TWIS #15

This week in science we did 10th grade intro videos. We also did the marshmallow challenge milestone. We got into are same groups that we were in beging of the year and did the challenge over for the 3rd time. We got two tries at rebuilding are structures , the first time we weren't able to communicate verbally with are group the second we were able to talk which made it much easier to build. We got are structure to be taller when able to talk.

 What I learned this week is that group work can get better with communication. And I also learned that when everybody puts in effort you can get a lot of ideas on how to make things better. And if you do things many times like how we did the marshmallow challenges for 3 milestones you already have an idea of what and how your going to do.


 I like working in groups better than working alone. I think im better at working in groups now because in the beging of the year i was shy and didn't want to share my ideas but now I can talk with my grope with plans and ideas on what to do. And when you work in groups its less work you have to do ypurself cause everyone shares the work together.

This Year in Science - 10th Grade Intro Video

TWIS#14

This week in science we did video food chains . For the video food chains we found youtube videos to make a food chain out of. Then we did things on Hippo . We wrote about HIPPO in are spider logs. Then      we did a packet on starlings to understand population growth. We also got a day in class  to do make up work :) ,  We watch a Tim and Moby video . And today we learned about Ecological Succession. 


This week in science I learned that Biodiversity has to due with the HIPPO dilema. HIPPO stands for Habitat loss, Introduced species, Pollution, Population growth.  Energy sources are divided into two groups renewable and nonrenewable. And that Ecological Succession is the general metamorphosis of a geographic area to its most stable ecosystem.

Marine Digital Food Chains

TWIS#12

This week in science I did packets about producers, consumers, and decomposers . We also played online games to help us order food chains and food webs. We also made booklets of are spiders ecosystems . On friday we had a going away party for Jamie.' One thing Destiny did was draw the tank of spiders for the illustration. And one thing Danielle did was draw the tank of the spider for the illustrations.

What I learned this week was that spiders are called "daddy long legs".  Like most other spiders, cellar spiders are highly adaptive and successful predators. Their diet consists primarily of insects, which they lure and trap within their webs before encasing them in cocoons.  I learned that Decomposers get energy from dead organisums. 

Twis #11

This week in science what we did was write on post it notes what we knew about words we will be using in this project. After we did that we made up are ecosystems with rocks, sticks, branches, worms, bugs, and leaves. We found all of those things in the near by park. We found out how all of the things we out into are ecosystem helped the spider and was connected to each other. We took pictures of things around the park.

I learned how that different ecosystems are made of different organisms. I also learned that the plants and leafs we put in the tank will give are spiders oxygen. And the bugs and worms give them something to eat. And they climb all over the sticks and piece of wood we put in there. That taught me everything put into the tank to set up the ecosystem plays a crucial part in the spiders living.

TMIS. #10

This month in science what we did was make human impact campaign . We broke into four groups for energy, water,waste, and transportation. My group of energy did a list of question to do with energy. We tested different things that use up energy. Those questions were put on a survey that we would use to ask people out in the community of lower manhattan . We used the data from the survey to make graph of the information.  We started coming up with slogans for are campaign. We came up with the phrase "Save Energy, Save the Wold".  The last thing we did was come up with a t-shirt design which was a power outlet catching on fire and crying. We used it as a intresting way to catch attention to over usage of energy.

This month in science what I learned was the difference between qualitative questions and quantitative questions. While testing items like an alarm clock, curling iron , blow dryer,  pencil shaper,  phone charger , I learned that the alarm cock uses the most energy. When I went out to survey people in the community I learned that not most people claim to be very conservative of the energy they use in their household. And I also learned how to graph and organize data in a google doc. And when we made the slogans I learned we could do two types of one that will make the people aware of are human impact topic and one to get attention to it.

Human Impact Ad campaign

My human impact Ad's show's the world when Energy is used too much. The world looks wasted in the second image and it looks normal in the first one. The reason I drew it like this was because the over use of energy can destroy the planet. And drawing the earth came to my mind first because are slogan has the word , world in it.

TWIS #8

This week in science we dissected a crayfish and crickets. What I did was dissect a cricket, before dissecting a cricket I took a dorsal view photo of the crickets body. I labeled the abdomen where i dissected the cricket down the middle. I also did a lot of research on crickets to find out their internal anatomy to know what things to look for when i dissected it That way i could i list the Proximal, Distal, Anterior, Posterior  . Once i dissected it i took a ventral view photo of its body.

What i learned was: Anatomy directional terms, labeling, and dissecting. I learned about some parts in a crickets body even though i couldn't find any because they looked the same. But i learned how to cut an animals body. How to use the scissor and the other thing.

TWIS #9

What I DID : This week in science, I dissected  a frogs and a mouse . My group did the frog. We prepared for the dissection by examine the body of the frog and mouse days before. We looked at the external view, internel view,  dorsal view, ventral view. We took pictures of the frogs and mice for each view. When we dissected we identify each of the internal body parts. And labeled the parts on a picture we use for are google collection.
 What I LEARNED : I learned the different parts of a frogs body. I learned how to label my pictures. And I learned a lot about the internal anatomy of the frog. I did a lot of research and found out about its body.

The organisms we dissected were a mouse and frog. The frog and mouse both have a heart, liver, and intestines. They both serve the same purpose but are positions on the body. The heart of the mouse is in like the middle of its body but in the frog its higher up almost attached to the head. The large intestine of the mouse is over more to the side and not really around the small insetine like the frog. And liver looks different in the animals but are in the same place.

 

What I DID : This month in science we did many things to do with zoology. We made slide shows of a biome of are choice . We included information on climate , landforms , vegatation , location and other things about a arctic tundra. We learned about are own animals food chain. And used information to adapt are animals to change into a tropical rainforest.

What I LEARNED : I learned a lot about arctic tundras.

Classification Challenge

Kingdom - Animalia (means it’s an animal)

Phylum - Chordata (means it has a backbone)

Class - Mammalia (means nurses its young)

Order - Reptilia (sounds like reptile! )

Family - Chelonioidea 

Genus - Testudines ( Most scientists recognize seven species and one subspecies of sea turtles)

My Animal is similar to the ones in my group because they all are in the animalia kingdom. And they also all have the mammalia class. That is all that is similar about are animals.


Facts about sea turtles:
Sea turtles are large, air-breathing reptiles that inhabit tropical and subtropical seas throughout the world.Only females come ashore to nest; males rarely return to land after crawling into the sea as hatchlings. Most females return to nest on the beach where they were born (natal beach). Nesting seasons occur at different times around the world. In the U.S., nesting occurs from April through October. Most females nest at least twice during each mating season; some may nest up to ten times in a season. A female will not nest in consecutive years, typically skipping one or two years before returning.They grow slowly and take between 15 and 50 years to reach reproductive maturity, depending on the species.It is theorized that they spend their earliest, most vulnerable years floating around the sea in giant beds of sargasso weeds, where they do little more than eat and grow.sea turtles eat seagrass and algae. They are mainly carnivorous as babies they will eat fish and adapt a more herbivorous diet as they age

Cricket behavior investigation

Question: Do crickets prefer fruits or vegetables ?

Hypothesis: I think that crickets will prefer fruits because David put apples into the cricket tanks

Background:  Crickets are omnivorous scavengers who feed on organic materials, as well as decaying plant material, fungi, and some seedling plants. Crickets eat their own dead when there are no other sources of food available, and exhibit predatorial behavior upon weakened, crippled crickets.
Crickets have relatively powerful jaws, and several species have been known to bite humans.
Crickets mate in late summer and lay their eggs in autumn. The eggs hatch in the spring and have been estimated to number as high as 200 per fertile female. Species Acheta domestica however lays eggs almost continually, with the females capable of laying at least twice a month. Female crickets have a long needle-like egg-laying organ called an ovipositor.
Crickets are popular as a live food source for carnivorous pets like frogs, lizards, tortoises, salamanders, and spiders. Feeding crickets with nutritious food in order to pass the nutrition onto animals that eat them is known as gut loading. In addition to this, the crickets are often dusted with a mineral supplement powder to ensure complete nutrition to the pet.

                                                         Experimental setup:

Data Table:

What I DID: What I did was record the data of crickets actions every 30 seconds. He just did everything pretty much everything over and over again. So i wrote out in words what he did and I also  drew an Illustration of how he was in the cage.

What I LEARNED: I learned how to record animal behavior data using pictures. I also learned that the cricket prefer the fruits because he ate apples twice for 2 minutes and never once ate the vegetable. And I also learned that the cricket would walk away before getting more food.

TWIS #6

What I DID : This week in science we did a thing with crickets . And we also work on classification with the dichotomous key. We did a mission challenge with jelly beans we had to Create two types of dichotomous keys in order to classify your Jelly Bellys. And we had to classify them.

What I LEARNED : I learned about different jelly flavors . I also learned In classifying both living and nonliving things, scientists have tried to provide an order to life so that we can better understand the world in which we live. All living organisms are organized (classified) according to genetic relationships. Currently the classification system contains eight levels: Domain, Kingdom, Phylum, Class, Order, Family, Genus, and Species.

Shared patterns and physical characteristics among related organisms can be organized and denoted in a classification tool called a dichotomous key. The key is used to identify organisms.  The way we use the key is by answering yes or no questions about characteristics of an organism.  

TWIS #4

This week in science ...

What I DID : This week in science we did are second plant investigations. We had to project plan are task for each person, then the next day we started are plant investigation. We completed each of are task to have a finsh plant investigation.

What I LEARNED : While doing the lab report , I notice are hypothesis was correct. And when I looked on are data tables, cup 2 as we predicted will grow the most because of putting more water into it. And cup 1 grow the least cause we put less water into it.
 


CUP 2

TWIS#3

This week in science..

What we learned how to set up are plant investigations. We also learned about the high school science investigation rubric. And also learned how to make are graphing data,make are driving questions, and procedures.

What we did this week in science was work in groups. We took plant measurements. We also made procedures for peanut butter and jelly.  And did a graph to make us know what are plant graphs need to look like.

This week in science #2

What I DID:  In science this week i planted some seeds. We learned about independent & dependent variables . We made are own questions using dependent & independent variables. We also got use poppers and had time to play with them before testing them out. We also got to work in groups.  And thats all we did this week in science.

What I LEARNED: This week i science i have learned how to do many simple things. I learned that i have to include how a dependent variable affects an independent variable,  In a plant investigation question. I also have learned about a new plant called brassica rapa. And i learned that changing one dependent variable can change the whole outcome of an experiment.

Poppers

Brassica Rapa