G7 Week 12

Last week in science!

Monday, November 18 – Day 7

Today in science: Again today, students were asked to make written observations in their Lab Notebooks about both their potted seeds (in soil) and Petri dish seeds (no soil). For their soil plants, students were asked to take 2 photos (top and side views), make 2 drawings (top and side views), make height measurements (in cm/mm), and make written observations. For their Petri dish seeds, students were asked to take photos, make drawings, and make written observations before then disposing of their sprouted seedlings in the trash.

Homework: There is no science homework tonight.

Tuesday, November 19 (no H period) – Day 8

Today in science: We gave our plants a rest today and left them under the growing lights so that they could do their ‘thing’ undisturbed by human hands (and eyes). With the help of the new “Get to Know a Seed” handout, Dr. M asked students to use the 15 definitions of the plant terms now found in their Lab Notebooks to label the (blank) seed diagram on the front of the handout. After some individual work time followed by some brief student-to-student discussions, Dr. M shared his labelled diagram with students on the whiteboard, and then showed how they might show both the EMBRYO and the SEED within the diagram by using colors (e.g., red and blue). In the final part of the lesson, Dr. M asked students to try writing a paragraph on the back of the handout that not only uses all of the seed parts on the diagram, but also incorporates the seed part functions, which are found within their definitions.

Homework: As mention at the end of class, there will be a short quiz at the beginning of the next lesson based on the “Get to Know a Seed” handout. Students do NOT need to know the functions of the parts of the seed, only the names of the parts and how they fit together to form yet other parts (for example, know that the embryo consists of the cotyledons + hypocotyl + radicle).

Wednesday, November 20 – Day 9

H period: We gave our plants a rest today and left them under the growing lights so that they could do their ‘thing’ undisturbed by human hands (and eyes). With the help of the new “Get to Know a Seed” handout, Dr. M asked students to use the 15 definitions of the plant terms now found in their Lab Notebooks to label the (blank) seed diagram on the front of the handout. After some individual work time followed by some brief student-to-student discussions, Dr. M shared his labelled diagram with students on the whiteboard, and then showed how they might show both the EMBRYO and the SEED within the diagram by using colors (e.g., red and blue). In the final part of the lesson, Dr. M asked students to try writing a paragraph on the back of the handout that not only uses all of the seed parts on the diagram, but also incorporates the seed part functions, which are found within their definitions.

Homework (H period): As mention at the end of class, there will be a short quiz at the beginning of the next lesson based on the “Get to Know a Seed” handout. Students do NOT need to know the functions of the parts of the seed, only the names of the parts and how they fit together to form yet other parts (for example, know that the embryo consists of the cotyledons + hypocotyl + radicle).

B & C period: After completing the Seed Quiz (16 points), students were asked to begin workin on the “Get to Know a Sprout” handout. Again, Dr. M asked students to use the 15 definitions of the plant terms found in their Lab Notebooks to label the (blank) sprout diagram on the front of the handout. After showing students an accurately labelled diagram on the whiteboard, Dr. M asked students to write a paragraph on the back of the handout that not only uses all of the sprout parts on the diagram, but also incorporates the sprout part functions.

Homework (B & C period): As mention at the end of class, there will be a short quiz at the beginning of the next lesson based on the “Get to Know a Sprout” handout. Students do NOT need to know the functions of the parts of the sprout, only the names of the parts and how they fit together to form yet other parts (for example, know that the embryo still consists of the cotyledons + hypocotyl + radicle, but not necessarily the root hairs!).

Thursday, November 21 (no C period) – Day 10

H period: After completing the Seed Quiz (16 points), students were asked to begin workin on the “Get to Know a Sprout” handout. Again, Dr. M asked students to use the 15 definitions of the plant terms found in their Lab Notebooks to label the (blank) sprout diagram on the front of the handout. After showing students an accurately labelled diagram on the whiteboard, Dr. M asked students to write a paragraph on the back of the handout that not only uses all of the sprout parts on the diagram, but also incorporates the sprout part functions.

Homework (H period): As mention at the end of class, there will be a short quiz at the beginning of the next lesson based on the “Get to Know a Sprout” handout. Students do NOT need to know the functions of the parts of the sprout, only the names of the parts and how they fit together to form yet other parts (for example, know that the embryo still consists of the cotyledons + hypocotyl + radicle, but not necessarily the lateral roots (or root hairs!)).

B period: After completing the Sprout Quiz (12 points), students were asked to cut out the new, two-page Brassica rapa plant height chart and glue it into their Lab Notebooks. Students were then asked to measure their plants and record their data in the “Day 10” row in their chart. After that, students were asked to record general observations of their plants–and the soil!–and to pick one plant from which to make a detailed, labelled drawing in their Lab Notebook. Finally, students were told about a short weekend homework assignment (see below) and to put their “Get to Know a Seed” and “Get to Know a Sprout” handouts into their Classroom Science Binder before leaving the classroom.

Homework (B period): Students need to use the 15 vocabulary words found in their Lab Notebook to complete–to the best of their ability–the front side of the “Get to Know a Seedling” handout. Students do not need to write a paragraph on the back this weekend.

Friday, November 22 (no B period) – Day 11

Today in science: After completing the Sprout Quiz (12 points), students were asked to cut out the new, two-page Brassica rapa plant height chart and glue it into their Lab Notebooks. Students were then asked to measure their plants and record their data in the “Day 11” row in their chart. After that, students were asked to record general observations of their plants–and the soil!–and to pick one plant from which to make a detailed, labelled drawing in their Lab Notebook. Finally, students were told about a short weekend homework assignment (see below) and to put their “Get to Know a Seed” and “Get to Know a Sprout” handouts into their Classroom Science Binder before leaving the classroom.

Homework: Students need to use the 15 vocabulary words found in their Lab Notebook to complete–to the best of their ability–the front side of the “Get to Know a Seedling” handout. Students do not need to write a paragraph on the back this weekend.