25 May Science 7 Primates

http://pin.primate.wisc.edu/factsheets/entry/rhesus_macaque

http://pin.primate.wisc.edu/factsheets/entry/rhesus_macaque/behav

http://pin.primate.wisc.edu/factsheets/entry/rhesus_macaque/cons

http://pin.primate.wisc.edu/factsheets/entry/rhesus_macaque/links

http://pin.primate.wisc.edu/factsheets/entry/rhesus_macaque/ref

Dian Fossey

The Lost Film of Dian Fossey

Gorillas in the Mist

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24 May Science 8 Actions–Becoming Carbon neutral and Carbon negative–Day of the Triffids

Actions?

Pulling CO2 from the atmosphere

http://e360.yale.edu/feature/pulling_co2_from_atmosphere_climate_change_lackner/2996/

Homeless and helpless caterpillars to be given a helping hand

http://www3.imperial.ac.uk/newsandeventspggrp/imperialcollege/newssummary/news_19-5-2016-13-10-39

This country isn’t just carbon neutral, it’s carbon negative

https://www.ted.com/talks/tshering_tobgay_this_country_isn_t_just_carbon_neutral_it_s_carbon_negative

Day of the Triffids (what issues and scientific ideas become tropes in these sci-fi horror films?)

(original film) https://www.youtube.com/watch?v=D5W8iBTi3v8

(remake) https://www.youtube.com/watch?v=X6CruxqLp-U

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20 May Science 8 Which human impact topics “impacted” you? Student actions in support of the environment?

  1. What was your greatest accomplishment from the human impact on the environment project? Describe and explain fully.
  2. What topics did you know least about?
  3. What topics did you learn most about? Give examples of some of the things you learned.
  4. What topic areas seem most significant to you? Explain.
  5. What concepts are puzzling or confusing to you? List all you can think of. Explain what is puzzling or confusing.
  6. What concepts did you notice as puzzling or confusing for your classmates–from your topic and from others?
  7. (How, for example, do you understand the mechanism by which an increase in the concentration of carbon dioxide in the atmosphere leads to global warming? What do you think actually happens with sunlight and carbon dioxide molecules? After all, the proportion of the atmosphere that is composed of carbon dioxide is pretty small  0.0397%–though the concentration has increased dramatically 280 part per million in 1850; 407 parts per million in 2016. How can such a “small” amount have such a large effect? Are analogies like a “blanket” accurate?)
  8. What did you find challenging about planning (discussion and activity)?
  9. To what extent did you practice your activity and try out any hands-on parts? Was your practice sufficient? Why or why not?
  10. What aspects of the topics related to concepts studied in other parts of the year? Explain.
  11. Where do you feel most inclined to take action(s) in order to address the problems described in the human impact projects?

Good news: http://www.theguardian.com/environment/2016/may/18/portugal-runs-for-four-days-straight-on-renewable-energy-alone

Students’ action in support of the environment:

http://www.bostonherald.com/news/columnists/bob_mcgovern/2016/05/mcgovern_sjc_sides_with_teens_in_global_warming_fight

 

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17 May Science 7 Evolution and behavior of dogs and monkeys

Humans still evolving

http://www.sciencemag.org/news/2016/05/humans-are-still-evolving-and-we-can-watch-it-happen

  1. Describe any experiences you have had with: a) domestic dogs; b) wild canids (jackals, wolves, coyotes, foxes, wild dogs); c) non-human primates (monkeys and apes)
  2. Describg
  3. e your knowledge of: a, b, c (Include sources–direct observation (where and when), books, magazines, websites, videos, lectures)

Begin reviewing information about dog behavior and collecting good references on dog behavior:

See these ethograms and pictures (dogs):

http://people.tamu.edu/~j-packard/scienceinaction/pred_etho_canid1.pdf

http://www.suesternberg.com/etho/

https://rogerabrantes.files.wordpress.com/2012/09/canineethogramsocialagonisticsep12.jpg

https://rogerabrantes.files.wordpress.com/2012/06/canineethogramsocialagonisticphotos.jpg

 

Sampling videos animal behavior

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13 May Science 7 Submit Beak Simulation data display and analysis; plan for final classes; dog and monkey behavior

Submit assessment (data display and analysis). Paper copy and dsn.

  1. Describe any experiences you have had with: a) domestic dogs; b) wild canids (jackals, wolves, coyotes, foxes, wild dogs); c) non-human primates (monkeys and apes)
  2. Describe your knowledge of: a, b, c (Include sources–direct observation (where and when), books, magazines, websites, videos, lectures)

Begin reviewing information about dog behavior and collecting good references on dog behavior:

Sampling videos animal behavior

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11 May Science 7 Summative assessment project–bird beak simulation

Work in the following pairs:

Period 6: Emelie / Rie ; Lola / Henry ; Maya / Keisuke ; Genta / Matias ; Haneol / Syahiran

Period 8: Benjamin / Harshita ; Julian / Sanaya ; Maya / Bharat ; YeonEun / Ritu ; DongHa / Aanya ; Julen / Segi ; Sang Hyun / Shani ; Arjun / Andrea

finches

Carry out the bird beak simulation (see handout or link above). Additional instructions will be given in class. Collect all data.

As individuals:

Make a visual display of the data (be sure to following good graphing practices–choose a scale that covers all the data, that makes the graph as large as possible AND that is convenient). Label axes with variable name and unit. Include a title. Graph first in pencil and make sure it is correct before using ink. Write a summary of the simulation explaining the procedure, the data, and the way natural selection of beak size is modeled. Be sure to connect the data to your ideas. Also describe which parts of the simulation correspond to reality and which parts do not. Also make a statement referring specifically to the standards. The visual display and written portion are due at the end of the next class. They should be submitted in hard copy AND uploaded correctly in your digital science notebook. You must do original work.

Natural Selection and Adaptation SA

  1. Students will carry out a simulation related to the natural selection of bird populations in the Galapagos. The simulation will generate quantitative data based on bird beak size.
  2. Data is collected from the bird beak simulation and analyzed.
  3. Analysis is made and conclusions drawn with respect to structures, environmental effect on bird populations, adaptations, and natural selection.
  4. Product: 1. Visual presentation of the collected quantitative data and analysis. 2. A brief summary of the simulation, collected data, and the cause and effect relationship between beak size and natural selection of bird populations.

The learning standards to be assessed:

Science and Engineering Practices

  • Developing and using models
  • Using mathematics and computational thinking

Cross Cutting Concepts

  • Cause and effect
  • Structure and function

Disciplinary Core Ideas

  • Natural selection and adaptations
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10-12-16-18 May Science 8 Activities and Discussions

In the news–update bibliographies:

  • Period 3:
  • Invasive species: Maya and Hye Jin
  • Air Quality Delhi: Becca and Oscar
  • Period 4:
  • Elements in devices: Pema
  • Air Quality Delhi: Sung Jae
  • Period 1:
  • Mining and loss of habitat: Katia, Michael, and Eun Jae
  • Ecosystem Services: Tae Hun and Madison

See previous blogposts for more details:

  • Annotated bibliography uploaded to DSN with open sharing for anyone who is interested
  • Blog 1 and DSN–>Reflection on research (both content and process)
  • Learning achieved from research (with link to annotated bibliography), from activity, from discussion.
  • Accurate effort statement.
  • Standards
  • Blog 2 and DSN–>
  • Account of activity
  • Account of discussion
  • Links to plans.
  • Summary
  • Full and rich reflection / reaction (how plans worked? what you learned? what your classmates learned? most surprising part of conducting activity? most interesting question posed by classmates? most interesting insights reached by you? by classmates?
  • for groups provide an account of individual effort and contributions
  • Standards
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4 & 6 May Science 8 Check in with Annotated bibliography; plan/practice activity and discussion

Sand mining on the Yamuna upstream from Delhi (around 1 year ago)

sandmining yamuna

In the news:

https://www.washingtonpost.com/news/energy-environment/wp/2016/05/03/world-bank-the-way-climate-change-is-really-going-to-hurt-us-is-through-water/

http://www.theguardian.com/environment/climate-consensus-97-per-cent/2016/may/02/peabody-coals-contrarian-scientist-witnesses-lose-their-court-case

http://climatecommunication.yale.edu/publications/politics-global-warming-spring-2016/

http://time.com/4308518/climate-change-settled-science/

http://e360.yale.edu/feature/on_burning_ground_human_cost_indias_push_produce_more_coal/2972/

https://e360.yale.edu/digest/paris_cop21_is_india_the_main_stumbling_block_at_climate_talks/4600/

http://www.downtoearth.org.in/news/study-says-large-animals-important-for-carbon-storage-in-tropical-forests-53769

  1. Show annotated bibliography. Make sure it is uploaded in digital science notebook. Make sure you have at least 20 sources. Make sure the citations are complete and consistent. Make sure the annotations include a summary, an assessment, and your reaction.
  2. Write plans for activity and discussion. Let’s discuss the arrangement of the furniture for the activities and discussions.
  3. Review upcoming blogposts and begin the process. Create an introduction for each blogpost–remember to finish as your activity and discussion are completed.

On the blog AND in the digital science notebook. A written reflection on and reaction to the research done on the topic. An account of the learning achieved during the research (with link to the annotated bibliography), activity, and discussion. An account of the effort. Refer to standards.

On the blog AND in the digital science notebook. An account of the activity and the discussion. Include links to the plans, summaries of the actual activity and discussion, and reactions/reflections. Include an account of the individual effort at planning and conducting the activity. Include an account of the individual effort at planning and conducting the discussion. Refer to the standards.

4. Practice the plans for the activity and discussion. Be sure to develop a good sense of time.

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9 May Science 7 Preparing for the summative assessment project on The Beak of the Finch

Work in the following pairs:

Period 6: Emelie / Rie ; Lola / Henry ; Maya / Keisuke ; Genta / Matias ; Haneol / Syahiran

Period 8: Benjamin / Harshita ; Julian / Sanaya ; Maya / Bharat ; YeonEun / Ritu ; DongHa / Aanya ; Julen / Segi ; Sang Hyun / Shani ; Arjun / Andrea

Receive a packet: Galapagos Finches: Famous Beaks

Write your name on the packet. Be sure to return the packet at the end of class. DO NOT REMOVE from the class.

With your partner read and discuss pages 121-124. Make a list of what you both believe are the most important points. Why do you think they are most important? Make a list of questions you both have.

When you have thoroughly read and discussed pages 121-124, conduct the activity on pages 125-134. (Measure in millimeters. Make sure you understand the unit. You do not need to report the beak depth in centimeters. Ignore item “f” on page 133.

With your partner agree on answers to questions g,h,i,j on page 133.

With your partner compose an answer for question 4 on page 134.

As time permits, share your answers and ideas with the rest of the class.

Review the video:

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5 May Science 7 Developing our ideas about evolution by natural selection

Next, divide in to the following groups.

  • The Arthropod Story
  • http://evolution.berkeley.edu/evolibrary/article/0_0_0/arthropodstory
  • Period 6:
  • Emelie; Rie ; Lola; Henry ; Maya
  • Period 8:
  • Group 1–Benjamin ; Harshita ;DongHa ; Aanya
  • Group 2–Julian ; Sanaya ; YeonEun ; Ritu
  • Work through the interactive website on The Arthropod Story as a group.
  • Discuss each page, each stage. Be sure to follow the interactive links. Share your ideas and questions. Keep a written record of your exploration of the site and your conversation.
  • Mantis shrimp shoulder their evolutionary baggage and bluff
  • http://evolution.berkeley.edu/evolibrary/article/0_0_0/mantisshrimp_01
  • Period 6:
  • Keisuke ; Genta ; Matias ; Haneol ; Syahiran
  • Period 8:
  • Group 3–Maya ; Bharat ;  Julen ; Segi ;
  • Group 4–Sang Hyun ; Shani ; Arjun ; Andrea
  • Work through the interactive website “Mantis shrimp shoulder their evolutionary baggage and bluff” as a group.
  • Discuss each page, each stage. Be sure to follow the interactive links. Share your ideas and questions. Keep a written record of your exploration of the site and your conversation.

As time permits have all groups share their findings from the two websites.

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