Owl Stories - Please Copy and Paste Below Your Name

Owl Writing.docx 

Table of Contents Owl Writing.docx - REPLACE YOUR NAME with the title of your story and your first name and last initial.

Eg. 

A Day in the Life of an Owl by Laura S.

How is the world's ecosystems the same? How are they different?

When we think about the Earth and what life is like for the plants, animals and humans of a particular location, are all places the same? What similarities do they share and how are they different?

Today we will look at 4 different biomes, one of which you can pick.

Let's start by watching a Brainpop, then we will get our sheets organized to record our info.  Last we will head to the library and computer lab to do some research.

Brain Pop - Biomes

Here are the links to virtually visit some distinct biomes on the planet!

You can start at this portal to explore! 

START HERE!

Below are direct links to a few different biomes.

Boundless Biomes

https://askabiologist.asu.edu/explore/biomes

Desert Biome

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360/index.html

Smart Phone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360-GC/index.html

Rainforest Biome

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360/index.html

Smartphone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360-GC/index.html

Temperate Forest

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360/index.html

Smartphone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360-GC/index.html

Tundra Biome (all)

https://www.youvisit.com/tour/emily.m

A Day in the Life of an Owl

Learning About Thermometers

By Deny by Kara

By Mya and Portia

By Daren

By Joel

By Fernanda



By David



by Alexia


By Maddison

By Ewan


By Ava


By Luca


By Ethan



By Luke



By Josiah




By Emily K.



By Aaron

by Rayne

By Brianna

By Sadie


By Cherine and Jaimie


by Emily F

Owl Artwork

Today we will be creating some artwork to accompany our amazing writing about owls. To start, you will get a piece of Styrofoam to etch out an owl. Take a looks at some similar pieces of artwork to get an idea of what we will be working on.

Our pictures will obviously look slightly different but what are some things you notice about the templates?

Here's a link to a google search I did for "Clip Art" owls.  Simple designs will work best. Be sure to draw out your sample on paper first. If you want, you can go to the library at lunch and print off something you can trace on.

Predator vs Prey - A Simulation

Bald Eagle Stealing Rabbit from Fox (in Midair) from Kevin Ebi on Vimeo.

What is a predator? An organism that hunts other organisms for food.
What is a prey? An organism that is hunted by other organisms for food.

Today we are going to play a game to help us look at the predator/prey relationship. Please pay close attention as I explain the rules, so that I do not have to re-­explain things once we get outside. Be safe, have fun but don't get goofy!

The game starts with one student as a "fox" and the other students all as "rabbits." 

We play tag until the fox "catches" a rabbit.

If the fox catches a rabbit, it means they have eaten.

• The fox survives, and stays a fox 
• The rabbit is dead, and the energy it had becomes energy for the fox, therefore, it becomes a fox 

We then start a new round, repeating multiple times.

If a fox does not catch a rabbit, it means they have not eaten.

• The fox dies, its body decomposes into the soil, which gives nutrients to the grass, which is eaten by the bunny, providing the bunny with energy, it becomes a bunny 

We will play around 10 rounds, recording the number of foxes and rabbits at the end of each round.  Each round a fox may only catch one bunny. (Once a fox catches a bunny, it is to return to "Father Time")

We will need to create a tally to mark the number of foxes and rabbits after each interval. You will do this in your notebook.

After we have our information, let's think about what type of graph would be represent our information? What intervals would we use? What do good graphs have?

Here is a list of suggestions from another teacher's classroom that will give us some ideas of what to include.

Common Suggestions on Graphs:

• Make main title underline different (more dominant) than axis
• titles)
• Do not crowd titles against edge of paper
• Use pen for titles
• Main title should have larger font than axes titles
• Title should be specific, not general (e.g., “Flow Rate of
• Household Fluids”, not “Flow Rate Graph”)
• Underline titles
• Each main word of a title should have an upper case letter
• Spelling of title should be correct
• Don’t stop axis on a number, extend one square beyond last
• number
• Axis font should not be too big
• Include tick marks with axes beside all numbers
• Do not need to write all numbers along axes, write a number on
• every second line
• Be sure to list units (correct units) with axes
• Spacing on axis needs to be uniform
• Do not extend underlines too far from words
• Legends should have a box around them
• Leave space between the information in an information box and
• the outline
• Only use one colour for bars when you only have one set of data
• Keep spacing consistent
• Try to fill large empty paces with something
• Use the space you have on the page
• Need to use graph paper
• Pencil crayon or pen should be used for lines, not highlighter or
• marker
• In a legend, represent the data appropriately, i.e., do not draw a
• box in blue to represent a blue line on a line graph, draw a blue
• line to represent a blue line
• Use a ruler for ALL straight lines

A Day in the Life of Owl

This should work :)

Do you like being outside?

Do you enjoy spending time outside? What is your favourite thing to do? Where is your favourite place to be? What do you see when you are there? What is the temperature? Are there animals you can see or only evidence of animals? Today as we being thinking about ecosystems and the importance of our the natural world, we will discuss the living (biotic) and non-living (abiotic) components. We will then draw diagrams of these places, labeling the items to show their interconnection. We will also record some notes to focus our learning!

Let's start by taking a closer look at what is considered an ecosystem.

https://www.brainpop.com/science/ecologyandbehavior/ecosystems/

After watching the video, how would you describe an ecosystem?

What Do Effective Researchers Do?

Bacteria - The Good, the Bad and the Ugly

Today we will continue our research on bacteria. Remember that your job is to research about 2 types of bacteria and create a poster or comic strip to demonstrate your understanding. Think about the following information when researching:
What is the name?
What does it do?
Where is it found?
How does it affect humans? Nature? How much does it take?
What is the shape or size?
What is special about this bacteria?

What is goal for research today? How much will you plan to get down? What will "working on this project" look like?

Microbes Game and Info

 

Decomposers - The Beginning, Middle and End!

Over the past few weeks we have been discussing ecosystems and more recently, food pyramids. We know that food pyramids are a visual representation of how plants and animals interact and depend on each other to ensure their sustainability. We probably have a good understanding about plants and animals, but we are now going to focus on a sometimes lesser known aspect - Decomposers. We will take notes while watching some videos to see that examples of decomposers are fungi and bacteria. You also see that these decomposers can be very tiny - even microscopic! Let's take a closer look!



Today you will choose a type of decomposer and begin a research project identifying it's characteristics. After you have a good understanding of your decomposer, you will create a short comic strip with speech bubbles to depict "A Day in the Life!"

Later we will be looking soil samples to see if we can find any of these decomposers in action!

To start, let's look online to make a list of possible "characters" for our adventure!

Fungi - Diversity of Life

Bacteria - Diversity of Life

Can a species come back from EXTINCTION?

What does it mean when a species goes extinct? Are they truly gone forever?

Today we will take a closer look at endangered and extinct animals and what their survival (or extinction) means to the sustainability of the Earth's deeply diverse ecosystems.

We will begin by watching a Brain Pop video where Tim and Moby learn more about the causes of extinction. Next, we will do the quiz together to show your understanding.  Finally, there are two activities you can do in small groups to record your understanding. You may need to watch the video again so you can be sure to pick up all of the important information.

Boundless Biomes

https://askabiologist.asu.edu/explore/biomes

Desert Biome

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360/index.html

Smart Phone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/desert-biome-VR-360-GC/index.html

Rainforest Biome

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360/index.html

Smartphone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/rainforest-biome-VR-360-GC/index.html

Temperate Forest

Computer

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360/index.html

Smartphone

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360/index.html

Google Cardboard

https://askabiologist.asu.edu/sites/default/files/virtual-reality/temperate-forest-VR-360-GC/index.html

Tundra Biome (all)

https://www.youvisit.com/tour/emily.m

Other Informational Sites to Check Out! 

http://5gbiomes.weebly.com/

http://interactivesites.weebly.com/biomes.html

Apps for iPad/ Smartphone

Jaunt VR

Discovery VR

Sites in VR

Within VR

Youtube VR

Google Cardboard

Expeditions

Fulldive VR

EcoTrivia

Good Resources: http://glencoe.mheducation.com/sites/0078617464/ (see below)

Self Check Quizes

http://glencoe.mheducation.com/sites/0078617464/student_view0/chapter3/section1/self-check_quiz-eng_.html

http://glencoe.mheducation.com/sites/0078617464/student_view0/chapter3/section2/self-check_quiz-eng_.html

http://glencoe.mheducation.com/sites/0078617464/student_view0/chapter3/section3/self-check_quiz-eng_.html

Quizlet

https://quizlet.com/subject/biomes-quiz/

http://studyjams.scholastic.com/studyjams/jams/science/ecosystems/biomes.htm

Plants, Ecosystems and Bill Nye - Oh My!

Today will will continue our learning about plants, photosynthesis and ecosystems. We will begin by reading over our article from yesterday, "Low amounts of sunlight cause leaves on a plant in the rain forest to turn blue."  Then we will share our new questions with each other.

Finally, we will watch a Bill Nye video while doing "sketchnotes" to show our thinking and understanding about the importance of plants in our ecosystems.  We will pause the video as we go so you can have a chance to share your thinking.

Here is a reminder of what "sketchnotes" are and what you need to include.

Do you "sketchnotes" on the back page of your article. Be sure to use colours, have a title, and include to the word and your very best explanation of PHOTOSYNTHESIS.

Sometimes We Do Not Need Microscopes . . .

Last week we used microscopes to get a closer look at an ecosystem right outside our school. We took water samples from a small drainage ditch and could see living microorganisms inside! These biotic beings were quick but many of us were able to get a closer look. Today, we will learning about an ecosystem that is rapidly changing right before our eyes - no microscope necessary. The beaches along Lake Winnipeg have drastically changed over the winter. Due to an invasive species, home and cottage owners are finding that after the snow melted, their once beautiful sandy beaches are full of millions and millions of mussels.

Melting snow reveals millions of dead zebra mussels at Victoria Beach

Microscopes - What Do They Do and Why Do We Use Them?

https://www.brainpop.com/technology/scienceandindustry/microscopes/

Earth Day, Everyday!

This years's Earth Day takes place on April 22nd, 2018, but what we really need to focus on what we can do EVERY DAY. This year's theme for Earth Day is to reduce plastic/Styrofoam waste. Today we will watch a video about students in Hawaii who are looking to make a difference, then we will write about what we can do.  Finally we will share our message with the school by making some 3 dimentional art to grab the attention of fellow students.

 




https://www.instagram.com/p/BFEia4vqjs8/?taken-by=room4learning

Ok, we can make mixtures and solutions, but what if we want to separate them?

Today we will separate water from sand using three different techniques. Do you remember what they are? Filtration, decanting and sieving. You'll see today that these methods wouldn't make water ready for drinking, but these steps are used when separating water from other substances.

    

Your job today will be to record your observations during the experiments. If you are chosen to help as a science assistance, please be sure to record your observations when you return to your spot. Watch carefully and remember "what good scientists do!"

We have spent time look at particle theory, heat transfer and solutions/mixtures. We can use this learning to think about what happens when we want to separate mixtures. Today we will learn MANY key terms used to describe separation techniques. Later, we will create our own experiment to separate a solution and evaluate it's efficiency. We will start by watching a video, then dig deeper into the key terms.

 


Decanting - Izabella, Mia C.



Magnetism - Logan, Jacob

Chromatography - Kally, Ella

Distillation - Nick, Raman, Nathi, Sham, Ashish

Evaporation - Alex, Ian,

Filtration - Seairra, Hailey
This is filtration because they used a funnel to kept the mud and the water from going into the cup. The reason why that happened was because they put a piece of paper inside the funnel to collect the mud particles. The funnel kept the mud from going into the cup.

 


Sedimentation - Evan, B

Sifting/sieving - Ryan, Beckham, Kurt, Carson, Chris, Mia D.



The reason this works is because there are holes that when you shake the strainer, the holes are small enough to let one solute pass through while leaving the other one in the strainer. Therefore separating the two substances. - Ryan, Beckham and Carson

After looking at these separation techniques, why do you think it is important that we have methods for separating mixtures? How can filtering, decanting and sieving water and sand related to our mid-year project and our discussions around the world's fresh water supply?

Today we will read an article about a young girl who has creating a filtration system to help improve water quality. Next we will develop our own methods to separate water and sand.

Ecosystems - Abiotic and Biotic

Why Should We Choose Renewable Resources?

Today you will watch three videos to get you thinking more about the reoureces we use and specifically, how solar energy works.  This fit in with our mid-year project where we are discussing ways we can reduce our ecological footprint.

In your notebook, record notes throughout the videos.  After each video, discuss what you think are the most important pieces of information to consider and see in your classmates agree or disagree. After the videos, we will summarize our learning on our shared poster which will later be used as part of our 6 Things Infographic.

Environment

Natural Resources

Solar Energy

Solar Energy - How does it relate to Particle Theory?

As we continue our mid-year project and think about how how to reduce our ecological footprint, one way we can make a difference is by using sustainable energy sources.  Today we will take a closer look at solar energy as we build our prior knowledge before building our solar cookers!

First, let's learn a little more about the sun!




https://www.brainpop.com/technology/energytechnology/solarenergy/