| Assignments for Current Unit |
Due Date |
Downloadable Forms |
| Chapter 2, section 1: Photosynthesis Guided Reading: Read the section about photosynthesis and complete the guided reading sheet (pages 50-54). |
Wed/Thurs 3/18-3/19 |
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| Photosynthesis Diagram: Create a diagram in your journal that shows where the reactants and end products of photosynthesis enter and leave a plant or are stored in a plant. |
Wed/Thurs 3/18-3/19 |
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| Review/study for cells so far quiz. You can earn up to 10 points of EXTRA CREDIT for providing evidence of your review/study (flashcards/completed study guide/flip chart). |
Friday 3/20 |
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| Have a wonderful, restful, fun and safe spring break! |
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| Bill Nye Respiration Worksheet: Answer the questions as you watch the video and glue the worksheet into your journal. (complete in class) |
Tues 3/31 |
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| "Life of a Seed" Respiration/Photosynthesis Poster: Complete your poster with your partner in class or in core lab. |
Wed/Thurs 4/1, 4/2 |
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| Virus Organizer/Notes: Finish the organizer about Viruses based on the reading we did in class. |
Friday 4/3 |
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| Osmosis Jones Questions: Answer the questions as you watch the video in class. |
Friday 4/10 |
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| Respiration/Photosynthesis Quiz : Review your notes and the sections in the text. |
Friday 4/10 |
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| Zoo/Omnimax Permission Slip and $3.00: Please return slips and the $3.00 to me by Friday 4/10. |
Friday 4/10 |
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| Cell Division Storyboard: Draw a picture to illustrate each step of the cell division process. |
Wed/Th 4/15-4/16 |
Cell Division Notes |
| Asexual Reproduction Notes/What if? Complete the "What if?" activity using your asexual reproduction notes. |
Friday 4/17 |
Notes |
| Asexual Reproduction Quiz : We will have a quiz over cell division and the different types of asexual reproduction. |
Tues 4/21 |
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| Plants/Pollinators: Answer the questions and label the parts of the diagram in your journal. |
Friday 4/17 |
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| Sexual Reproduction Lab (completed in class) |
Thurs 4/23 |
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| Earth Day Article: Read an article related to Earth Day and choose 1 of the Reading Response options. |
Friday 4/24 |
Article Reading Response |
| Life's Greatest Miracle Questions: Answer the questions as we watch the film in class. |
Tues/Wed 4/27-4/28 |
Life's Greatest Miracle Questions |
| 3 Questions: Think of 3 questions you have relating to the video and record them in your journal. |
Tues 4/27-4/28 |
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| Sexual Reproduction "Quiz" to see how you're doing: How is it different from asexual reproduction? How many chromosomes does the offspring get from each parent? What are the sex cells called in males, females etc. |
Tues/Wed 4/27-4/28 |
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| Heredity Notes Students who missed Monday's class will need these notes. |
Mon 5/4 |
Heredity Notes |
| Mendel/Traits Reading: Read pages 80-85 in text and answer questions 1-4 on page 85. |
Wed 5/6 |
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| Punnett Practice: Complete the punnett square practice sheet for Friday. |
Fri 5/7 |
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| Science Final Exam: Friday May 22nd |
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| Genetic Disorders Reading: Read pages 119-123 in your text and answer questions 1-4 on page 123. |
Tuesday 5/12 |
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| Genetic Disorders Research Flyer: Research a genetic disorder and create a flyer to educate others about it. You will have one day to research in class (Tues 5/12) and will need to complete the rest of the research at home. See the attached scoring guide for requirements. |
Monday 5/18 |
GENETIC DISORDER RESEARCH FLYER |
| Pedigree Practice: Complete the "Family Puzzles" activities (Case studies 1&2). Create a pedigree for each family and complete the "Analyze and Conclude Questions" 1-5 on page 124-125 of your text. You do not need to cut out cards to represent the alleles but it may help you. |
Friday 5/15 |
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| Final Exam Study Guide: This Friday (5/15) in class, we will be making a study guide for the final exam. You should review your tests and quizzes as well! |
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| Science Reading Response: |
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Science Reading Response |
| Core Extension Seeking All Scientists Project |
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Research Guide |
Know |
Understand |
Do |
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| testable questions, hypotheses |
Science can only answer questions about the natural world and different questions require different types of investigations. |
--Identify and ask scientific questions.
--Develop logical predictions. |
| observations, qualitative and quantitative data, evidence, infer |
Science is a body of knowledge and a way to understand the natural world.
We use our senses to make observations.
Evidence consists of qualitative and quantitative observations on which to base scientific explanations. |
--Collect evidence from a scientific investigation.
--Make inferences based on observations.
--Analyze evidence to reach logical conclusions. |
| bias, objective, subjective |
Scientists strive to be objective, but personal bias effects the scientific process. |
--Identify bias. |
| variable, constant, control, independent and dependent variable |
When designing experiments, scientists can only test one variable at a time. |
-Design an experiment to test a variable.
--Identify appropriate controls. |
| accuracy, precision, metric system |
Scientists must use tools/technology appropriately to observe and gather data. |
--Use the tools of science to gather accurate data. |
| communication, collaboration |
Effective scientists must collaborate and communicate with others. |
--Work cooperatively with others. |
| temperature, turbidity, conductivity, nitrates, dissolved oxygen, pH |
The data we collect from the 7 water quality tests will tell us the health of Deer Creek. |
-Learn to perform each WQ test in order to qualify for Deer Creek. |
| watershed, pollutants, water cycle |
The water cycle moves water and pollutants through the watershed.
What we do to the land (watershed), we do to the water. |
-Observe a model of a watershed. |
| natural resources, conservation, global and local issues, desertification, biodiversity |
How we live and manage our natural resources affects all life on Earth.
Think globally, act locally. |
-Research an environmental issue.
-Educate others about it.
-Design a local solution. |
| population, community, organism, species, habitat, ecosystem |
There are levels of organization within an ecosystem. |
identify populations |
| habitat, biotic, abiotic, limiting factor |
Living things obtain what they need from their habitat. Limiting factors determine population size. |
simulate limiting factors |
| competition, predation, invasive species, producer/consumer, symbiosis, mutualism, commensalism, parasitism |
Organisms interact in a variety of ways. |
Classify species interactions |
| producer, consumer, photosynthesis, herbivore, omnivore, carnivore, food web, energy pyramid |
As energy flows through ecosystems, all organisms capture some of the energy and change it into a usable form.
Plants capture solar energy and transform it into chemical energy (sugar).
Consumers consume other organisms to capture their contained energy. |
-Examine raw materials and products of photosynthesis.
-Classify organisms
-Create food webs and energy pyramids. |
| producers, decomposers, consumers |
Decomposers are a special type of consumer that break down once living things and return the nutrients to the soil for producers to use. |
-trace carbon/oxygen cycles
-observe decomposers |
| biogeography, climate, dispersal |
Continental drift, competition and climate affect how organisms are dispersed around the planet. |
-Evaluate the relationships between geography and climate. |
| biome, climate, adaptation, flora, fauna, weather, energy |
The amount of solar energy (sunlight) and precipitation (water) an area receives determines its climate and, in turn, its biome. |
-research biome characteristics
-interpret and create climographs
-identify adaptations that help flora/fauna survive |
| adaptation, natural selection, Darwin, Lamarck, evolution, ancestry, competition, overproduction, environment |
As organisms compete for resources, those that have adaptations (survival strategies/structures) that make them best suited for their habitat have the greatest chance of survival. |
-define adaptations
-simulate the process of natural selection |
| Know the difference between behavioral & morphological adaptations. |
Organisms adapted to the environment have a greater chance of surviving and passing these traits onto their offspring - in essence, Survival of the Fittest. |
Create and 3D ET that is adapted to life on another planet. Project information will be given out in class. |
| domain, kingdom, eukaryote, archaea, prokaryote, heterotroph, autotroph, protist, plant, animal, bacteria, fungi |
Organisms are classified into domains/kingdoms based on their structures, functions and how they obtain energy. |
-Classify organisms based on their characteristics. |
| cell, cell theory |
Cells are the fundamental units of all living things and carry out life processes. Cells are produced from other cells. |
-Read about the discovery of cells and the building of Cell Theory. |
Cell Structure:
nucleus, cytoplasm, chloroplast, mitochondria, ER, lysosome, cell wall, cell membrane, vacuole, ribosome, golgi body |
Cells contain structures called organelles, each with a particular funtion, that work as a system to carry out cell processes. |
Compare/contrast cell structures.
Relate cell structure to funtion.
Compare/contrast the structures in plants/animals that serve similar functions. |
| cytoplasmic streaming, osmosis, diffusion, active transport, photosynthesis, respiration |
The processes that take place within the cell and between cells allow the survival of the organism. |
-Observe osmosis, diffusion, cytoplasmic streaming etc. |
| plant cell, animal cell, protists, bacteria, fungi |
Different organisms have different types of cells and structures that perform similar functions. |
-Observe the organelles that carry out cell processes.
-Compare different types of cells |
