Tuesday 13th May

First Blog of the new unit!

Note- if you can’t get your blog to work, you can use the Word template from K:\Student\Student Access\MS – HS\Science\Grade 7 Science\Student Blogs\Blog08May.docx

When you’re finished, save a copy to: K:\Student\Student Submissions\Science\MR TAYLOR\Grade 7 Science\Student Blogs

Tasks that must be completed before the end of the lesson:

(look at Mr T’s example)

1. Short Reflection on the Ecology unit

- What did you enjoy about the unit?

- What do feel proud of achieving?

- What activities helped you learn the most? What about the least?

- How do you plant to improve your learning in future?

2. New Post: Machines.

- What are two tings you really want to find out in this unit?

- How am I going to find these things out?

Copy-paste and read this section and answer questions a-d:

Answers can be found on pages 59 & 60 and in your notes this week.

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Machines: the basics

A FORCE is a push or a pull that can cause and object to move or change direction. We measure force in NEWTONS (N), which tells us how much effort is being applied in a specific direction.

One example of a force is GRAVITY, which pulls us towards Earth. Gravity is a force that attracts all objects with MASS (i.e.everything!). Our mass is simply how much matter (stuff) we are made of and can be measured in KILOGRAMS (kg). This never changes, unless you add bits on or take them off.

Gravity gives us WEIGHT, which is measured in N or kg. On Earth, our mass and our weight are the same. However, if we go somewhere where gravity is different, our mass stays the same but our weight changes. The same things happens if you put an object in water – the mass doesn’t change, but the upwards force of the water makes the object seem lighter.

a. How many kilograms (kg) are equal to one Newton (N) on Earth?

To make an object move, we must apply a force. We call this EFFORT.

b. What unit do we use to measure effort?

Sometimes, the effort required to carry out a task is too much – but because we are human geniuses, we can use machines to help us.

c. In what three ways can machines change a force?

- Change the size of a force, e.g -

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d. There are three main types of machines:

- Simple machines, which do one thing, such as levers, inclined planes, wheels or gears.

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If you manage to finish all of that, turn to the final page of your unit handbook and think about what topic you might like to write a magazine article about.

OK, get to work!

New Unit: Machines (and a bit about the Universe)

Don’t forget to bring your unit handbooks to each lesson and come prepared to ask questions and get stuck into some practical work.

Advanced warning:

26th May – bring a bike

28th May – we’re going on a trip

Challenge: how many types of machine can you see in this video?

Test Tomorrow!

Section A: vocab &  T/F        Section B: Short answers        Section C: Your endangered species

Topics to revise:

1. Vocabulary

2. organic/inorganic matter

3. plants and energy (photosynthesis)

4. herbivores, carnivores, predators, prey

5. orders of consumers

6. food webs and chains

7. food pyramids

8. decomposing

9. endangered species

10. human impacts on food webs/ species

Worm and Anit-worm Tanks: the Final Post

Here are the final pictures of the worm-tank investigation.

This is the worm tank:

This is the anti-worm tank:

Questions:

1. What differences can be easily seen between the two tanks?

2. Is this the result you expected?

Here are the results of the changes in measurements:

Worm tank before – Total = 15cm; leaf layer = 25cm; compost layer = 17cm; soil layer = 5cm.

Worm tank after – Total = 15cm; leaf layer = 15m; compost layer = 9.5 cm; soil layer = 5.3cm.

Anti-worm before: Total = 26cm; leaf layer = 26cm; compost layer = 19cm; soil layer = 5cm.

Anti-worm after: Total = 19cm; leaf layer = 19cm; compost layer = 15cm; soil layer = 5cm.

Or, if you’re more visual, here are the results as a graph: (click for full size)

More questions:

3. Why did the soil layer get bigger in the worm tank but not in the anti-worm tank?

4. In the worm tank, why did the compost layer get much smaller, but the soil layer only got slightly bigger?

5. Why do you think the leaf layer remained much the same in both tanks (why didn’t it change much)?

6. Even though there were no worms in the anti-worm tank, the compost layer still got a bit smaller. Can you suggest a reason for this?

Tuesday 8th April

OK, Here are your tasks for today:

1. Again, make sure that you have read and responded to any comments Mrs Bonzo has left on your blog

2. Load the eScience2 Cd on the virtual CD drive and carry out the ‘foodwebs’ interactive. Or just open the textbook:

K:\Student\Student Access\MS – HS\Science\Grade 7 Science\Heinemann 2\eScience2.pdf

and click on the link on page 139.

Work through the interactive and use it to help you review the topic so far.

The last section of the interactive shows the organisms arranged in pyramid shape. Can you work out why (and explain in your blog) there is a bigger area for the producers than the consumers?

3. Challenge: see if you can find a simple diagram of a food pyramid (pyramid of numbers) on the internet and embed it to your blog. Can you explain why the pyramid gets smaller as it gets closer to the top? What is happening to the energy?

EXTENSION QUESTION:

Create a new post entitled ‘decomposers’.

Find an image, video or animation of an organism decomposing from the internet and embed it to your blog. Explain what is happening to the organism – where is it going? Is it just ‘disappearing’?

Tuesday 1st April

FREE TIME!

(only joking – April Fools…)

Mrs. Bonzo has checked all your blogs and made comments on them – read the comments and leave a reply on your own blog. Take note of her advice as you continue to work on this project.

These blogs will count towards your marks for the unit, so make sure that you are putting in the best effort you can.

TODAY’S LESSON:

1. Make sure that all your work is up-to-date and that you have completed the tasks to the best of your ability.

2. Complete the other task from last week’s lesson.

3. Print off your favourite blog post or the front page of your blog to include in the portfolio for your student-led conference .

If you get it all finished:

Look for cool animations, videos or pictures related to food webs, trophic levels or predators and prey and embed them into your blog. Make a note of why you chose that item and how it helps you remember the topic.

Here’s a cool video of a killer whale attacking a great white shark:

There’s another cool video after the jump:

Tuesday 15th March

Message from Mrs. Bonzo:

“Bring in work for your portfolio tomorrow. If we have spare time, we’ll get ready for next week’s student-led conference.”

You guys have done some really good work this year, such as the blood stories, blood drive project, practicals and tests. Why not stick them in? You might even want to print off your blog page and include that – it’ll be interesting to talk about.

OK, time for today’s lesson:

1. Make sure you have finished the task about your group’s experiment. Ask for help if you need it.

2. Complete the tasks below by copying the image to your blog and answering the questions.You can complete them in any order, though it will be easier to start with the one you learned about in yesterday’s lesson.

3. Leave comments on three friends’ blogs (friendly and productive – no name-calling or making fun).

Task A:

6. Name two species which compete with each other for food.

7. Name two species which have no predators in this food web.

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Task B:(try this if you did station 6 or get bored)

1. What would happen to the rabbits if the foxes disappeared?

2. What would happen to the toads if the predacious insects disappeared?

3. What would happen to the predacious insects if the spiders disappeared (think carefully)?

4. What would happen to the hawks and owls if the foxes and snakes disappeared?

5. What would happen to the foxes if the hawk and owl population increased?

6. Name two species which compete with each other for food.

7. Name two first-order consumers.

8. Name two predators.

OK, get to work!

How are our experiments doing?

It’s been two weeks – time for an update. You need to create a new post and embed the image for your group – and then tell us what you have observed!

Here are the decomposition chambers:

Here are the seeds and beans:

What differences can you see in the size/ shape/ colour of the plants?

Here are the worm tanks – have you been keeping up with your measurements?

What living and non-living factors are in this habitat?

It’s the school pond. And the students don’t count, as they are standing outside the fence.

Cool time-lapse video of cress growing

Here’s a nice video of cress growing:

Maybe you want to post it to your blog? Maybe you want to try to find a better one*? Go ahead. Ask for help if you need it in embedding the video clip. (Blogger users need to copy/paste the embed code in the HTML option)

* better videos include plants growing – not beards.