

  1.  What are new or remaining questions? 

  • During the lecture we talked about DNA and traits.  One question I have is what types of examples can be considered an environmental factor that affects someone's traits.  

Comments

  1. Nathan MurrayFebruary 25, 2024 at 6:35 PM

    Thank you for your post. I also learned that sea turtles are in their eggs for 2 months. Your pictures of turtles are cool. Are they from something you experienced?

    ReplyDelete

Post a Comment

Popular posts from this blog

week 7

By
Image
  Lab This week in discussion we participated in more hands-on activities rather than a full on discussion. We did start class by talking about more genetic materials and vocabulary that we would need to know for the following exam. We did two main activities this week, the first one involved creating our own DNA strands out of candies. With our partners we created double helix strands that consisted of the backbone of the helixes, and then the two main types of base pairs. After we finished creating our strands, we also worked on a gene list of partners to create our baby faces. Throughout the packet, we flip a coin to determine what the dominant gene would be, which also determines how each aspect of our child would look like. After finishing the packet and creating our baby we also answered some questions about vocab and personal preferences.                                       ...
Read more

week 14

By
Image
  This week in the lab is similar to the week before we revisited one of the concepts of the learning about throughout the class. We talked about a plunger and how particle movement happens when we suction the plunger onto different surfaces. The main idea we wanted to go with in this week's discussion was how particles are pushed out of the plunger when it gets sections, and how less space creates the last chance for particles to move around.    Focus Questions: What did you learn this week? One of the main things I learned about this week was how the movement of particles within a suction down plunger becomes more stiff, rather than loose since most of the particles are pushed out of the plunger bowl area.  Which parts did you find clear and which were confusing? I understood the main ideas that we had to get from how the particles are pushed out of the plunger. But I was a little confused as to how we were supposed to explain the words, especially in a way that st...
Read more

week 4

By
Image
  2/11 Lab During this week's discussion, we began the class by looking at the fast plant students have planted the week before. We also looked at a jar of caterpillars, they were very small. We then began the lesson by talking about lesson plans, and the different segments within them. We also talked about what find modeling is and how it provides a framework to plan, develop, and deliver a lesson. We also discussed different ideas. We should have in mind when choosing a model. We ended the class by talking about the 5E model of science instruction. The 5 E's search for engagement, explore, explain, elaborate, and evaluate. To gain a better understanding of the 5E we created quick presentations with a group which went over what each E was in the rolls, teachers and students have within each E. Focus Questions: What did you learn this week? One main thing I learned this week from discussion was the 5E model of science instruction. Before the class I had heard about each of the ...
Read more

Week three

By
Image
Lab  This week's class went over the process of germination which is the process seeds go through to become seedlings. The growth of a plant is like a cycle since most plants need to  be planted and go through germination and become plants and begin to  flower as well. Some students were also able to plant seeds to be more hands on and also gain a better understanding of  germination.The class also learned about different life cycle of species like butterflies. Finally the class also planted 40 day fast growing plants.  Focus Questions: What did you learn this week? After lecture I was able to gain a better understanding of life cycles. More specifically the idea of the specifics behind the different aspects of them that are important.  Are you able to relate what you learned to what you already know? I did have some previous knowledge on life cycles of plants and some different mammals. But I was able to further my knowledge of life cycles more specificall...
Read more

week 8

By
Image
  This week in class everyone discussed the activity we did last week which was the babyface packet. The main discussion was about mutations that can occur in DNA. They also use a mutation simulator that gives us a chance to see what happens when there is a mutation in a DNA sequence. It also defines different aspects of DNA becoming protein.    Focus Questions: What did you learn this week? While using the simulation I was able to gain a better understanding of how mutations can affect DNA and what it looks like during the process of protein / DNA  translation and transcription. Are you able to relate what you learn to what you already know? Like most, I have learned about DNA in school. In my science class we did have a lesson about what DNA is but we didn't really dive into mutations . During this week I did gain more information about mutations and how they work and some of their outcomes.  How can you apply what you learn from your teaching in the future? I...
Read more

week 13

By
Image
  This week in discussion, we began talking about density. Then working with our table groups to draw/write down an example and reason behind why different substances have different levels of density. We then reviewed the past activity that we completed with M&Ms and water but this time we tested how long it took for different M&M colors to fully melt into the water. We then added sugar to the water to determine whether or not this would change the reaction the M&Ms had when we put them back into the water.    Focus Questions: What did you learn this week? One thing I learned about this week was how easy it is to make understanding things like levels of density interesting. This is mainly because one question that we had to answer was why do different substances have different densities. In one example my group came up with was to use cheese to show different levels of density.  Which parts did you find clear and which were confusing? Do they think that I...
Read more

week 10

By
Image
  Lab  Just listen closely to one over the process of evolution. Watch the video in class about different types of evolutions that are still seen in humans, even if they are predominant like human tails. We also talked about the homework that we did the week before and expanded our understanding of 3-D learning during a class discussion. We also participated in an activity where we use forks, knives, and sticks to collect beans. We used different utensils to act as predators, capturing our prey, which one of the beans with specific traits being the different color beans. The goal of this activity was to demonstrate the process of adaptation and natural selection within different ecosystems.   Focus Questions: What did you learn this week? I was able to learn more about 3-D learning. In the homework we were able to choose the questions that we wanted to answer so I like to date her class discussion. I was able to gain more information on what other classmates thought about...
Read more

Week two

By
Image
  Lab  This week in the lab we first went over NGSS (next-generation science standards). We learned about the three main dimensions of learning science. What are your practices, core ideas, and crosscutting. We also talked about four domains of disciplinarian ideas (physical science, life, science, earth, and space, science, and engineering). We then navigated through the NGSS website. We went over how to read the code in titles of different sections and the performance mix expectations that are included within each standard. Finally, we talked about the eight core characteristics of living things. After going over the different characteristics, we then created a large poster paper information sheet. On the sheets, my group chose different prescriptions for the different characteristics. After we finished writing, we also added different drawings to better introduce the characteristics.   Focus Questions: What did you learn this week? One thing I learned about this w...
Read more

week12

By
Image
  This week in discussion, we talked about different properties of matter which include mass texture, shape, density, volume, and more. We then started our activity. We were given a bunch of different materials like crayons, erasers, wood, aluminum, and other objects. With our table groups within collected data on whether or not the different materials will sink or float, the mass they have, and how to differentiate between a big piece and a small piece, if two different pieces would have the same volume. We also tested whether the materials will conduct electricity, or be attracted to magnets.   Focus Questions: What did you learn this week? One main thing that I learned from this week was whether or not certain materials will sink or float. Some of the materials that were tested I predicted would actually sink and vice versa. For example, I thought that a paper clip would have floated, but it actually sank. Are you able to relate what you learned to what you already knew? I ...
Read more