Team 7A Life Science (Link) Period 5 Assignments

EXTRA CREDIT Food Web (An assignment to help study for the Assessment Task on Ecosystems, Benchmarks 7.3.1, 7.3.2, and 7.3.3.)

Extra Credit paper (attached) was given in class and gone over extensively.

EXAMPLE (PowerPoint page) is also attached. This page is different than what was given in class but it was shown in class and changes should have been made on the student copy.

INVESTIGATION Outdoor Ecosystem (Full ASSIGNMENT attached below.)

Students will write this up as an Investigation (Problem, Background Research, Hypothesis, Data/Observations, Data Analysis, Conclusion).

The main part of the Investigation is a DATA/OBSERVATIONS section. This section requires 10 observations (15 for ADVANCED of a 3' x 3' x 3' area. Observe biotic and abiotic factors, heterotrophs and autotrophs, and interactions.)

This is the description of student work on the ROBOTICS Unit.

ALL this work will be done in class with a variety of student check offs, written assignments, jpurnal writings, and self-evaluation. All this work will be done in the student's journal.

The "take home" ASSESSMENT TASK Gene Pool was assigned and given on Thursday, April 29. We read over and discussed the scenario and assignment. It is due on Monday, May 3, for Periods 2, 3, 4, and 5 and on Tuesday, May 4 for Period 6.

As it is a "test," I will not post it here. Students must come in to see me to pick one up.

To STUDY/PREPARE for the Assessment Task:
1) Reread, from CELLS AND HEREDITY textbook (on-line; see My Links), Chapter 5 Darwin's Voyage, Section One.

2) Review, in your mind (unless you took home your notebook) or in the same textbook, page 146, Investigation NATURE AT WORK. This was done in class over about three class periods; a simulation about white and brown mice.

Investigation: Nature At Work (done in class)

Students worked from the CELLS AND HEREDITY textbook. The procedure and accompanying questions are found in Chapter 5 Changes Over Time, after section 5.1. Students carried out all the lab as described.

For their written work, students need to:
1) Make and fill out Data Table (using the procedure) for three generations for white sand.
2) Answer Question #9 under Part 2 A Forest Floor Environment.
3) Make and fill out a Data Table for one generation for the brown forest floor.
4) Answer Questions #1 Calculating, #2 Predicting, and #3 Observing under Analyze and Conclude.

The On-Line Textbook, CELLS AND HEREDITY may be accessed by going to the school Website, then my "Webpage," and clicking "Links." There are logins/passwords at this location.

On MONDAY, 4/19 (Periods 2, 3, 4, and 5) and TUESDAY, 4/20 (Period 6), there will be an Assessment Task: Organism Form and Function

It is a conceptual quiz so you cannot memorize facts you have to understand the concept. Review you Poster on Organism Form and Function and your Notes from other students Poster Projects (which were taken in class), to help you think about the many ways organisms adapt and survive in their environment.

The Power Point which we used to review with in class is attached. You can use this to practice again or think of your own animals with which to review.

EXPLORATION Stream Life

For this activity, students made slides of drops of stream water and looked for living organisms. (See PowerPoint that was used in class.) Students were to make drawings/observations of FIVE DIFFERENT living organisms. Then students wrote a paragraph summarizing what they observed and learned.

To make up this the laboratory part of this activity students may view, to approximate the live experience, "photos" of protozoans, using this link: <http://www.pirx.com/droplet/gallery.html>
or by searching the Internet for photos and/or videos of FIVE different living organisms to draw/observe. A summarizing, paragraph conclusion should end the assignment.

There will be a QUIZ on Levels of Organization on MONDAY, 4/12 for Period 2 and TUESDAY, 4/13 for Periods 3, 4, 5, & 6.

To study for the QUIZ:
1. Study the NOTES Levels of Organization (returned in class).
2. Reread pp. 6 – 7 in ANIMALS text.
3. Make a practice FLOW MAP (example attached) with pictures of cells, tissues, organs, organ systems, and organisms listed, a definition for each, and an example for each.

NOTES Posters Animal Form and Function

For this assignment, students viewed other students Poster Projects and took notes on the description of one part and one function for FIVE DIFFERENT animals.

To make this assignment up, students may research an animal part, noting descriptive details, and note descriptive details of the function for this part. They should do this for FIVE DIFFERENT animals. This should be about a page in length.

See the attached PowerPoint for the explanation and set-up.

This assignment, begun on 4/1, was INVESTIGATION Invertebrates (see attached worksheet) that was done in class. (See attached PowerPoint for the "set up.")

The students went to FIVE stations at the lab tables and sat for THREE rounds at their desks.

At the STATIONS, the students observed samples of five different PHYLUM groups:
sponges, cnidarians, flatworms (live), mollusks (shells), and starfish. Students were to make THREE observations per group to be "advanced." Observations could be pictures or descriptive notes.

At their DESK (for three rounds), the students were to take notes from the textbook, ANIMALS, on: mollusks (the same group again but more complex notations), round worms, and segmented worms. Again, 3 notes per group should be made.

To make up this Investigation (if they had a low grade or no grade), students could take notes, from the text, on the above 8 groups. They may also need to add and/or redo a Procedure, Data Analysis, or Conclusion.

Poster PROJECT on a unique plant or animal, its environment and four body parts (their description and function). Finish with a summary about the organism and its ability to survive and reproduce using these body parts.

Please SEE the attached Project Descriptor Sheet.

Also, provided (attached) is an OPTIONAL Note Taking Sheet to help the student take Notes.

These were NOTES that were taken in class.
There is a Worksheet for taking the Notes and the PowerPoint has slides from which to copy Notes.
Students can add notes from looking at the photos or can add drawings.

QUIZ on Successive Generations and Benchmark 7.5.3: Explain that small differences between parents and offspring could produce descendants that look very different from their ancestors.

This Benchmark was learned and reviewed with: Investigation: Paper Pet Genetics, the in-class worksheet on Test Crosses, and the in-class WORKSHEET: Parents and Offspring and Successive Generations.

The Benchmark would be covered in Sections 3.1 and 3.2 in the CELLS AND HEREDITY textbook.

This was a WORKSHEET attached) that was done in class except for Period 5. This class received the WORKSHEET Parents and Offspring and Successive Generations in Advisory; it was delivered to students.


The WORKSHEET helps to prepare for the Assessment Task (quiz) on Successive Generations which is on Wednesday, 3/10 for Periods 5 and 6 and Thursday, 3/11, for Periodd 2, 3, and 4.

A TWO-SIDED Worksheet on Genetics was assigned.

An extra copy can be made using the on-line textbook (information to access on MY LINKS) as described below:

Go to CELLS AND HEREDITY, then successively to:
Chapter 3 Genetics: The Science of Heredity
Section 3.1 Mendel's Work
Section 1 Assessment
Click on - WORKSHEET Review and Reinforce
AND
Chapter 3 Genetics: The Science of Heredity
Section 3.2 Probability and Heredity
Section 2 Assessment
Click on - WORKSHEET Review and Reinforce


In addition, there will be a QUIZ on Punnett Squares on Monday, 3/8 (periods 2/3/4/5) and Tuesday, 3/9 (period 6).

QUIZ was given on Punnett Squares on Benchmark 7.5.2: Describe how an inherited trait can be determined by one or more genes which are found on chromosomes.

This Benchmark would be covered in Section 3.2 in the CELLS AND HEREDITY textbook.

In class, the students are carrying out the PROJECT: Paper Pet Genetics.

Attached are the initial set up (Problem, Hypothesis, Procedure) on a PowerPoint, the instruction(s) sheet for the WHOLE Project (a PDF file and a Microsoft Word document), and the instruction sheet for Making Offspring (a Microsoft Word document).

Asexual and Sexual Reproduction Reading and Tree Map

- Make a TREE MAP with two sections – Asexual Reproduction and Sexual Reproduction; include as many facts and ideas as you can under each section.

- Make sure you also include the advantages and disadvantages of each type of reproduction.

- Complete your tree map using the reading Kinds of Reproduction (attached), your knowledge, and any graded assignments (Cell Division/Cells and Inheritance).

HOMEWORK (2 Assignments on one):

[See ATTACHED document for full instructions.]

1) Make a "Paper Pet."
STEP 1 - Create a Paper Pet using materials of your choice (unless indicated).

 Use BLUE or YELLOW construction paper (no bigger than 5" x 5")
 Add SQUARE or ROUND eyes
 Add an OVAL nose or a TRIANGULAR nose.
 Add POINTED teeth or SQUARE teeth.


2) Make a Double Bubble Map of Traits vs. Alleles (Cells and Heredity use pp. 79 - 81).
[See ATTACHED document for a template.]

This is an assignment (descriptor sheet attached) to make a Flow Map using the information from Cells and Heredity text, pp. 77 - 78. The Flow Map should show the steps that explains what Mendel did in his experiment.

You may draw your own Flow Map or use the attached template.

Please find attached a MAKE UP Assignment for the QUIZ and ASSESSMENT TASK on Reproduction (It is a PowerPoint).

The students took Notes in class on January 28. Others of them repeated this Assignment on March 3, during Block.

This assignment, INVESTIGATION Cell Division, was begun in class on 1/14 and will be finished in class. Over a series of days (interrupted by weekends and a day Mrs. Link was out), the Investigation was completed. Only do any of this if you were absent for any of the days. If you missed the collection of Data, come in to see Mrs. Link to make it up.

The final write up will be due in class on Monday, 1/25, for Periods 2 and 3 and in class on Wednesday, 1/27, for Periods 4, 5, and 6. Again class time will be used to finish writing this up.

The Investigation set up can be found on p. 63 (called Multiplying and Dividing) in the on-line textbook, CELLS AND HEREDITY.

To set up the Investigation: copy the Problem; make your own Hypothesis; copy Materials; summarize Procedure; copy Data table; and collect Data.

To finish the write up, for the Data Analyis and Conclusion sections, answer questions 1, 2, and 3 (under the Analyze and Conclude subsection).

Study for QUIZ on Kinds of Reproduction.

For Periods 4 and 5: QUIZ on Monday, 1/25.
For Periods 2, 3, and 6: QUIZ on Tuesday, 1/26.

To study for the QUIZ use:
1) your assignments (TREE MAP Reproduction, WORKSHEET Cell Division/Cell and Inheritance, and WORKSHEET Reproduction Review). These were all handed back in class (periods 4, 5, and 6) and Advisory (period 4).

2) on-line texts:
CELLS AND HEREDITY, Section 2.3 Cell Division and
FROM BACTERIA TO PLANTS, Section 2.2 Bacteria (the part about asexual reproduction and sexual reproduction).

This assignment, WORKSHEET Reproduction Review (please find attached), was done in class on 1/21 for periods 4, 5, and 6 and will be done on 1/25 for periods 2 and 3.

It is to help REVIEW for the QUIZ on Kinds of Reproduction.

Please look carefully at the instructions about writing out the answers COMPLETELY!

Attached is: HOMEWORK: Reflecting on Benchmark(s).
This will be used to reflect on the work done so far this quarter.
It includes two Benchmarks and requires various sorts of reflection on vocabulary, activities, and concepts.

Attached is a WORKSHEET to make a Flow Map of the Cell Cycle. Use the on-line textbook CELLS AND HEREDITY, Chapter 2, Section 2.3 Cell Division, Mitosis, Figure 12.

This assignment was a TWO-SIDED worksheet (Cell Division/The Cell and Inheritance) done in class over two or three class periods. It can be found at the on-line textbook, CELLS AND HEREDITY.

First side:
Chapter 2
Section 2.3 Cell Division
Section 3 Assessment
WORKSHEET: Review and Reinforce

Second side:
Chapter 3
Section 3.3 The Cell and Inheritance
Section 3 Assessment
WORKSHEET: Review and Reinforce

The on-line textbooks website can be found under My Links (above). The login information is also found there.

On the attached Powerpoint are the suggested questions for the DATA ANALYSIS and CONCLUSION sections of the INVESTIGATION Falling Paper. Many students had "n.g. = no grade" because he or she did not complete these sections of the investigation write up.

Complete the back-to-back WORKSHEET Thinking Like A Scientist (given in class).

The front side of WORKSHEET(S) may also be found in the on-line textbook THE NATURE OF SCIENCE AND TECHNOLOGY. Look under (click on), successively:
1 What is Science?
1.1 Thinking Like A Scientist
Section 1 Assessment
Section Summary
WORKSHEET Review and Reinforce

The back side of the WORKSHEET is attached below.

Information for getting on the on-line textbook is under My Links on my Home page on this website.

Class Work (worked on 12/10 and 12/14):

Complete the back-to-back WORKSHEET Scientific Inquiry (done in class).

The WORKSHEET(S) may also be found in the on-line textbook THE NATURE OF SCIENCE AND TECHNOLOGY. Look under (click on), successively:
1 What is Science?
1.2 Scientific Inquiry
Guided Reading and Study Worksheet

Not all the Worksheet is used. Do the Sections entitled: Use Target Reading Skills, Introduction, Posing Questions, Developing Hypotheses, Designing an Experiment, Collecting and Interpreting Data, and Drawing Conclusions. This is ALL the vocabulary and #s 1 - 18 (the first three pages).

Information for getting on the on-line textbook is under My Links on my Home page on this website.

There will be a QUIZ on Classification on THURSDAY, December 10.

Use the Study Questions (attached) to help you study for the Quiz. Also, use your Notebook (you should have taken your Notebook home) and the on-line textbook (see My Links on my Home page), zFrom Bacteria and Plants.

This assignment is EXPLORATION: Classifying Living Things (PowerPoint attached). It was begun In Block (on Wednesday, 12/4) and continued for two further class periods after that.

For the Exploration, data was LOTS of lists of groups of animals in their Notebooks. Then, on 12/8 and 12/9, To finish the assignment, Discussion questions (Word document attached) were answered in Science Notebooks.

Cell Scavenger Hunt homework over THANKSGIVING WEEKEND:

Attached is a worksheet to be completed using the Internet, the on-line textbook , books, and any other resources the student has at home or at a library.

Class Work (worked on 12/23 and 12/24):

Complete the back-to-back WORKSHEET on Cells (given in class).

The WORKSHEET(S) may also be found in the on-line textbook Cells and Heredity. Look under (click on), successively:
1 Cell Structure and Function
1.2 Looking Inside Cells
Section 2 Assessment
WORKSHEET Review and Reinforce
WORKSHEET Enrich

Information for getting on the on-line textbook is under My Links on my Home page on this website.

Homework Assignment (given on November 19):

Make a DOUBLE BUBBLE MAP comparing and contrasting Plant and Animal cells.

Use the on-line textbook, Cells and Heredity. Use Figures of a Plant and Animal Cell to help you compare and contrast the two types of cells. To find these Figures click successively on the following:
1 Cell Structure and Function
1.2 Looking Inside Cells
Enter the Cell
Figure 12
Plant Cell
Animal Cell

Information for getting on the on-line textbook is under My Links on my Home page on this website.

In class, the students will be working on a lab about the Cell Theory. Attached is the Lab Sheet to set up and carry out the lab. Carrying out the lab and completing the write up should be done in class on Thursday, 11/19.

In class (11/12 - 11/17), the students worked on an Investigation on Cells (plant/onion/yeast). Attached is a PowerPoint of the set up and prompts for Data Analysis and Conclusion and the lab sheet used in class.

Using the textbook, Cells and Heredity (see MyLinks for on-line textbook information), complete a Tree Map (attached) about parts of a cell.

This PROJECT will be passed out and explained on Monday (10/26)/Tuesday (10/27).

Make a Double Bubble Map comparing/contrasting the two types of termites.

With your parents, complete two surveys - "How Termite Friendly is My House?" and "Parent Questionnaire."

These are NOTES that were taken in class. Attached is a PowerPoint and a worksheet (Word document) on which to take notes.

Finish and write up the EXPLORATION Looking Through the Microscope (attached).
Students would have collected all the DATA in class but may need to write up the DATA ANALYSIS at home as homework. This is all done in their Science notebook.

DESIGN (do NOT do) an experiment on the attached Worksheet.

The classes are participating in the University of Hawaii Termite Project. It entails details lessons with activities and notes.

Students have been making observations and predictions, and creating questions on and aboutTermite Jars that were set up on 9/16 - 9/17.

The students have carried out SIX days of OBSERVATIONS (and predictions and questions).

By the end of the day on the noted class period, students should be completely done with this Investigation. Students were (or will be) given a full class period to do the work.

See Powerpoint outlining the students requirements.

Students made OBSERVATIONS of three or more insects in an Insect Collection from the University of Hawaii Termite Project. (see handout)

Then the students wrote a concluding PARAGRAPH to summarize their observations (see powerpoint).

Students finished Notes on Insects (began from 9/16 through 9/17).

Attached is a revised powerpoint from the University of Hawaii Termite Project and the Note-taking sheets that were used in class.

Create a DOUBLE BUBBLE MAP comparing and contrasting Physical and Chemical Changes.

Use your TREE MAP (passed back to students) of Notes: Physical and Chemical Changes or your on-line textbook: Chemical Building Blocks.

A template is below.

Short Homework WORKSHEET (attached) about creating THREE scientific questions/problems (questions that can be investigated) and THREE hypotheses for each one.
You do NOT have to create or do the investigation/experiment!

This only needs to be done at home if the Lab Write Up was not finished in class. Make sure you have a: Procedure, Data/Observations, Data Analysis, and Conclusion. You should have about 3 data/observation phrases per box on your Data Table. The Data Analysis and Conclusion sections each should be about one paragraph long.

See PowerPoint attachment... OR
Read from the text, Chemical Building Blocks, then make a DIAGRAM, and a CIRCLE MAP.

1) Read page 79 – sections: Inside an Atom, Atomic Number, and The Periodic Table Today.
2) On a “blank” sheet of paper:
DRAW and LABEL the nitrogen atom on the bottom corner on page 79. (Color if you would like.)

On the back of the same sheet of paper, make a CIRCLE MAP listing, in the big circle, “all that you notice about the Periodic Table.” (Look for patterns. 10 things would be Proficient/Good.)
In the frame, describe where, on the Periodic Table, you see, what you wrote about in the circle.

TREE MAP Scientific Method

Using the Skills Handbook in the back of the textbook CHEMICAL BUILDING BLOCKS, fill out the Tree Map with notes.

Done in Class:
QUIZ Scientific Equipment.

May only be taken/redone in classroom with Mrs. Link.

1) Go onto the On-Line Textbook site .
Class-wide usage (parentheses is a number):
USERNAME: 7a_science(period #)
PASSWORD: period (period #)

2) Complete Worksheet given in class OR go into the On-Line textbook CHEMICAL BUILDING BLOCKS, Chapter 1, Introduction to Matter, Describing Matter, and the Worksheet can be printed out and the end of that section. (Second one - Review and Reinforce)

This only needs to be done at home if the Lab Write Up was not finished in class. Make sure you have a: Procedure, Data/Observations, Data Analysis, and Conclusion. You should have about 5 data/observation sentences. The Data Analysis and Conclusion sections each should be about one paragraph long.

CIRCLE MAP of Safety Rules

In the LARGE outer circle, list Safety Rules in your own words.

In the rectangle (the "frame"), list what sorts of things may happen if any or all of the rules are broken? (You do not have to match each rule with what may happen.)

In class, the students were working on observing, drawing, and predicting uses of 15 different pieces of science equipment - Science Equipment assignment.

Then the students revised, corrected, and added to their notes taking notes from a Powerpoint (attached).

This was the first "big" assignment for the students. It is in their Science Notebook (composition book) which remains in the classroom, in bins by periods.

Students may take home the notebooks, and parents may request that, as needed.

In class, during this first week, the class went over the Safety Rules (see attached). Then students were to bring in the bottom portion, signed by a parent/guardian.