Food Webs

KWBAT explain the transfer of energy through food webs.

Finished with practice?
Complete your exit ticket HERE!

Next, finish your "Create A Food Chain" page from yesterday. 

When you are finished creating your own food chain, move on to the Endangered Species page in today's work packet. To complete the Endangered Species page, click here and choose one animal that is currently on the national list of endangered species. Read about the species and complete the work on your page.

Food Chains

Unit 3: Day 6 - Food Chains

KWBAT diagram the flow of energy through food chains.

Check your answers to today's classwork at the Checkpoint at the top of the page.

• Correctly answered 10 or more? Continue to the "Create Your Own Food Chain" on your paper.
• Correctly answered 9 or less? Continue with the tasks below.
• Watch a clip about food chains here.
• Next, click "Test Yourself" on the screen here.
• Watch a BrainPop clip here
• Take the Review Quiz on BrainPop
• Ask Ms. Robinson for help if you encounter any challenges!

Extra practice: photosynthesis

Science Review Games

Magic School Bus

Unit 3: Day 4 - Photosynthesis

KWBAT describe the process of photosynthesis.

In today's virtual lab, you will investigate the effect to light on plant growth. The scientific question you are investigating is: Does the color of light affect how fast a plant grows?

Remember in order for a plant to grow, it must receive energy through photosynthesis.

Follow the instructions on your paper and click the link here to begin!

LIFEWORK for Thursday, Sept 25th

Read the passage below and answer the questions.

Thanks, Leaves!
Have you ever taken the time to thank a leaf? It may seem silly to thank leaves, but we need them to survive. In fact, we could not survive without the energy made by leaves through the chemical change called photosynthesis. Life on Earth relies on light energy captured from the Sun. Photosynthesis changes this energy to the form vital for humans. This is how we get energy from food. Some forms of energy used by humans also come from photosynthesis. There are other benefits to the process. Photosynthesis helps maintain the level of oxygen in the air the humans need to survive. All of this occurs in leaves!

During photosynthesis, the chlorophyll in leaves captures energy from the Sun. Photosynthesis changes this radiant energy to chemical energy. Chemical energy is the form used by all living organisms. Photosynthesis changes water and carbon dioxide with radiant energy. A form of sugar called glucose is made. Plants need glucose to live and grow. Extra glucose is stored in the plant as a carbohydrate called starch. When animals eat plants, they get energy from the stored carbohydrates in the plant. Therefore, all energy that animals get from food comes first from photosynthesis. This is true even for animals that are carnivores, or meat-eaters. The energy is passed to them through the food chain. Without photosynthesis, there would be no food. Animals, including humans, would not survive.

Some forms of energy come directly from photosynthesis. Have you ever sat around a campfire or the fireplace in your home on a wintry evening? If so, you have felt heat energy from photosynthesis. Wood and other hard plant material are carbohydrates made from glucose. Burning changes the chemical energy stored in wood into heat. Another form of energy that comes from photosynthesis is ethanol. Ethanol is made from sugars and starches. Ethanol is used in gasoline in Brazil and the United States.

During photosynthesis, carbon dioxide is taken from the air. Plants make oxygen as a byproduct. Humans, and many other organisms, can only survive in environments with oxygen. Through respiration, we take in oxygen and release carbon dioxide into the air. Humans need the oxygen made by plants to live. We also make carbon dioxide that plants need for photosynthesis.

For humans, it is essential that photosynthesis changes energy from the Sun into chemical energy. Our lives rely on the results of photosynthesis. That’s why the next time you see a leafy green tree, or a leafy plant, you might want to say, “Thank you!”

Unit 3: Photosynthesis

KWBAT describe the process of photosynthesis.

Step 1:
Watch a clip on photosynthesis here --> Bill Nye! Type your first name, last name and click "no email."

Step 2:
In this lab, you will be experimenting with how different variables affect the rate of photosynthesis. When you place a plant in water, the bubbles given off are a sign that a plant is going through photosynthesis. As you complete the interactive lab, answer the questions on your paper. Launch the interactive lab by clicking here.

Step 3:
Draw a diagram to show the process of photosynthesis on your paper. Be sure to include the reactants and products in photosynthesis.

Step 4:
Complete a vocabulary card for the word PHOTOSYNTHESIS. Then, glue the vocabulary card into your vocabulary notebook.

Step 5:
Complete the exit ticket here. We are aiming for 80% mastery!

Step 6:
If you received an 80% or higher on the exit ticket, complete Step 6. If not, raise your hand to ask Ms. Robinson for help!

Step 7:
Go to the link here and follow the directions on your paper and on the website.

Bubbles are given off by the plant during photosynthesis. By measuring the rate at which the bubbles are produced, it is possible to tell how fast a plant is photosynthesizing. Read and follow the directions on how to use this lab simulator. Press start and record the bubbles per minute for each of the following light distances. Then, graph your results.  Be sure to label each axis!

Unit 3: Day 2 Photosynthesis

Objective: KWBAT explain how radiant energy from the sun is transformed to chemical energy in plants through photosynthesis.

 

Introduction
We know plants don't eat. They don't have mouths, silly. However, plants do form their own energy through the process of photosynthesis.

Step 1
Activate your knowledge: On your paper, write your own definition of photosynthesis.

Step 2
Watch a quick video about photosynthesis here

Step 3
Complete the notes on your paper as you do the interactive lesson here.

Step 4
Complete the notes on your paper as you do this interactive lesson about photosynthesis here.

Step 5
On your paper, complete ALL of the questions under the checkpoint

Step 6
Check your work on the checkpoint. If you correctly answered 8 questions or more, continue to step 7. If you scored 7 or less correct, see Ms. Robinson and she will help you. 

Step 7
Prove mastery on the exit ticket here!

Username: SBISD username
Password: Lunch number
Class codes:
A&M - ozk207660
UT - bql965601
TCU - vpe403623
USC - scq989714

Unit 3: Day 2 Photosynthesis

Tuesday Lifework:

To prepare for tomorrow's lesson on photosynthesis, complete the activities below.

1. Watch this BrainPop video on photosynthesis --> Photosynthesis video

The username is sbspecial. The password is brainpop.

Note: You will need to watch at least TWICE to fully grasp the information!

2. After watching the video twice, complete the online lifework here.

Extra practice

Extra Practice

Scientific Method: Study Jams
Watch the video and do the practice activities!


Tools of Measurement: Study Jams

BrainPop: Build a Digestive System!

Unit 2: Chemistry of Life Review

Station 2

Practice identifying organic molecules here --> Reviewgamezone


Finished Early? Choose one of the adventures below!

• Practice physical and chemical changes in digestion on Quizlet
• Explore physical and chemical changes you see everyday on this virtual lab --> Glencoe virtual lab
• Practice all the objectives from the unit on STEMScopes. The username is Courage. The password is Courage. You MUST use the capital letter in order to login.

We're on our way to 80% mastery!

Grit, baby, Grit.

Chemical vs. Physical Changes

Physical Change - A change is the size, shape or phase of matter.

Chemical change - A change that forms a new substance. Signs of chemical change include: change of color, release of heat or gas, and a change of temperature.

Practice it here --> Physical/Chemical change

Food undergoes physical and chemical changes in our digestive system. Play the animation here to watch the path of digestion in action! (You'll need your headphones for this! :)

Unit 2: Day 3 Organic vs. Inorganic Compounds

Organic vs. Inorganic

KWBAT distinguish organic compounds from inorganic compounds.

Station 3:

Complete a challenge on Quizlet on organic and inorganic compounds here.

Next, complete a Quizlet race here.

Unit 1: Day 6 - Types of Graphs

Objective: KWBAT determine the appropriate graph to represent data.

1. Watch a video from Brainpop on graphs here! Remember to respect the space of others who are working by plugging in your headphones. 

2. Take notes on your Classwork sheet on the 4 different types of graphs.  You will write your notes in the open space below the graphs as shown here. You will need to write in your notes everything that is listed in italics.

Pie graphs - used to show parts of a whole and is usually in percentages. In the example below, the scientist shows the 9 sources of air pollution that contribute to all the air pollution in a city.



Bar graphs - used to compare data between groups or categories. This is the one of the graphs you are probably most familiar with. In the graph below, the scientist is comparing the number of unpopped kernels in 3 different brands of microwave popcorn.



Line graphs - used show how something changes over time. The key words are "changes over time". You would use this type of graph if you want to show how something changes over hours, days, weeks, months or years. See an example below.



Scatter plots - used to show relationship between variables. For example, if you wanted to investigate if the cost of a speeding ticket increases as the speed at which you were caught speeding increases, you would use the scatter plot below. Remember, scatter plots are best when you want to see the relationships between variables.



3. Complete the CHECKPOINT on your classwork to test your skills on determining the type of graphs.

4. Now grade your work on the CHECKPOINT by clicking here.

5. If you correctly answered 11 or more, proceed to the EXIT TICKET here. If not see, Ms. Robinson for extra practice so you can be at mastery.

Information for EXIT TICKET:
1. After clicking link, click "Class code"
2. Enter the class code that matches your college:
A&M - ozk207660
UT - bql965601
TCU - vpe403623
USC - scq989714
3. Click, "I'm new. I need an account"
4. Create username: Type in your SBISD username
5. Create password: Type in your lunch number
6. Do you have a student ID number? Leave blank


6. Finished early? Try your skills at comparing testable and non-testable questions here!