SY21 Switzerland Science-7A Assignments

Optional Video: https://www.youtube.com/watch?v=s4Ty2Oo7MnI 


EXIT TICKETS ARE DUE AT 3:00pm

EXIT TICKET DUE AT 3:00

Hello. Exit ticket due by 3:00!

Exit ticket due at 3:00

EXIT TICKET DUE AT 3:00

Virtual Field Trip to China! https://www.youtube.com/watch?v=jmItGzAaqg4&feature=emb_imp_woyt 

Students not at school will engage in the asynchronous learning activity found in the Google Doc.


Enjoy! I hope you learn a lot and find this impactful! THE EXIT TICKET IS SEPARATE AND IS DUE BY 3:00


https://bigpictureranch.vids.io/videos/119ddcb71c12e9ce98/kiss-the-ground-for-schools

password: school

Follow the directions to answer all questions. This is worth 20 points

Complete parts I-IV

Complete sections I-IV

Follow the directions to complete the assignment. REMEMBER all exit tickets are due by 3:00!

Follow the directions to complete the activity. You might not be able to complete the whole thing, but turn in whatever you have after 45 minutes of work.

Follow the directions to complete the activity. You might not be able to complete the whole thing, but turn in whatever you have after 45 minutes of work.

Students
will be able to:

●       
Identify the characteristics all
plants chare

●       
Name the things that a plant needs
to live successfully on land

Compare nonvascular and vascular plants



If you need more knowledge, watch: https://www.youtube.com/watch?v=uixA8ZXx0KU but this is AP biology (college) level

Students
will be able to:

●       
Describe the events that
occur during respiration
READ THE .pdf if you have time!

Follow the directions in the lab. Have fun! Exit ticket questions at the end are due by 3:00pm. I will be available by gChat or email. WIN times are 9:20-10:20 for 7th grade and 1:00-2:00 for 8th grade. No one is required to attend WIN time today unless you want to!

Students
will be able to:

●       
Explain how the sun
supplies living things with the energy they need

●       
Describe what happens
during the process of photosynthesis


If you want to explore more on your own: https://studyjams.scholastic.com/studyjams/jams/science/plants/photosynthesis.htm 

Complete both webquests as outlined in the directions. Email me if you have any questions!

WIN time is 9:20-10:20. If you also need to visit Mr. Croel, you can go to his WIN time 9:50-10:20.


EXIT TICKET IS DUE BY 3:00pm!!!!!!

Students
will be able to:

●       
Describe how most
fossils form

●       
Explain how scientists
can determine a fossil’s age

●       
State what the geologic
time scales is

●       
Identify some unanswered
questions about evolution

Students
will be able to:






Identify how mutations
can affect an organism.
Develop conceptual
understanding of natural selection by exploring how limiting factors, abiotic
and biotic parts of an ecosystem and mutations interact and contribute to the
survival of a species.
Assess the usefulness of models in scientific
investigations.

REMEMBER: The EXIT TICKET IS DUE BY 3:00PM

Students
will be able to:

●       
Describe important
observations Darwin made on his voyage

●       
State the hypothesis
Darwin made to explain differences between similar species

●       
Explain how natural
selection leads to evolution

*NOTE* ONLY THE EXIT TICKET is due by 3:00pm. You can finish your picture of your dog whenever, but it would be really fun to see some of the drawings you all do during block class!

CHECK YOUR EMAIL and make sure you are not required to come to WIN time. REMEMBER, you MUST turn in the exit ticket by 3:00pm OR come to WIN time for attendance. YOU MUST attend SEL and Enrichment. Link to WIN info: https://docs.google.com/document/d/1qsqi0kyxUVmoXFj72Ff7V8BqVz_cVXj9n9N36YcOuuE/edit

Read the Assignment and MAKE SURE TO SUBMIT THE EXIT TICKET by 3:00PM

Students will be able to:
● Define probability and describe how it helps explain the results of genetic crosses
● Explain what is meant by genotype and phenotype
● Tell what codominance is.
● Model the combination of alleles in a genetic cross.
● Predict the offspring of a genetic cross.
● Interpret data from models of genetic crosses.

● Make observations and interpret data about certain traits controlled by dominant and recessive alleles in humans

Today, you will be able to:
● Describe the results of Mendel’s experiments
● Identify what controls the inheritance of traits in organisms

● Name and describe structures, sizes, and shapes of a bacterial cell
● Compare autotrophs to heterotrophs and explain how energy is released through respiration
● Describe the conditions under which bacteria thrive and reproduce

Students will be able to:
● Identify the cause of allergies
● Explain how diabetes affects the body
● Describe the effects of cancer on the body

Students will be able to:
● Describe how the body acquires active immunity
● Explain how passive immunity occurs
● Draw graphs that compare the incidence of infectious diseases to that of noninfectious diseases
● Interpret data about the leading causes of death
● Draw conclusions regarding the change in health threats since 1900

Students will be able to:
● Explain how the body’s first line of defense guards against pathogens
● Describe what happens during the inflammatory response
● State and discuss how the immune system responds to pathogens and how certain diseases (like HIV) affect the immune system.

Students will be able to:
-Explain how the body’s first line of defense guards against pathogens
-Describe what happens during the inflammatory response
-State and discuss how the immune system responds to pathogens and how certain diseases (like HIV) affect the immune system.

Students will be able to:
● Explain the relationship between pathogens and infectious disease
● List and discuss the most common kinds of pathogens that cause infectious diseases in humans
● Identify sources of pathogens and how they can spread

https://www.youtube.com/watch?v=LBkXQ_mBO3Q

Students will be able to:
● Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Emphasis is on describing that molecules are broken apart
● Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.

You will be able to:
-Adjust* You will finish their letter to submit by 9:00 TOMORROW
-Edit and revise your paper and get ready to submit the final draft
-Use peer editing to make edits and revisions
-Copy and paste your letter into today's Google Doc for submission


ADJUST - many of you are not finished. You can have to period to finish and use me to provide guidance and assistance.

TODAY's Agenda:
1. First, we will Cover the Peer Review Guidelines for Persuasive Letters
2. Next, you will have the remaining time to finish letters.
3. Then, WHEN YOU ARE DONE, tell me and I will put you in breakout groups to go through the peer review process.
4. Finally, I will pull the class together and remind you they should INDEPENDENTLY edit and revise according to the same questions in the peer review guidelines
5. Last, I will make sure all of you understand how to submit the letters and that you are ready for lab next day

https://quizizz.com/admin/presentation/5f67f7f581e65d001b7fd80e/persuasive-writing

https://www.indeed.com/career-advice/career-development/business-letter-parts

Students will be able to:
• Explain why the body needs food by collecting classroom data
• Describe how the six nutrients needed by the body help carry out essential processes
• Explain how food labels can help us in planning a healthy diet by observing authentic examples.

Students will be able to:
• Explain why the body needs food
• Describe how the six nutrients needed by the body help carry out essential processes
• Explain how food labels can help us in planning a healthy diet by observing authentic examples.

Students will be able to:
● Examine how different systems of the human body interact. They understand the complexity of the human body and how all its systems must function together to perform properly. In multicellular organisms, the body is a system of multiple interacting subsystems; these subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
● Develop and Use Models: Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

Students will be able to:
● Examine how different systems of the human body interact. They understand the complexity of the human body and how all its systems must function together to perform properly. In multicellular organisms, the body is a system of multiple interacting subsystems; these subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions.
● Develop and Use Models: Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

Students will be able to:
-Explain the relationship between structure of muscular system and its function.
-Develop an argument on how the body, including muscular system, is a system composed of a specialized group of cells and tissues.

Please complete the following test. READ ALL THE DIRECTIONS FOR EACH QUESTION. As always, this is open note. You may (and should) use your materials to help you.

Students will be able to:
● Identify the types of muscles found in the body by making models and using visuals as support
● Explain why skeletal muscles work in pairs by making inferences through an activity.
● Explain the relationship between different systems in the body.

In Class:
https://flexbooks.ck12.org/cbook/ck-12-middle-school-life-science-2.0/section/11.10/primary/lesson/muscles-bones-and-movement-ms-ls

Extra Resources:
https://efisd.net/UserFiles/Servers/Server_3451/File/Staff%20Documents/High%20School%20Documents/Kristy%20Parker/A&P/Muscular%20system_structure_function_movement.pdf

Students will be able to:
● Identify the types of muscles found in the body by making models and using visuals as support
● Explain why skeletal muscles work in pairs by making inferences through an activity.

IN CLASS:
https://clickspeedtest.com/clicks-per-minute.html

Watch - https://www.youtube.com/watch?v=VVL-8zr2hk4

Read - pages 482-485

Extra Resources -

https://flexbooks.ck12.org/cbook/ck-12-middle-school-life-science-2.0/section/11.9/primary/lesson/smooth-skeletal-and-cardiac-muscles-ms-ls

https://courses.lumenlearning.com/boundless-ap/chapter/muscular-tissue/#:~:text=skeletal%20muscle%3A%20The%20voluntary%20muscle,the%20beating%20of%20the%20heart.

https://www.youtube.com/watch?v=rDGqkMHPDqE

Students will be able to:
● Identify the functions of the skeletal system as well as the role of joints by observing visuals, actual examples, our bodies, and models
● Describe the characteristics of bone and how to keep bones strong and healthy through actual observation and making models

In Class:
https://www.discovery.com/science/Difference-Between-Rock-Fossil
https://www.smithsonianmag.com/science-nature/bone-vs-stone-how-to-tell-the-difference-62895060/
https://www.youtube.com/watch?v=i42FSNA9bAY&t=3s

If you want more:
Really good summary of all things BONES: https://askabiologist.asu.edu/bone-anatomy
https://www.youtube.com/watch?v=8s_cmR77UDk
https://www.youtube.com/watch?v=GQedanwEfHY

Students will be able to:
● Identify the levels of organization in the body by using visuals of eight major systems.
● Define homeostasis by participating in two lab zone activities

https://www.youtube.com/watch?v=gEUu-A2wfSE

Please complete with your parents AFTER your POL

This is due MONDAY, 11/23 by 9:00AM.

Please fill out the following form

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