SY21 Uruguay Science-7B Assignments
- Instructor
- Mr. Ryan D. Johnson
- Term
- SY 2020-2021
- Description
-
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Optional Video: https://www.youtube.com/watch?v=s4Ty2Oo7MnI
EXIT TICKETS ARE DUE AT 3:00pm
EXIT TICKETS ARE DUE AT 3:00pm
Due:
Virtual Field Trip to China! https://www.youtube.com/watch?v=jmItGzAaqg4&feature=emb_imp_woyt
Due:
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
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
Due:
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.
Due:
Follow the directions to complete the assignment. REMEMBER all exit tickets are due by 3:00!
Due:
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.
Due:
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
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
Due:
Students
will be able to:
●
Describe the events that
occur during respiration
READ THE .pdf if you have time!
will be able to:
●
Describe the events that
occur during respiration
READ THE .pdf if you have time!
Due:
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!
Due:
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
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
Due:
Complete both webquests as outlined in the directions. Email me if you have any questions!
Due:
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!!!!!!
EXIT TICKET IS DUE BY 3:00pm!!!!!!
Due:
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
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
Due:
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
● 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
Due:
*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!
Due:
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
Due:
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.
● 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.
Due:
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
-Use Punnett squares to determine probabilities in genetics to predict phenotypes.
-Define probability and describe how it helps explain the results of genetic crosses
-Explain what is meant by genotype and phenotype
-Use Punnett squares to determine probabilities in genetics to predict phenotypes.
Due:
● Make observations and interpret data about certain traits controlled by dominant and recessive alleles in humans
Due:
Students will be able to:
● Identify the cause of allergies
● Explain how diabetes affects the body
● Describe the effects of cancer on the body
● Identify the cause of allergies
● Explain how diabetes affects the body
● Describe the effects of cancer on the body
Due:
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
● 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
Due:
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.
● 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.
Due:
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.
-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.
Due:
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.
● 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.
Due:
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
-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
Due:
https://quizizz.com/admin/presentation/5f67f7f581e65d001b7fd80e/persuasive-writing
https://www.indeed.com/career-advice/career-development/business-letter-parts
https://www.indeed.com/career-advice/career-development/business-letter-parts
Due:
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.
• 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.
Due:
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.
-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.
Due:
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
● 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
Due:
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.
● 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.
Due:
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
● 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
Due:
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
● 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