G7 Week 17

Friday, January 19th

Today in science: At the start of the lesson, students were asked to write an abbreviated (bulleted or numbered) list of answers to the following question:

What does a green plant do with food (glucose) after it is created/made during photosynthesis?

This question was a review of the most important aspects of the previous day’s lesson. After that, students watched a few scenes from a BBC Earth video that aimed to show some of the ingenious ways in which plants gather the raw materials needed to perform photosynthesis.

Homework: There is no science homework tonight.

Thursday, January 18th

F & G period: Students were asked to write written responses to two important questions:

What happens to the light energy (sunlight) inside of green plants?
What does a green plant do with food (glucose) after it is made during photosynthesis?

Not only did he share with students their previous attempts to answer these same two questions, but Dr. M also shared with students answers to both questions that he feels would ‘meet’ expectations on a future quiz/test. You can see his model answers for both questions by selecting the following links: light energy (sunlight) and food.

A period: At the start of the lesson, students were asked to write an abbreviated (bulleted or numbered) list of answers to the following question:

What does a green plant do with food (glucose) after it is created/made during photosynthesis?

This question was a review of the most important aspects of the previous day’s lesson. After that, students watched a few scenes from a BBC Earth video that aimed to show some of the ingenious ways in which plants gather the raw materials needed to perform photosynthesis.

Homework: There is no science homework tonight.

Wednesday, January 17th

A period: A period students were asked to write written responses to two important questions:

What happens to the light energy (sunlight) inside of green plants?
Where and for what purpose(s) does food travel inside of a green plants?

Not only did he share with students their previous attempts to answer these same two questions, but Dr. M also shared with students answers to both questions that he feels would ‘meet’ expectations on a future quiz/test. You can see his model answers for both questions by selecting the following links: light energy (sunlight) and food

G period: G period students were asked to turn in their X-Y scatterplot graphs at the beginning of the class period (at the end of the class period, Dr. M explained to students how to add a ‘best fit’ line and asked them to add one to their graphs before leaving the classroom). Dr. M then asked students to write written responses to two important questions:

What happens to the water inside of green plants?
What happens to the carbon dioxide inside of green plants?

Not only did he share with students their previous attempts to answer these same two questions, but Dr. M also shared with students answers to both questions that he feels would ‘meet’ expectations on a future quiz/test. You can see his model answers for both questions by selecting the following links: water (H2O) and carbon dioxide (CO2)

Homework: There is no science homework tonight.

Tuesday, January 16th

Today in science: Students were asked to turn in their X-Y scatterplot graphs at the beginning of the class period (at the end of the class period, Dr. M explained to students how to add a ‘best fit’ line and asked them to add one to their graphs before leaving the classroom). Dr. M then asked students to write written responses to two important questions:

What happens to the water inside of green plants?
What happens to the carbon dioxide inside of green plants?

Not only did he share with students their previous attempts to answer these same two questions, but Dr. M also shared with students answers to both questions that he feels would ‘meet’ expectations on a future quiz/test. You can see his model answers for both questions by selecting the following links: water (H2O) and carbon dioxide (CO2)

Homework: There is no science homework tonight.

Monday, January 15th

Today in science: Students were asked to turn in their Power Plant Packet at the beginning of the class period. Then, using the data entered into a Google Sheet last week, students were asked to make an X-Y scatterplot graph, which aims to show if there is a relationship between (on the one hand) the total number of seed pods produced by Brassica rapaplants and (on the other hand) the total number of seeds produced. For those looking for a good title for this new graph, you might consider the following title:

A scatterplot showing the relationship between the total number of Brassica rapa seed pods and seeds produced by ___ period TASIS science students (January 2018)

Homework: Students have been asked to plot all of the seed/seed pod data points for the students within their class on their X-Y scatterplot. The plotting of the points is sufficient; they should not draw any additional lines on the graph.

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