The Most Dangerous Game

Dearest Culbreth Cougars!

Happy summer!

You will be reading "The Most Dangerous Game" by Richard Connell with Ms. Grinnell this summer. We often think of literature separately from science. However, often knowing the "science" behind a story can make it easier to visualize what is happening and can help you learn more about the setting, plot, and characters. It can help you make decisions that the story drives you to determine. It can help you decide if you think the story is realistic or not.

Below you will find information about different aspects of the story from a scientific point-of-view.

Here is a map of some of the general area where Rainsford and his crew are headed to hunt jaguars:
View The Most Dangerous Game in a large

The map below shows the Amazon River and the biomes through which it travels:

Classic yacht designs and pictures can be found here.

Is hunting fair?
             What do animals know about themselves?
             What do you think? Do animals feel pain? Does it matter if they do?
                      Read one article about bioethics, animals, and pain here.

"Life is for the strong, to be lived for by the strong, and, if needs be, taken by the strong." -General Zaroff
             Here is some information about the science behind natural selection and "survival of the fittest".

Information about trapping animals can be found here. (Sorry, it's wikipedia... :-)

Additional Resources:
http://wwf.panda.org/what_we_do/where_we_work/amazon/about_the_amazon/

Nucleophilic Aromatic Substitution - A TEAM PROJECT

Hey All-Stars!

For 4th Quarter, your teachers asked me to get you started on a multidisciplinary project.

On your table is a resource to get you started.

Here is a link!

Basic info

Ms. Nickel

HAPPY SPRING BREAK!

Hey AWESOME ALL-STARS!

Chemistry:
Chemistry is the study of matter and energy and the interactions between them

First of all... YAY! SPRING BREAK! Enjoy it! Be safe! Make good choices and don't do anything rash! Spend time with family! And sleep!!!

Secondly, today is very bitter-sweet... SO LET'S DO SOMETHING FUN!

Options for today:

1) We'll use random scrap materials to make chemistry related decorations for when Mrs. Althiser comes back! Chemistry themed for your next unit! (see ideas below!)
2) Decorate the board...
3) Write a nice sticky note to Mrs. A and put it on the board.
4) Games? I love Train Wreck!!!
5) Do missing work... I mean, what's more fun than pulling up your grade?????? :-)

Ideas:

PAPER ATOMS!

Come up with chemistry jokes too, if you want!

Thank you!

Ms. Nickel

Post Test Tasks...

Hey All-Stars!

Here is a recap of awesomeness from the past three months as well as random stuff from me - feel free to enjoy with headphones on or muted while students finish their tests!

**This post is incredibly random. Enjoy. Read all the books. Watch all the videos :-).

CAT-BOUNCE!

MARCEL!

LOVE ALL THE THINGS! Make gratitude lists!

If you believe in yourself...

This is one of my favorite blogs w/ all sorts of yummy vegan food, for those days when chocolate is just necessary! (and being vegan is awesome...)

Book List:
Feeling Sorry for Celia and The Year of Secret Assignments by Jaclyn Moriarty
Stargirl and Love, Stargirl by Jerry Spinelli
Tamora Pierce books
Ender's Game by Orson Scott Card
The Poisonwood Bible by Barbara Kingsolver
The Fault in Our Stars by John Greene
Wonder by RJ Palacio
Divergent books by Veronica Roth
Hunger Games books by Suzanne Collins
Legend by Marie Lu
Perks of Being a Wallflower by Stephan Chobsky
Harry Potter books by JK Rowling
The Wanderer by Sharon Creech
Sarah Dessen books
AND SO MANY MORE!

If you want something to actually do...
1) Write a welcome back letter to Mrs. Althiser
2) Have fun on sporcle.
3) Read a book!

I have SO enjoyed teaching ALL OF YOU! You are all so unique and real and quirky and funny and authentic and I've learned so much from getting to teach you! Thank you for being awesome and keep it up!

Lots of side hugs, peanut butter (except for some students), stickers, and bouncing cats for all of you!

Ms. Nickel

Announcements for Week of March 25-28

Hey There Awesome All-Stars!!!

The time has come... 4 days until spring break! 14 days until Mrs. Althiser returns! YAYYYYY!

We have a lot to get through, so come prepared to focus!

Monday: How does biotechnology affect our lives?
               Finish our brief discussion of biotechnology and STUDY!
Tuesday: How can you study effectively?
               STUDY DAY!
Wednesday: What do you know about cells, microbiology, and epidemiology?
                    TEST DAY!
Thursday: What is chemistry?

Assignments Due:
Monday and Tuesday: Notebook check in class
Tuesday: Mandatory Homework/Extra Credit Study Tool (up to 3 for up to 14 points added to your CDC project)
Wednesday: TABLE food due, study guide (up to 5 points on test) due, TEST

YAY! EPIDEMICS! YAY! MICROBES! YAY! CELLS!

Ms. Nickel

Cells, Microbiology, and Epidemiology Study Tips Part 1

Hey All-Stars, Here is a summary of big ideas of this unit:

-All living things are made of cells.

-There are different types of cells, some more organized (eukaryotic) than others (prokaryotic).

-Cells sustain life, grow, and reproduce and therefore need energy.

-Organelles make up eukaryotic cells and all have different jobs.

-Cells have a membrane that is selectively permeable so the cells can survive without bad stuff getting in or too much good stuff leaving.

-Life on a small scale is studied in microbiology.

-Microbes are microscopic organisms. There are many types, including bacteria, archaea/extremophiles, viruses (non-living!), protists, and fungi.

-Microbes are critical to life - they help digest food, make food, break down dead things, create the atmosphere...

-Microbes that make people sick are called pathogens. 

-Disease is studied in epidemiology.

-Infectious diseases are caused by pathogens that can be spread.

-Disease didn't become widespread (epidemics and pandemics) until people moved from hunting/gathering to living in cities w/ animals.

-Vaccines and antibiotics can help stop disease.

-Vectors are organisms that spread, but don't have, disease. 

-Biotechnology is useful in all parts of life, but is controversial.

*I will continue to add links, images, and videos to this post to help you study.

Enjoy!

Ms. Nickel

PS Don't you dare tell me you don't know what this unit is about...YOU DO!

Introduction to Biotechnology

Hey All-Stars!

What is biotechnology?

"biotechnology is the process by which humans use living things as tools to create new products"
                ~Children's Museum of Indianapolis

What is biotechnology used for?

-cleaning up oil spills
-modifying plants to make them nutrient rich
-keeping bugs from plants
-try to treat and cure genetic disease
-increases shelf-life of food
-create plants that can grow in bad conditions (really dry, really salty)
-manufacturing organs
-treating disease

Risks associated with biotechnology...

-allergic reactions in people with food allergies

-decrease in biodiversity

-long term effects???

-super weeds...?

-ethical dilemmas - what is natural? what is life?

-requires safety testing

-could contaminate heritage or organic crops

Watch this video:
http://vimeo.com/17125052

What is your opinion about biotechnology?

Happy weekend!

Ms. Nickel


Sources:
http://www.childrensmuseum.org/biotech
https://www.ffa.org/documents/learn/MS.AST.3.2.pdf
http://www.fooddialogues.com/foodsource/what-are-the-advantages-and-disadvantages-of-biotech-seeds

Weekly Announcements: March 18-22

Hey All-Stars!

Here is what we'll be up to this week:

Monday: What is the history of your disease?
              *CDC Project WORK DAY
Tuesday: What is the structure of your disease?
              *CDC Project WORK DAY
Wednesday: Which disease will the CDC fund research for?
               *CDC Project PRESENTATION DAY
Thursday: What is biotechnology?
               *We will watch a video about biotechnology and its uses, specifically in NC.
Friday: When do YOU think biotechnology should be used?
               *Mini-debate on the use of biotechnology in different fields

Right now, TABLE needs oatmeal and fruit cups!!!

Assignments Due:
Wednesday: CDC Projects
Friday: All missing work!!!
Tuesday, March 26: Extra credit study tool
Wednesday, March 27: Unit Test & Study guide extra credit
Wednesday, March 27: Food for TABLE food drive (optional service project)

YAYYYY  MONDAYS!

Ms. Nickel

Friday, March 15: Curing Disease

Hey All-Stars!

Today we will explain how diseases are cured.

Define antibiotics and vaccines in your notebook.

Antibiotics: 

A substance that kills bacteria or stops bacterial growth (there are also antivirals, antifungals, antiparasitics - drugs that help stop other types of diseases)

This interactive image shows how antibiotics work: http://www.cbsnews.com/htdocs/antibiotics/framesource_antibiotics_work.html

Summarize in your notebook when how antibiotics work and how and when they should be used.

Vaccines: 

A biological preparation to improve immunity to virus-caused infectious disease, from a weakened or inactive strain of the virus that one wants to prevent

Watch:
"How do viruses reproduce"
"Advances in vaccine development"

Discuss: How long can some vaccines last?
*Note that for many vaccines you do need booster shots!

Summarize in your notebook how viruses reproduce and advances in vaccines.

Watch: "Early global response to swine flu"

Discuss and summarize in your notebook how disease can be cured and how the spread of disease can be stopped.

You have the rest of the period to work on your project.

Happy Friday All-Stars!

Ms. Nickel

CDC Problem Based Learning Project Resources

Hey All-Stars!

Here are notes and websites to help you do your CDC project.

Awesome infographic on diseases from: http://awesome.good.is/transparency/web/1108/deadliest-pandemics/flash.html

Keep in Mind:
1) This is a group project! EVERYONE needs to work together!
2) SELL your presentation. WHY should the CDC support research about your disease?
3) Use books!!!
4) Presentations will be on Wednesday, March 20. Be prepared and professional!
5) Your group must include a works cited for your project to be accepted. Use EasyBib to format your works cited. 

Notes:
Infectious disease: a disease caused by a pathogen - when the pathogens are in a host's body they cause harm
-can be caused by: viruses, bacteria, protists (malaria), fungi (ringworm)
Pathogens spread from:
-infected people
-contaminated objects
-soil, food, and water
-infected animals

Viruses:
-non-living
-reproduce in a host cell
-active vs. hidden virus (Which is yours?)
      active virus: immediately takes control of the host cell and replicates until the cell bursts (ex. flu)
      hidden virus: does not immediately take control of the cell, becomes part of the cell without      
                           harming it (ex. HIV, cold sores) 

Bacteria:
-bacteria are classified by shape (look at your first note packet)
-bacteria can cause harm at the point of infection (ear infection) or can create a toxin that harms the whole body (tetanus) 
-can create endospores - a coat inside the cell to protect the genetic material if the environment is not ideal - no reproduction happens if the bacteria has an endospore - it must germinate (hatch)
-reproduction:
     -binary fission creates 2 identical bacteria in a process like mitosis
     -conjugation creates genetic differences and diversity in bacteria that leads to drug resistance

Resources by Disease:
Influenza
Ringworm
Whooping cough
Measles
Lyme Disease, or here for treatment
Ebola
HIV
Meningitis
Tuberculosis
Anthrax
West Nile
Malaria
Pneumonia
Common Cold 

Great Sites to Start:
Centers for Disease Control
National Institutes of Health
World Health Organization
American Museum of Natural History's Science Bulletins (Try the "Bio" and "Human" sections)
10 Worst Epidemics
Diseases and Vaccines - Timeline
HealthMap

I am excited to see the presentations!

Ms. Nickel

Thursday, March 14: Disease Tracking

Hey All-Stars!

Today we will be looking at the spread of disease.

Warm up: 

Warm up Part 1: 
1) Copy these definitions:
Epidemic: A disease that is widespread in its impact and exists during a certain time period
Pandemic: In simple terms - an epidemic on a global scale
2) List all the epidemics you can think of.

Social Media and Epidemics

Warm up Part 2:

I use social media (twitter, facebook, etc.) to _________________.

I think social media could be used to track disease by ________________________.

Discuss: How is social media useful for public health?

How are pandemics spreads?

What other technology helps track disease?

Watch: "Swine Flu: Anatomy of a Pandemic - Computer Models of the Pandemic's Spread"

Summarize in complete sentences in your notebook how disease is spread and how disease is mapped, especially on the epidemic/pandemic scale.

Spend the remainder of class working on your CDC project.

Ms. Nickel

National Nutrition Month and TABLE food drive

Hey All-Stars!

March is National Nutrition Month. AND we are studying epidemics. Not every epidemic is caused by microbes. The epidemic that impacts the most people is malnutrition. In the world, 925 million people were hungry in 2010 and one out of eight children under 12 in the United States go to bed hungry each night. We often think of hunger as a third world/developing countries/developing economies issue, but it is also happening in our own town and our own school. TABLE is an organization that is helping stop malnutrition on the local level. TABLE packs backpacks for students who would otherwise not have food over the weekend.

Recently, the number of students in need of these backpacks increased from 140 to 170 backpacks. TABLE needs help filling the additional 30 backpacks/week...AND HERE IS HOW YOU CAN HELP:

1) Donate any of the following foods by dropping them off in my classroom between now and March 27th. You may not donate your lunch food. YOU need to nourish yourself too!

• Canned Tuna or Chicken
• Low Fat Granola Bars
• Peanut Butter, Jelly (plastic container)
• Graham Crackers
• Canned Corn (food of the month for March), Green Beans, Carrots
• Canned Spaghetti with Meatballs or Ravioli
• Canned Fruit or Non-Perishable Fruit Cups
• Noodle Dishes (macaroni and cheese; ramen noodles)
• Juice boxes (low sugar; multipack)
• Non-Refrigerated Milk Boxes
• Packaged Healthy Snacks

2) If you donate between 1-4 foods you will get 2 Starbucks. If you donate 5 or more you will get 2 Starbucks and the opportunity to dress in wacky clothes (backwards pants???) that are appropriate and don't include facepaint on March 28.

3) The person who brings in the most canned foods will receive 5 points of extra credit on his or her Microbiology/Epidemiology Test!

LET'S STOP HUNGER IN CHAPEL HILL/CARRBORO!

Thank you for considering getting involved in this opportunity!

Ms. Nickel

Cool links:

TABLE 

Nutrition tips

STOP HUNGER NOW

Sources:
http://www.worldhunger.org/articles/Learn/world%20hunger%20facts%202002.htm
http://www.tablenc.org/

Wednesday, March 13: A Brief History of Microbes and Humans

Hey All-Stars!

To make diseases a bit easier to think about, today we'll talk about the relationships between humans and microbes and the history of disease.

Directions: Title a page in your notebook "History of Microbes and Humans and Disease". Do the following tasks. You do not need to write in complete sentences. You do need to write in complete thoughts.

Task 1: Brainstorm with your table what needs to be present for diseases to be present.

Task 2: Watch "Our Microbiome". Respond to the following questions.
1) Are all microbes harmful?
2) What is a microbiome?
3) Do our microbiomes change?
4) Why are scientists studying microbiomes?

Task 3: Watch "Stomach Bacteria Shows Early Human Travel".
1) Before watching: What can microbes tell us about the past of humans?
2) After watching, re-answer question 1: What can microbes tell us about the past of humans?

Task 4: Listen to the reading "Death and Diseases" and "First Epidemics".
1) As you listen, illustrate or create a word cloud describing what is read.
2) What major changes paved the way for the spread of disease?

Task 5: Watch "New Fossils Show Ancient Disease". Respond to the following question.
1) While epidemics and pandemics did not occur until more recently, what is evidence did scientists uncover that show that diseases are much older than 11,000 years old?

Task 6: Watch "Major Outbreak of Influenza". Respond to the following questions.
1) Describe why disease was common in the early colonies.
2) What pandemic impacted the colonies?
3) What idea was developing during the early colonial times?
4) Who was most impacted by European diseases?
5) Summarize the impacts of disease on the development of the United States?

Task 7: With your table, discuss the meaning of "pandemic" and "epidemic". Do you think all are caused by microbes?

Next up:
1) TABLE food drive
2) CDC Project Introduction

Announcements: Week of March 10-15

Hey All-Stars!

This week we will continue our exploration of life (and non-life) on a microscopic scale.

Monday: How can we describe the bacteria at our school?
               *We will analyze results from our "Microbes in our School" lab
Tuesday: What do our lab findings mean?
               *We will discuss the implications of our lab findings.
Wednesday: How is disease cured?
                    *We will explore the ways that different diseases caused by different microbes can be    
                    fought.
Thursday: What is the history of disease?
                 *We will learn about how diseases spread and how this has changed over time.
Friday: What do epidemics and pandemics work?
            *We will compare and contrast some of the epidemic and pandemics that have occurred in
            human history.

This is what doctors wore during the Black Plague - they kept flowers in the beak to "purify" the air!

Assignments Due:
Wednesday: Microbes in our School Lab and #framewhatmatters extra credit

**Remember: ALL MISSING WORK IS DUE BY MARCH 22!**

Happy Monday All-Stars!!!

Ms. Nickel

Microbes in our School: Lab Resources

Hey All-Stars!

We will meet in the lab on Friday and Monday to do the Microbes in our School Lab. On Tuesday we discuss results and conclusions in the classroom.

Videos about Petri dish experiments:

Here are resources for analyzing your cultures:

1) http://www.sciencebuddies.org/science-fair-projects/project_ideas/MicroBio_Interpreting_Plates.shtml 

2) http://bio.winona.edu/delong/principles/bacterial%20colonies.gif 

3) http://www.bmb.leeds.ac.uk/mbiology/ug/ugteach/BMSC1209/front_pages/bacteria/shapes.html 

4) http://www.earthlife.net/prokaryotes/bacteria.html 

YAY MICROBES!

Ms. Nickel

My Microbe Profile Resources

Hey All-Stars!

Here are some links that may help you as you work on your My Microbe Profile:

1) To pick a microbe:
     Start here. Any microbe listed in blue has a profile.
     Another site.

2) Use only cites that end in: .org, .gov, .edu OR National Geographic OR web.md

3) Cite your sources!

4) Make it colorful!!! And big! You'll be presenting to the class.

5) Getting started on the extracredit:
    3-D microbes can be seen here for inspiration.

Have fun with this!

Ms. Nickel

Extra Credit: What Matters?

Hey All-Stars!!!

Want an extra credit opportunity that is only minimally science related?
Then this is for you!!!!

As a science teacher, climber, person, learner, I am OBSESSED with National Geographic! NatGeo constantly has awesome stories and even greater pictures.
NatGeo is reaching out to your generation and everyone in the world with a new "campaign" called "#framewhatmatters".

Here's their blurb about it:


For 125 years, National Geographic has been framing what matters, opening a window onto an amazing world with a simple yellow border. Now we invite you to frame what matters. Together we’ll create an evolving snapshot of what matters to the world, and perhaps a renewed appreciation for the planet that supports so many of the things we love.

Here's how to get extra credit:
1) By Wednesday, March 13, go to this site. See what other people have framed. 
2) Go to "How to Participate". Print and cut out the border.
3) Frame something and photograph it. Upload it to Twitter or Instagram using the hashtag #framewhatmatters. And, send me the picture in an email (mnickel@chccs.k12.nc.us). The picture must be taken off of school property, not during school hours, and must be sent to me off of school property after school hours. The picture must be appropriate and must not include people without their permission. Emailing me the picture earns 3 points on your Microbes in School lab grade.
4) For up to 5 points of extra credit, write 5 sentences explaining why you chose to frame what you framed. For up to 7 points of extra credit, relate what you framed to science (any field).

*If you can't take photos, ask me how you can still do this assignment.

What matters to you?

Ms. Nickel

.

Announcements Week of March 4-8

Hey All-Stars!

Here are the announcements for the week!

This week we'll be exploring the following:

Monday: How diverse are microbes?
               Take notes on the basics about microbes.
Tuesday: What do microbes do?
               Go on a microbe zoo tour and learn all about the uses of microbes.
Wednesday: What do microbes do? How do microbes spread?
                    Explore some recent information about microbes. Introduce pathogens.
Thursday: What are details about microbes?
                 Present your microbes.
Friday: What microbes are in our school?
            We'll begin a lab exploring the microbes that colonize our school...

Due this week:
Tuesday: End of class - Microbe Mania packet
Thursday: My Microbe

Important Announcement:
ALL MISSING WORK IS DUE ON OR BEFORE 22 MARCH! 
My last day is the 28th and I need time to grade late work. Mrs. A will not be grading assignments that I assigned because it will be after the third quarter when she returns and she did not assign the assignment. Please plan accordingly.
               
Yay! It's MARCH! ALMOST SPRING!

Ms. Nickel

Thursday, Feb 28 - Tuesday, March 5: Microorganism Mania!

Hey All-Stars...

What is too small to see, all around us, sometimes helpful, sometimes harmful, and INCREDIBLY diverse??????

MICROORGANISMS!

Assignments:
1) Notes from your textbook (Microorganism (and Virus) Mania Notes) (Due by Tuesday, March 5)
2) Microbe Zoo Tour (Due by Tuesday, March 5)
3) My Microbe (Microbe/Virus Profile) (Due by Thursday, March 7)

Assignment 1: Microorganism (and Virus) Mania Notes
Use the note packet and your textbook to fill in the notes.
Below is a photo gallery of some microorganisms and viruses.

Cyanobacteria

Halophile

Thermophiles in a hotspring

Bacteriophage

Euglena

Assignment 2: Microbe Zoo Tour
1) Visit this site and fill out the corresponding parts of your packet.

Assignment 3: My Microbe (Microbe/Virus Profile)
1) Choose a microbe that interests you.
2) Fill out the profile sheet.
3) Draw (or for up to 5 points of extra credit, make in a 3-D way or create a video about it) your microbe.
4) Present your microbe to the class.

Have fun exploring the tiny lives around us!

Ms. Nickel

Wednesday, Feb 27: What to cells and the chicken dance have in common?

Hey All-Stars,

What do cells and the chicken dance have in common?

ALL THE THINGS. EVER.

Okay, so we spent yesterday doing a gallery walk about cells and microbiology and epidemiology.
- Your note packet will be a good resource for the rest of this unit. KEEP IT!
-Today we will wrap up our cell review and use that information to move on to microbiology and epidemiology.

Title the space under today's warm up "Cells: Review"
Write down only the parts in italics and highlighted.

Task 1, What do cells do???:
1) With your group, spend 3 minutes preparing to show the information on your card. Use the whiteboard and yourselves.
2) Present.

Write down, in complete sentences:
1) _____________ (most or few) organisms are uni-cellular.
2) _____(eu or pro)karyotic organisms have membrane bound organelles.
3) Cellular respiration happens in _____________ and uses oxygen to turn food into ____________.
4) Organisms are made up of ____________ which are made up of _______________.
5) Cells need nutrients because they...
6) The cell/plasma membrane is ______________ permeable, meaning it controls what enters and leaves the cell.

Task 2, Mitosis and Meiosis:

Watch the following videos and answer the questions:
A) Mitosis:
   1) Mitosis results in TWO genetically ______________ (identical or different) daughter cells.
   2) The stages of mitosis in order are _____________, _______________, _______________,     _______________, and ______________.
  3) Once ____________ occurs, the cells are separate.
  4) Creates regular body cells with ____________ (the same/ half the) number of chromosomes as the parent cell.
B) Meiosis:
  1) _______ cells form during meiosis.
  2) The cells __________ (are/are not) identical because of genetic crossover. 
  3) Creates sperm and egg cells with ___________(the same/half the) number of chromosomes as the parent cell.

Mitosis in a Drosophila (fruit fly) embryo

MITOSIS!

MEIOSIS!

We'll also visit this site for more information on meiosis and mitosis.

Task 3:

Learn the mitosis chicken dance! :-)

Diagram of mitosis:

Happy Wednesday!

Ms. Nickel

Test Corrections

Hello All-Stars!

For those of you interested in making test corrections, here is what you can do:

1) Write your name, period, and March 1, 2013, test version letter (A, B, C, or D) in the upper right hand corner of your paper.
2) Redo each problem you got wrong. You must put the number of the problem and the correct answer.
Then, in complete sentences explain why the correct answer is correct.
3) Write this at the bottom of the test:

I, ________________, did these test corrections on my own. I used my notes and my textbook and Ms. Nickel's blog. I did not copy from a friend. I asked Ms. Nickel if I needed help.

______________ (your signature underneath the honor pledge statement)
______________ (a parent/guardian's signature)

You can earn up to 50% of the points you lost back.

These corrections are due at the beginning of your science class on Friday, March 1. I will not accept late test corrections for any credit.
If any signature is missing you will not get credit for corrections.

Overall, I was impressed with the test scores! Way to go All-Stars!

Ms. Nickel

Want to Win a Contest???

Hey All-Stars!

Are you interested in a career in Science, Technology, Engineering, or Mathematics? Would you like the chance to work closely with a scientist and a friend to enter a contest with the chance of winning $1000 and recognition among scientists? If you answered yes to the questions above, YOU and a friend (any grade, any team, as long as he or she is in middle school) could look into this contest.

CAN YOU KEEP CURIOSITY ALIVE???

If you are interested in this contest, read the email below. There is contact information for getting a sponsor. Also, keep me posted on how I can help you! Note that you must register by this Thursday!

Principal Rudolph,

I am an astrophysics and computer science student at UNC and the Public Outreach Coordinator for UNC Women in Physics. As one of our outreach projects we are providing sponsors for students who wish to compete in this year's What If Prize, a competition for middle school students aimed to inspire STEM involvement. Teams of two will submit an essay about their solutions for a certain scenario pertaining to the Mars Curiosity Rover (i.e. What would you do if the robotic arm was stuck in a stowed position? What would you envision as their final campaign for Curiosity?). The winning team will receive $1000 and significant recognition in the STEM community. Students must register by February 28th and must have an adult sponsor (which Carolina Women in Physics can provide). This is a fantastic opportunity for middle school students who wish to pursue studies in STEM fields. If possible, could you please notify your faculty of this opportunity so they can encourage students to participate? 

Students who are interested and would like one of our brilliant ladies to sponsor them for the competition should send an email to carolinawip@gmail.com.

Thank you so much!

Best,

Hannah

--

Hannah
University of North Carolina at Chapel Hill 2015
Computer Science, B.S. Major

Undergraduate Research Assistant

SEDS-USA Public Relations Manager

www.earthtohannah.com

GOOD LUCK!

Ms. Nickel

Monday, Feb 25: Microbiology, Epidemiology, and Cells Word Wall

Hey All-Stars!

Today we will be working across the team to create an illustrated glossary of important ideas from this unit.

You will be given a few cards with terms on them. Here is what you need to do for EACH CARD, on blank white paper:

1) Define the term.
2) Illustrate the term. Use color.
3) Answer any questions also listed on your card.
4) Cite your sources! (Just the URL will work for this.)
5) Turn your sheet in to the drawer for your period.

Here are resources:

Cells:
Textbook, Chapter 1, E6

How cells function:
Textbook, Chapter 2, E38

Cell division (mitosis, meiosis):
Textbook, Chapter 3, E70

Single-celled organisms and viruses:
Textbook, Chapter 5, E 128

Microbes:
National Institutes of Health

Viruses:
Idaho Public TV

Genetic Modification:
Kids.Net.Au Encyclopedia

YAY SCIENCE TERMS!

Ms. Nickel

Announcements for Week of February 25-March 1

Hey All-Stars!!!!

This week we'll be starting our Cells, Microbiology, and Epidemiology Unit! YAY MICROBES!

This week we'll be exploring the following:

Monday: What is Microbiology? Epidemiology? What are cells?
               We'll be creating an illustrated "dictionary" for this unit.
Tuesday: How can we organize information about microbiology, epidemiology, and cells?
               We'll have a "gallery walk" of the word wall we created.
Wednesday: How do cells function? What are the functions of organelles?
                    *Half way through 3rd Quarter!!!
Thursday: What are microbes?
                 *Science Day! Running on a 2 hr delay schedule
Friday: What are some different microbes?

Assignments Due:

Monday: Salamander Lab Corrections and Extra Credit due
Tuesday: Fly Lab due
Wednesday: Future of the Earth Project Corrections due
Thursday: Gallery Walk of Microbiology, Epidemiology, and Cells Notes
Friday: None

Get excited!

Ms. Nickel

Post Test Bonanaza

HEY ALL-STARS!

YOU MADE IT! You finished your test!!!!

Work on any of the following, silently (use your time wisely):

1) Watch the following videos (WITH HEADPHONES OR NO SOUND!)

(Mass wasting - aka a landslide)

Can dogs sense earthquakes? Scientists aren't sure.

Random cute salamander - not an NC mountain species - but cute :-).

WHY is fainting a trait that is selected for?????

From Grayson... Is this cat's behavior likely to help it survive in its environment?

PLEASE do this! EVERY morning!

2) Glacier post extra credit: DUE FRIDAY

3) Salamander lab corrections (on separate paper) and extra credit: DUE Monday, Feb 25 

4) Fly lab and Future of the Earth project corrections: DUE Tuesday, Feb 26

5) Other missing work

6) Make a card for Ms. Winkler and Katie - FLY STYLE. Paper and such is on the back sink counter.

7) Have fun with Mad Libs on line:

Visit this site (I made an ode - below)

OR

this site.

Here is mine:

An Ode

Radio Announcer: Thank you for tuning in today. We are here in raleigh to celebrate National Poetry Month. In just a moment, the nation's poet laureate, ms fred, will read a poem about a(n) salamander. And here is ms fred.

ms fred: Thank you, everyone. This is a very rocky poem I wrote about a(n) salamander.

An Ode to a(n) salamander

The salamander is as big as a(n) mountain.
It reminds me of small mid-ocean ridges spreading.
O, the salamander. O, the salamander!
What do lava-y people think when they see you for the first time?
Perhaps they know there are happy days ahead.
O, the salamander. O, the salamander!
For some, you are hot, but for others, you are muddy.
If we are creating, we pause when we think of you.
May you always erode.
O, the salamander. O, the salamander!
The end.

Radio Announcer: On behalf of the poets, thank you for weathering.

You all rock! Tomorrow is Fly Lab Day 2! Get excited!

Ms. Nickel