• Save
Observation Science PowerPoint, Scientific Method
Upcoming SlideShare
Loading in...5
×
 

Observation Science PowerPoint, Scientific Method

on

  • 1,635 views

A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, ...

A 2000+ slide PowerPoint presentation from www.sciencepowerpoint.com becomes the roadmap for an amazing learning experience. Complete with homework package, built-in activities with directions, built-in quizzes, unit notes, follow along worksheets, answer keys, video links, review games, rubrics, and much more.
Also included are directions on how create a student version of the unit that is much like the teachers but missing the answer keys, quizzes, PowerPoint review games, hidden box challenges, owl, and surprises meant for the classroom. This is a great resource to distribute to your students and support professionals and will only take you a few minutes to create.
This is a great introductory unit that covers science topics associated with Lab Safety, Magnification, Base Units of the Metric System, Scientific Method, Inferences, and Observation Skills (See list below for more topics covered). This unit includes an interactive and engaging PowerPoint Presentation of 2000 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers.
Text is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. A shade technique, as well as color coded text helps to increase student focus and allows teacher to control pace of the lessons. Also included is a 10 page assessment / bundled homework that chronologically follows the slideshow for nightly homework and end of the unit assessment, as well as a 9 page modified assessment. 14 pages of class notes with images are also included for students who require modifications, as well as answer keys to both of the assessments for support professionals, teachers, and home school parents. Several video links are provided and a slide within the slideshow cues teacher / parent when the videos are most relevant to play. Video shorts usually range from 2-7 minutes. One PowerPoint review game (125+ slides)is included. Answers to the PowerPoint review game are provided in PowerPoint form so students can self-assess. Lastly, several class games such as guess the hidden picture beneath the boxes, and the find the hidden owl somewhere within the slideshow are provided. Difficulty rating of 5 (Ten is most difficult)

Thank you for time and if you have any questions please feel free to contact me at www.sciencepowerpoint@gmail.com. Best wishes.
Teaching Duration = 4+ Weeks

Sincerely,
Ryan Murphy M.Ed
Science PowerPoints

Statistics

Views

Total Views
1,635
Views on SlideShare
1,635
Embed Views
0

Actions

Likes
3
Downloads
18
Comments
0

0 Embeds 0

No embeds

Accessibility

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Observation Science PowerPoint, Scientific Method Observation Science PowerPoint, Scientific Method Presentation Transcript

  • • Inference: A conclusion based on your observations. Copyright © 2010 Ryan P. Murphy
  • • RED SLIDE: These are notes that are very important and should be recorded in your science journal. • BLACK SLIDE: Pay attention, follow directions, complete projects as described and answer required questions neatly. Copyright © 2010 Ryan P. Murphy
  • -Please make notes legible and use indentations when appropriate. -Example of indent. -Skip a line between topics -Don’t skip pages -Make visuals clear and well drawn. Please label
  • • http://sciencepowerpoint.com/
  •  Observation – Anything you can see, hear, smell, touch, taste, (Using your senses). Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • Do these red lines bend?
  • Do these red lines bend?
  • • Please write down the phrase that you will see on the next slide? You get just a second. Copyright © 2010 Ryan P. Murphy
  • Mary had had a little lamb Copyright © 2010 Ryan P. Murphy
  • “Write down what it said in your journal?” Copyright © 2010 Ryan P. Murphy
  • “Did your brain act faster than your eyes?” Copyright © 2010 Ryan P. Murphy
  • Mary had had a little lamb Copyright © 2010 Ryan P. Murphy
  • Mary had had a little lamb Copyright © 2010 Ryan P. Murphy
  • Mary had had a little lamb Copyright © 2010 Ryan P. Murphy
  • Our brains are programmed for normal right side-up.
  • Our brains are programmed for normal right side-up. I will flip this picture and you will see.
  • • Video Link! Amazing Anamorphic Illusions – http://www.youtube.com/watch?v=tBNHPk-Lnkk
  • • On the next series of slides. • Say the color of the words below. • (Not the actual words) • Try to do it as fast as you can. • Is it difficult? Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • • Repeat! See if it is easier upside down. • On the next series of slides. • Say the color of the words below. • (Not the actual words) • Try to do it as fast as you can. • Is it difficult? Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Can you see the mans face?
  • • Please record what you see beneath this box. Copyright © 2010 Ryan P. Murphy
  • • Answer! The white marks say the word LIFT. Copyright © 2010 Ryan P. Murphy
  • • Answer! The white marks say the word LIFT. L I F T Copyright © 2010 Ryan P. Murphy
  • • Shrinking Head Illusion: – On the next slide stare into this animation for two minutes and then teacher will change slides.
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  • • Observation Basics. – Our perceptions are not photographs, they are constructions - something that our minds manufacture. – What we perceive is partially determined by what we know or believe. – Constructive perception has survival value - it helps us make sense of the world. – So, seeing is not necessarily believing. – USE YOUR JOURNAL! Copyright © 2010 Ryan P. Murphy
  •  Inference: A conclusion based on your observations. Copyright © 2010 Ryan P. Murphy
  • • Raise your hand when you think you know the picture beneath the boxes. – You only get one guess. Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy Let’s Play…I’m thinking of a person in this classroom… Yes/No Questions only. You are allowed 4 questions and then need to make an inference.
  • • Activity! How well do you observe the world around you. Copyright © 2010 Ryan P. Murphy
  • • Activity! How well do you observe the world around you. – Observe each scene for 1 minute and then answer some questions afterward. Copyright © 2010 Ryan P. Murphy
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. – How many vehicles were driving? • Two were driving, two were parked Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –How many vehicles were driving? • Two were driving, two were parked. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What type of vehicles were they? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What type of vehicles were they? • Utility van with no labels and small 4 door SUV. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What colors were they? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What colors were they? • Utility van was white, SUV was dark blue with no license plate on the front. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –Was it raining? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –Was it raining? –Answer: No. But the SUV’s wipers were on, conditions were overcast and the SUV could have just possibly come from the rain or driven through a sprinkler. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What was the speed limit? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What was the speed limit? • 35 mph • What country is this picture in? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What was the speed limit? • 35 mph • What country is this picture in? • The United States most likely because 35 mph is not Metric. The U.S. is one of the few countries to use the Old English System. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –How many witnesses were there, what were they doing? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –How many witnesses were there, what were they doing? • One witness, he was mowing the lawn. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What season was it? Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. –What season was it? • Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy
  • • Questions for the street scene. • Two were driving, two were parked. • Utility van with no labels and small 4 door SUV. • Utility van was white, SUV was dark blue with no license plate on the front. • It was not raining. • 35 mph (No Metric here, must be in the US) • One witness, he was mowing the lawn. • Summer, the leaves were well established and green. Copyright © 2010 Ryan P. Murphy
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • Question about the backyard scene? – What was the color of the roof of the shed? Copyright © 2010 Ryan P. Murphy
  • • What color was the roof? – Answer: You can’t tell from the photograph. In this area of the country the roofs are dark colored shingles so that’s what we construct in our head. Copyright © 2010 Ryan P. Murphy
  • • If we lived in the Slovenia, Germany , our constructions would be different as the rooftops here are all orange. Copyright © 2010 Ryan P. Murphy
  • • Activity! How well do you observe the world around you. – Observe each scene for 30 seconds and then answer some questions afterward. Copyright © 2010 Ryan P. Murphy
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • Is this a picture of a boys room or girls room? Why?
  • • Is this a picture of a boys room or girls room? Why?
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • What color was the sky?
  • • What color was the sky?
  • • Which of the following roadways were shown? • A.) 16, 74, 674, • B.) 74, 39, 901, • C.) 73, 29, 601 • D.) 74, 28, 602 • E.) None of the above
  • • Which of the following roadways were shown? • A.) 16, 74, 674, • B.) 74, 39, 901, • C.) 73, 29, 601 • D.) 74, 28, 602 • E.) None of the above
  • • Which of the following roadways were shown? • A.) 16, 74, 674, • B.) 74, 39, 901, • C.) 73, 29, 601 • D.) 74, 28, 602 • E.) None of the above
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • Questions about the street scene? – What type of location are the people at? Copyright © 2010 Ryan P. Murphy
  • • Questions about the street scene? – What type of location are the people at? • Airport, Train Station, Bus Station? Copyright © 2010 Ryan P. Murphy
  • • Questions about the street scene? – Describe the person who walked away with someone else’s green suitcase. Copyright © 2010 Ryan P. Murphy
  • • Questions about the street scene? – Describe the person who walked away with someone else’s green suitcase. • Male, 5’8” Black Hair, Red short sleeved shirt and blue jeans and wearing a backpack. Copyright © 2010 Ryan P. Murphy
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • What is this a picture of? Copyright © 2010 Ryan P. Murphy
  • • What is this a picture of? – A women (adult) with blonde hair, maroon shirt and wearing eyeglasses. Copyright © 2010 Ryan P. Murphy
  • • Questions for the ocean scene? – Specifically, where was this photo taken? Copyright © 2010 Ryan P. Murphy
  • • Questions for the ocean scene? – Specifically, where was this photo taken? – Picture taken by passenger on a bus or train (tinted windows). Image is of a women sitting by the window seat. No smoking sign can be seen in the reflection. Her left arm is against her cheek. Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • What is the grand opening for? • Hint- You have all most likely been there. Copyright © 2010 Ryan P. Murphy
  • Path of Travel
  • I hypothesize that a condiment station is next to this wall.
  • • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. Copyright © 2010 Ryan P. Murphy McDonalds
  • • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, Copyright © 2010 Ryan P. Murphy McDonalds
  • • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. Copyright © 2010 Ryan P. Murphy McDonalds
  • • Questions about the grand opening. – What is the grand opening for? • This is most likely a McDonalds (Red and Yellow color scheme) or another fast food chain. You can see the illuminated value menus in the upper right hand corner, and the Coca-Cola drink dispenser on the left. Coca-Cola is affiliated with the McDonalds Corporation. Copyright © 2010 Ryan P. Murphy McDonalds
  • • Questions about the previous scene. Copyright © 2010 Ryan P. Murphy
  • • Where is this? Copyright © 2010 Ryan P. Murphy
  • • Where is this? • A place of worship. Copyright © 2010 Ryan P. Murphy
  • • Who is in this picture? Where? Copyright © 2010 Ryan P. Murphy
  • • Caution! The next series of slides requires maturity. – Teacher must decide right now if the class can handle the next segment.
  • • Questions about the Skittles. – What three letter word comes to mind after seeing the skittles… ___ ___ ___ Copyright © 2010 Ryan P. Murphy
  • • Questions about the Skittles. – What three letter word comes to mind after seeing the skittles… ___ ___ ___ Copyright © 2010 Ryan P. Murphy It’s okay to take a risk in this situation and say what you think?
  • • Questions about the Skittles. – What three letter word comes to mind after seeing the skittles… ___ ___ ___ Copyright © 2010 Ryan P. Murphy
  • • Questions about the Skittles. – What three letter word comes to mind after seeing the skittles… ___ ___ ___ Copyright © 2010 Ryan P. Murphy S E X
  • This was not a coincidence.
  • Subliminal messages are everywhere on purpose. Your brain may see it and understand it without you even knowing it.
  • “Your subconscious saw me…”
  • • Videos! (Optional) Subliminal Advertisements (ARIA Awards and BMX) – http://www.youtube.com/watch?v=hJTGGlDZUzk ARIA AWARDS – http://www.youtube.com/watch?v=FEpdTZGfxCQ Derren Brown BMX
  • • Let’s go back a few slides and look for some hidden messages placed into the slide. (Full Image on Next Slide)
  •  Collaborates (talks) with others. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy S C I e N C e For RealT O D A Y F U N
  •  Collaborates (talks) with others. Copyright © 2010 Ryan P. MurphyCopyright © 2010 Ryan P. Murphy S C I e N C e For RealT O D A Y F U N
  • Can you find the message $?
  •  Hypothesis: An educated guess to your problem / question that is testable. Copyright © 2010 Ryan P. Murphy
  • • Activity! Teacher to collect galls from goldenrod plant.
  • • Activity! Goldenrod Gall Observation. – Make quick prediction of what you think this is and what may be inside?
  • • Activity! The Goldenrod Gall Copyright © 2010 Ryan P. Murphy
  • • Activity! The Goldenrod Gall – A quick lesson in the scientific method. Copyright © 2010 Ryan P. Murphy
  • • Activity! The Goldenrod Gall – A quick lesson in the scientific method. – Make an observation of your goldenrod in the form a detailed drawing in your journal of the outside of the gall. Copyright © 2010 Ryan P. Murphy
  • • Activity! The Goldenrod Gall – A quick lesson in the scientific method. – Make an observation of your goldenrod in the form a detailed drawing in your journal of the outside of the gall. – Ask a question / Form a hypothesis (educated guess) Copyright © 2010 Ryan P. Murphy
  • • Activity! The Goldenrod Gall – A quick lesson in the scientific method. – Make an observation of your goldenrod in the form a detailed drawing in your journal of the outside of the gall. – Ask a question / Form a hypothesis (educated guess) – Conduct an experiment (dissect it and record a picture of what you find inside.). Copyright © 2010 Ryan P. Murphy
  • • Activity! The Goldenrod Gall – A quick lesson in the scientific method. – Make an observation of your goldenrod in the form a detailed drawing in your journal of the outside of the gall. – Ask a question / Form a hypothesis (educated guess) – Conduct an experiment (dissect it and record a picture of what you find inside.). – Accept or reject the hypothesis. Make a new hypothesis if wrong. Copyright © 2010 Ryan P. Murphy
  • • Activity! The Goldenrod Gall – A quick lesson in the scientific method. – Make an observation of your goldenrod in the form a detailed drawing in your journal of the outside of the gall. – Ask a question / Form a hypothesis (educated guess) – Conduct an experiment (dissect it and record a picture of what you find inside.). – Accept or reject the hypothesis. Make a new hypothesis if wrong. Copyright © 2010 Ryan P. Murphy
  • Larvae of the stem gall fly.
  • Larvae of the stem gall fly. Scat
  • Fly injects egg into stem of goldenrod plant.
  • Fly injects egg into stem of goldenrod plant. The egg releases chemicals that cause the plant to grow cells in that area.
  • Fly injects egg into stem of goldenrod plant. The egg releases chemicals that cause the plant to grow cells in that area. The Larvae feeds from plant and is relatively safe inside the tough gall.
  • Fly injects egg into stem of goldenrod plant. The egg releases chemicals that cause the plant to grow cells in that area. The Larvae feeds from plant and is relatively safe inside the tough gall. The larvae will mature and chew hole to find mate and then new goldenrod stem to continue the process.
  • Fly injects egg into stem of goldenrod plant. The egg releases chemicals that cause the plant to grow cells in that area. The Larvae feeds from plant and is relatively safe inside the tough gall. The larvae will mature and chew hole to find mate and then new goldenrod stem to continue the process.
  • Gall fly injecting egg.
  • Escape hole from the adult fly
  • • Three common gall types exist,
  • • Three common gall types exist, the stem gall,
  • • Three common gall types exist, the stem gall, ball gall,
  • • Three common gall types exist, the stem gall, ball gall, and leaf gall.
  • Goldenrod galls don’t generally harm the plant. -Note the double galls on this plant.
  • • Stem gall fly larvae are an important food source for many birds during the winter. Copyright © 2010 Ryan P. Murphy
  • • Parasitic Wasp – lays egg in gall and larvae eats the stem gall fly larvae inside. Eurystoma obtusiventris Copyright © 2010 Ryan P. Murphy
  • Just mates with female and does not inject egg into goldenrod
  • • Stem gall fly larvae has a natural anti- freeze in it’s body to prevent freezing. Copyright © 2010 Ryan P. Murphy
  • • NASA was interested in this biological antifreeze as a way to prevent humans from freezing in the cold of deep space.
  • • Activity! Investigating the scientific method and soda cans. Copyright © 2010 Ryan P. Murphy
  • • Soda and the Scientific Method. Copyright © 2010 Ryan P. Murphy
  • • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? Copyright © 2010 Ryan P. Murphy
  • • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? – We are going rafting down a Class V section of whitewater. Copyright © 2010 Ryan P. Murphy
  • • Soda and the Scientific Method. – Problem: What type of soda should we bring on a rafting trip? – We are going rafting down a Class V section of whitewater. – The first rapid called “The Turbine” will definitely flip the raft and everything on it. Copyright © 2010 Ryan P. Murphy
  • • Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium mg Calories Sugar g Mass g Volume. ml Density g/cm3 Can you find?
  • • Please set up the spread sheet below. (6 by 7) Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium mg Calories Sugar g Mass g Volume. ml Density g/cm3 Can you find? 375ml 375ml 375ml 375ml 375ml
  • • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  • • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  • • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  • • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  • • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data! Copyright © 2010 Ryan P. Murphy
  • • Soda and Scientific Method – Please find the information to complete the spreadsheet from the soda can labels. – Weigh each can on a balance. (In grams) – Feel free to place them in water to simulate the whitewater experience after spreadsheet is complete. (Keep area dry as wet floors are pose a slipping hazard) – Based on all of your findings, what soda should we bring and why? Use your data. Copyright © 2010 Ryan P. Murphy
  • • Answers Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • • Answers Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • • Soda and Scientific Method – Determine the density of each soda D= M/V – Mass (g) – Density = ----------------- = _______ g/cm3 – Volume cm3 Copyright © 2010 Ryan P. Murphy
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • • Which one will float in water? Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • • Which one will float in water? Diet Coke Copyright © 2010 Ryan P. Murphy Brand of Soda Sodium Calories Sugar Mass Volume. H2O Density Coke 45mg 140 39g 388g 375 ml 1.03 g/cm3 Sunkist 70mg 190 50g 387g 375 ml 1.03 g/cm3 Mt. Dew 65mg 170 46g 387g 375 ml 1.03 g/cm3 Diet Coke 40mg 0 0 370g 375 ml .98 g/cm3 Sprite 60mg 140 38g 380g 375 ml 1.01 g/cm3 375 ml
  • • Answer: The diet soda floats because it has a density of less than 1. Copyright © 2010 Ryan P. Murphy
  • • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. Copyright © 2010 Ryan P. Murphy
  • • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. – We should bring Diet Coke as it will not sink to the bottom of the river? Copyright © 2010 Ryan P. Murphy
  • • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. – We should bring Diet Coke as it will not sink to the bottom of the river? – Any objections or other considerations? Copyright © 2010 Ryan P. Murphy
  • • Answer: The diet soda floats because it has a density of less than 1. – The regular soda sinks because the abundance of sugar increases its density. – We should bring Diet Coke as it will not sink to the bottom of the river? – Any objections or other considerations? – Should we bring Mtn. Dew? Copyright © 2010 Ryan P. Murphy
  • • Video Link! (Optional) Mtn. Dew Mouth. – How Mtn. Dew and other sodas can cause serious tooth decay if misused. – http://www.mefeedia.com/video/14377911 Copyright © 2010 Ryan P. Murphy
  • • Activity! CSI Copyright © 2010 Ryan P. Murphy
  • • Activity! CSI – You will visit a crime scene. Copyright © 2010 Ryan P. Murphy
  • • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. Copyright © 2010 Ryan P. Murphy
  • • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. Copyright © 2010 Ryan P. Murphy
  • • Activity! CSI – You will visit a crime scene. – Sketch out the scene focusing on all of your observations. – Create a hypothesis (educated guess) of what happened based on your observations. – Draw a conclusion based on evidence. Copyright © 2010 Ryan P. Murphy
  • • Activity! (Optional) Times Have Changed. Copyright © 2010 Ryan P. Murphy
  • • Activity Sheet Available, Times have changed, Trials, Average. – Variance and Standard Deviation Extension
  • • Note- The learning today will only partly be about variations in sound.
  • • Note- The learning today will only partly be about variations in sound. – Learning how to conduct trials is an important skill that will occur in this activity.
  • • We must use the scientific method to gather empirical and measurable evidence.
  • • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large.
  • • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used.
  • • We must use the scientific method to gather empirical and measurable evidence. – The sample size should be large. – Random sampling techniques should be used. – All biases should be avoided and poorly collected data should be thrown out.
  • • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New
  • • Please create the following spreadsheet. 1 2 3 4 5 6 7 8 9 10Trials Old New 1 2 3 4 5 6 7 8 9 10Trials Old New
  • • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?
  • • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
  • • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? – Old = Made before 1982 – New = Made after 1982
  • • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper
  • • Activity! (Optional) Times Have Changed. – Pennies have changed in composition over the years. (Background Information) • 1793–1857 100% copper • 1857–1864 88% copper, 12% nickel • 1864–1962 bronze (95% copper, 5% tin and zinc) • 1943 zinc-coated steel • 1944–1946 brass (95% copper, 5% zinc) • 1962–1982 brass (95% copper, 5% zinc) • 1982–present 97.5% zinc, 2.5% copper
  • • Make an educated guess called a hypothesis for the problem. – Problem: Can you determine an old penny from a new penny by the sound it makes when dropped?
  • • Please drop an old penny and a new penny 15 times each from a height of 30 cm onto a hard surface and listen to the sound it makes.
  • • Example of tester organizing trials. 1 2 3 4 5 6 7 8 9 10 Old Old Old Old Old New New New New New Trials Old New
  • • Activity! Times Have Changed – Choose a partner for this project that was not next to you during random order collection. – Keep your random test order hidden from your new partner / listener. – Listener should keep eyes closed during each drop and until pennies have been collected. • Old and new pennies look differently. – Tester and listener must communicate for each drop. Tester says “dropping” and listener says “drop away.” Listener can open eyes when tester says pennies have been collected and mark their guess on the listener spreadsheet. Copyright © 2010 Ryan P. Murphy
  • • Problem: Can you determine an old penny from a new penny by the sound it makes when dropped? –Score your own sheet • (10 pts for correct response) –Gather the entire classes scores to obtain average / mean. • Add all of the scores and divide by the number of students. – What was the average grade / mean (%) • Do our results answer the problem?
  • • Continuation (Optional) Finding standard deviation and variance. – Standard variation is the square root on the variance. – Variance: The average of the squared differences from the mean.
  • • Statistical Methods – The mean / average was… – Everyone calculate how far away their data was from the mean / average. • Ex.) The mean was 80 and I got 60 so I was 20 from the mean. – To calculate the variance, take each difference, square it, and then average the result as a class. • Ex) 22 + 4.52 + 1.52 + 3.52 + (rest of class) Divide by total # of students = variance
  • • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem.
  • • The Standard Deviation is just the square root of the Variance. – So square the variance that we found. Example… 6523 = 80.76% We now have a standard to show which scores are high and low and to help answer our problem. Standard Deviation and Variance. Learn more at… http://www.mathsisfun.com/data/standard-deviation.html
  • • Stand Deviation Calculator: – Did we calculate correctly? – http://www.mathsisfun.com/data/standard- deviation-calculator.html
  • • Raise your hand when you think you know the picture beneath the boxes. – You only get one guess. Copyright © 2010 Ryan P. Murphy
  • • Raise your hand when you think you know the picture beneath the boxes. – You only get one guess. Copyright © 2010 Ryan P. Murphy
  • “Subliminal advertising”
  • “Subliminal advertising” “This is wrong on so many levels.”
  • • Raise your hand when you think you know the picture beneath the boxes. – You only get one guess. Copyright © 2010 Ryan P. Murphy
  • Snow White
  • “Never conclude a lab report with…”
  • “The End.”
  • • Remember to use, and encourage others to use the Metric System! Copyright © 2010 Ryan P. Murphy
  • • You should be very close to completion of your bundle.
  • • You can now add information to the white spaces around the following. – You can also color the sketches and text.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding.
  • Magnification: The act of expanding something in apparent size. King Henry Died While Drinking Chocolate Milk A study of natural phenomenon. A systematic study and method. Knowledge through experience. Is safe! Is accurate, precise and methodical. Is unbiased, a seeker of the truth. Can observe and question. Can find solutions, reasons, and research. Works in all weather conditions if safe. Can overcome obstacles. Collaborates (talks) with others. A process that is the basis for scientific inquiry questioning and understanding.
  • • Activity! Science Skills Unit Review Game Copyright © 2010 Ryan P. Murphy
  • • Activity! (Optional) Making Goop / Time to show me your science skills. – Available Sheet
  • • Activity! (Optional) Making Goop • Directions in video and on next slide. • http://www.youtube.com/watch?v=48- DU0kQtPg
  • • Materials – Glue bottle (4oz) – 2 mixing bowls – Water – Mixing spoon – Measuring Cups – Borax – Measuring spoon – Sealable Bag
  • • Procedure: – 1.) Squeeze glue into bowl. – 2.) Fill glue bottle with water, cap, mix, and pour into the glue in bowl. – 3.) Stir and add desired food coloring. – 4.) Set that bowl aside. – 5.) In new bowl mix 1 cup of water with 1 tablespoon of borax and stir. – 6.) Add 1/3 a cup of borax and water mixture into a bowl and stir. – 7.) Slowly add the contents from the glue bowl into the borax bowl while you stir. – 8.) Pick up goop and work it with your hands. Put in plastic bag and clean up area. – 9.)Once area is clean you can play with goop.
  • • Goop is a polymer you can make from white glue and borax. – Borax is a cleaning agent and natural mineral composed of sodium, boron, oxygen and water. – The Elmer’s glue is a long-chained polymer (Poly Vinyl Acetate), meaning it is a set of molecules that are linked together in a long chain. – When added together, the borate ions bond with water molecules. These long polymers link together to form a matrix that is not very strong. – This why goop is stretchable and considered a Non-Newtonian Fluid. High Viscosity.
  • • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to NABT and NSTA) • http://www.nabt.org/websites/institution/index.php?p= 1 • http://learningcenter.nsta.org/browse_journals.aspx?j ournal=tst Please visit at least one of the “learn more” educational links provided in this unit and complete this worksheet
  • • “AYE” Advance Your Exploration ELA and Literacy Opportunity Worksheet – Visit some of the many provided links or.. – Articles can be found at (w/ membership to and NSTA) • http://www.sciencedaily.com/ • http://www.sciencemag.org/ • http://learningcenter.nsta.org/browse_journals.aspx?jo urnal=tst
  • • More Units Available at… Earth Science: The Soil Science and Glaciers Unit, The Geology Topics Unit, The Astronomy Topics Unit, The Weather and Climate Unit, and The River Unit, The Water Molecule Unit. Physical Science: The Laws of Motion and Machines Unit, The Atoms and Periodic Table Unit, The Energy and the Environment Unit, and The Introduction to Science / Metric Unit. Life Science: The Diseases and Cells Unit, The DNA and Genetics Unit, The Life Topics Unit, The Plant Unit, The Taxonomy and Classification Unit, Ecology: Feeding Levels Unit, Ecology: Interactions Unit, Ecology: Abiotic Factors, The Evolution and Natural Selection Unit and the Human Body Systems and Health Topics Unit Copyright © 2010 Ryan P. Murphy
  • • http://sciencepowerpoint.com/
  • Areas of Focus within The Science Skills Unit: Lab Safety, Lab Safety Equipment, Magnification, Microscopes, Stereoscopes, Hand Lenses, Electron Microscopes, Compound Light Microscopes, Parts of a Compound Microscope, Metric System, International System of Units, Scientific Notation, Base Units, Mass, Volume, Density, Temperature, Time, Other SI Units, Observation, Inferences, Scientific Method, What is Science? What makes a good scientist? Types of Scientists, Branches of Science, Scientific Method, Hypothesis, Observations, Inferences. Hundreds of PowerPoint samples, the bundled homework package, unit notes, and much more can be previewed at… http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html
  • • This PowerPoint is on small part of my Science Skills Unit. This unit includes… • A Four Part 2,000+ Slide PowerPoint presentation full of class activities, review opportunities, project ideas, video linksm discussion questions, and much more. • 16 page bundled homework package that chronologically follows the PowerPoint slideshow. Modified version provided. • Worksheets, curriculum guide, Common Core worksheet. • 15 pages of unit notes with visuals for students who require assistance and support staff. • Many video and academic links • 1 PowerPoint review game with answer key. • Flashcards, rubrics, activity sheets, and much more. • http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Me tric_Methods.html
  • • Please visit the links below to learn more about each of the units in this curriculum – These units take me about four years to complete with my students in grades 5-10. Earth Science Units Extended Tour Link and Curriculum Guide Geology Topics Unit http://sciencepowerpoint.com/Geology_Unit.html Astronomy Topics Unit http://sciencepowerpoint.com/Astronomy_Unit.html Weather and Climate Unit http://sciencepowerpoint.com/Weather_Climate_Unit.html Soil Science, Weathering, More http://sciencepowerpoint.com/Soil_and_Glaciers_Unit.html Water Unit http://sciencepowerpoint.com/Water_Molecule_Unit.html Rivers Unit http://sciencepowerpoint.com/River_and_Water_Quality_Unit.html = Easier = More Difficult = Most Difficult 5th – 7th grade 6th – 8th grade 8th – 10th grade
  • Physical Science Units Extended Tour Link and Curriculum Guide Science Skills Unit http://sciencepowerpoint.com/Science_Introduction_Lab_Safety_Metric_Methods. html Motion and Machines Unit http://sciencepowerpoint.com/Newtons_Laws_Motion_Machines_Unit.html Matter, Energy, Envs. Unit http://sciencepowerpoint.com/Energy_Topics_Unit.html Atoms and Periodic Table Unit http://sciencepowerpoint.com/Atoms_Periodic_Table_of_Elements_Unit.html Life Science Units Extended Tour Link and Curriculum Guide Human Body / Health Topics http://sciencepowerpoint.com/Human_Body_Systems_and_Health_Topics_Unit.html DNA and Genetics Unit http://sciencepowerpoint.com/DNA_Genetics_Unit.html Cell Biology Unit http://sciencepowerpoint.com/Cellular_Biology_Unit.html Infectious Diseases Unit http://sciencepowerpoint.com/Infectious_Diseases_Unit.html Taxonomy and Classification Unit http://sciencepowerpoint.com/Taxonomy_Classification_Unit.html Evolution / Natural Selection Unit http://sciencepowerpoint.com/Evolution_Natural_Selection_Unit.html Botany Topics Unit http://sciencepowerpoint.com/Plant_Botany_Unit.html Ecology Feeding Levels Unit http://sciencepowerpoint.com/Ecology_Feeding_Levels_Unit.htm Ecology Interactions Unit http://sciencepowerpoint.com/Ecology_Interactions_Unit.html Ecology Abiotic Factors Unit http://sciencepowerpoint.com/Ecology_Abiotic_Factors_Unit.html
  • • The entire four year curriculum can be found at... http://sciencepowerpoint.com/ Please feel free to contact me with any questions you may have. Thank you for your interest in this curriculum. Sincerely, Ryan Murphy M.Ed www.sciencepowerpoint@gmail.com
  • http://www.teacherspaytea chers.com/Product/Physical -Science-Curriculum- 596485 http://www.teacherspayt eachers.com/Product/Life -Science-Curriculum- 601267 http://www.teacherspayt eachers.com/Product/Eart h-Science-Curriculum- 590950
  • • http://sciencepowerpoint.com/