Populations!!!

Population Ecology

More science games & videos on Ecosystems at NeoK12.com  

http://www.worldbank.org/depweb/english/modules/social/pgr/index.html

Find out the area of countries and the population as well as the population density.  It's amazing how many people can fit into such a small area.  How do we do it?  Is it even good? 
http://www.worldatlas.com/aatlas/populations/ctypopls.htm

Cell Craft Interactive Game

http://www.kongregate.com/games/CellCraft/cellcraft

Click on the link above and learn more about cell organelles and fight off viruses!!!

What is a Cell?

Go to the BrainPop.uk website, log in and find the video called Cells. 

Before you watch the video, take the graded quiz.
Watch the video, and after that take the quiz again. 

How did you do?  How much did you know before you watched the video?  Did you learn anything new? 

When you finish, please tape your quiz into your notebook. 

WELCOME TO GRADE 7!!!

Hi Everyone!  Welcome back to school!  I am looking forward to our year together.  We have a lot of exciting things to learn together and lots more lab investigations to make.  Get ready!  Good luck to you all this year and don't forget, I am just an email away all the time and please don't hesitate to ask for help any time.  Mrs. M.

Eclipses

 Lunar vs. Solar Eclipse-  

Why do they occur?  What did ancient people used to think the eclipse was? 

Go to the link below to read what the ancient societies thought about the occurrences of an eclipse. 

Ancient Histories of Eclipses

Eclipses Have Changed History

Historical Eclipses

Visit www.BrainPop.co.uk and log in.  Watch the video on Eclipses.  What causes them?  What is a lunar and solar eclipse?

Check out when the next eclipse will be. 
Which type of eclipse occurs most often?  Why?  Are eclipses seen from every point on Earth?

Visit NASA’s Eclipse site: http://eclipse.gsfc.nasa.gov/eclipse.html to find out if and when there will be an eclipse this year and how often they occur. How do we view an eclipse? Does everyone get to see it? When will it rise? Is it dangerous? When is the next eclipse?  What type is it?  

Safe Eclipse Viewing (Use this website to answer the questions below-You will need to scroll down once you are on the page.)
What are the dangers of viewing an eclipse?  What safe ways are used to view an eclipse?

Lunar Phases

Moon Phases Lab

Guiding Question: What are the phases of the moon?  Why do they occur?

For this activity we will use the simulation below as well as the flashlight and Moon model in class to find out the answer to this question. 



For the model, place the flashlight about one meter from Earth.
Place the moon between Earth and the sun.
Observe the moon as if you were standing on Earth.
Sketch the appearance of the moon in your notebook from four point positions.
Move the moon 1/4 of the way around Earth in a counterclockwise direction.
Sketch your observations.  Do the same with the moon 1/2 of the way around and 3/4 of the way around Earth.
Place the moon again between Earth and the sun.
Observe Earth and the moon from "space" (a position directly above Earth).
Record your observations of the moon.  Move the moon 1/4 of the way around Earth in a counterclockwise direction. Record your observations of the moon around the Earth. Do the same for 1/2 of the way around Earth and 3/4 of the way around Earth.

Now, go to the simulation activity below:  
http://astro.unl.edu/naap/lps/animations/lps.html

In your blog post: 

Reflect about the various ways we explored the phases of the moon to help us to understand how they occur.
 When investigating the simulation, the moon clock, and/or the model, what did you notice about the phases of the moon?  Why do we see different parts of the moon each night?

How well did making a model help you understand the phases of the moon? What are some disadvantages of using models?

Scientists are thinking all the time about how they can make models of objects that are too small or too large to see:  Can you think of another way to make a model to represent the various phases of the moon?  

What is a lunar month?

Now, after you have finished with these observations and your conclusions:  Go to BrainpopUK and sign in.  Watch the video about The Moon.  In class, you will receive one sheet to fill in which you will place in your notebook.

Extension:  What causes an eclipse to occur?  How do the moon, sun and Earth interact to cause so many things to occur?  What causes an eclipse and tide? 

Reasons for the Seasons Model Activity

After completing the Reasons for the Seasons blog post and lab activity, visit this website  http://www.nationalgeographic.com/xpeditions/activities/07/season.html.

Read through it as a review and as you get to the Family Xpedition you will see a link called Cosmic Map (this is a short 4 question quiz for you) :) 

Calendar History and Legends

Spring Defeats Winter:  Read aloud
http://www.nativeamericanembassy.net/www.lenni-lenape.com/www/html/LenapeArchives/LenapeSet-01/wntrsprn.html


Stonehenge Decoded Video from National Geographic
http://www.youtube.com/watch?v=-PdtcGiMZmU&feature=related


History of the Gregorian Calendar
http://www.youtube.com/watch?v=qPk8g6HbFNA

Waves All Around Us Unit Reflection

Throughout the unit we have studied a variety of wave phenomena and how the science of waves can both influence and affect society. 

Create a mind map using www.bubbl.us  of all the concepts you learned stemming from each subcategory:  Water Waves, seismic waves, sound waves, and electromagnetic waves (radio, microwave, infrared, visible light, ultraviolet, x-rays, gamma rays). 

Please answer the Unit Question:  How does the use and study of waves affect societal well-being? Be sure to use the vocabulary from the unit as well as examples to back up your explanation. 

Finally, consider these questions: 
What did you learn during the unit?  (Looking at the picture you drew-how has your knowledge changed?) 
What did you like? 
What would you change or add for next year's grade 7 students? 

FOOD IRRADIATION: What would you do?

After hearing presentations of the Electromagnetic Spectrum sections which was the final section on the study of waves, Grade 7 students investigated the pros and cons of food irradiation.  Since the invention of irradiating food in the 1920's, it only became a practice in 1965 in the U.S. after World War II out of desperation to make food last longer.  However, researchers are still unsure of its effects on humans when we eat the irradiated food. 

The issues which were discussed in the textbook were: 

• Does Irradiation Destroy Nutrients in Food?  
• Does Irradiation Change the Food Itself?  
• Will Irradiating Food Make People Less Careful About Handling Food?  

After given the assignment, Grade 7 students researched pros and cons in small groups.  After the research, they discussed with partners what they found and as a whole group for whichever position they were taking.  After comparing notes with each other, they then held a group debate giving reasons for or against food irradiation.  I was impressed with the level of thinking and research skills that students displayed.  Many good points were made on both sides.  After a 40 minute heated discussion, students pulled together from both sides (for and against) to make a proposal to the government regarding the safety and/or use of irradiation. 

To Grade 7 Students:  

Step 1:  Please introduce what we did in class to begin your blog post regarding this topic. 

Step 2:  You may use question 1:  In your own words, explain the problem of food irradiation which you gained from reading page 89 in your textbook. 

Step 3:  Then, give some pros and cons for both sides that you gained either from your research or from the discussion you had in your group.  List some reasons for and against:  food irradiation. 

Please include the following in your blog post:  
What was the proposal your group gave?  Do you believe science in this case was a good invention? Why or why not?  How was science used to address a global food problem with irradiation?  Is it effective in solving the global food problem?  Why or why not?  Are there any moral, ethical, or environmental implications of the use of irradiation to solve global food issues?  If you think there are, what are they and why do you think so?   
Step 4:  Answer question 3:  You see two containers of a food at the supermarket.  One is irradiated; one is not.  The price is the same.  Which would you buy?  Explain why.

****How did your thinking change throughout the debate, if at all?  How did this type of activity help you to see both sides or at least explore the issues further?  Did you like it?  Why or why not?  

Electromagnetic Spectrum

http://school.discoveryeducation.com/lessonplans/interact/electromagneticspectrum.html

Earthquake Videos

Very funny video! How many safety blunders can you see?



New technology and science research! Very interesting.



Bridge... a death trap?



Earthquake destruction! Woah...

OCEAN WAVE SIMULATOR

Hi All,

We have used trays in class to test various ways that waves act when in a closed container.  Have you ever wondered how ocean waves are created?  Nobody is making a constant disturbance in it like we were in the tray, how do they always seem to be there on the beach?  Wave simulatorThis website will give you an idea of how ocean waves travel and what affects their intensity.  Have a look.  You will need to press play when you get to the page.

Note:  Check out what happens to the wavelength as you increase or decrease wind across the ocean surface.

What about wave speed and intensity?  Think back to the experiment we did with the ropes and slinkies, less energy, longer wavelength, right?  Check it out! Write a short reflection about this simulation and what you noticed and add the link to your blog.

Using balls to represent wave energy

Today in science class, we used various balls with different densities to represent a wave. Waves act in a similar manner as when a ball is rolled towards a flat surface. We worked with partners to find out if there is a certain way that a ball (wave) acts or behaves.

Create a blog post stating your observations, analysis and conclusion.

How is the angle at which the ball (wave) hits the wall related to the angle at which it bounces back?

Does energy (density or speed of the ball) affect the waves path?

What happens to a wave as it hits a surface it cannot pass through?

How do waves interact?

Yesterday in class we completed a discovery activity using trays of water and clay to investigate how waves react when they interact with each other, reach a barrier, or reach two barriers.  There were a lot of questions and experiments happening in class and it was really exciting to watch.

In a new blog post, explain the materials you and your partner used, the tests you completed for each scenario (no barriers, one barrier, two barriers) and be sure to explain how the waves reacted when they met.