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Science (Reg & Honors) Assignments
- Instructors
- Term
- 2019-2020
- Grade Level
- 7/8th Grade
Upcoming Assignments
No upcoming assignments.
Past Assignments
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1) Probe review. (20 points). Upload your new version after completed
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2) CER Essay (80 points).
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3) Lesson 3 Test. (100 points)
You may use your notes or work you have done to help.
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Please Label each of your assignment before uploading them
Total score is 200 points. You must complete all 3 assignment to not receive a missing
I will give you individual scores in comment section
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If you have any problems or questions please ask the room or myself.
Links to each assignment below.
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2nd watch lab video and work through questions
3rd. read for deeper understanding
4th Add to your CER
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Topics
G : Volcanoes
H : Hot Spots
I: Earthquakes
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Big Idea : Remember the big idea is to relate Why does South America have Volcanoes, Earthquakes only on the West side.
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PROBLEMS: If you have any questions or don't understand you have 2- options. Ask the class through google classroom or ask me. I will answer within 24 hours. Everyone can be successful
HOMEWORK: Make one answer document. Use Google Draw to illustrate.
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We will have an updated Homework on Late Monday because of school cancelation
6-paragraph essay. Due Monday by 10 p.m.
Rubric
Paragraph 1 : overview and claim. +10pts
Paragraph 2 : Evidence (A) ( Atlantic Ridge found in middle of ocean, ) Pages 30-31. +10pts
Paragraph 3 : Evidence (B) (Age, youngest in middle, No old rock, ) p.32-33 . +10pts
Paragraph 4: Evidence (C) (Seafloor Spreading, convection currents, conveyer belt ). p.34-35 +10pts
Paragraph 5: Evidence (D) (Plate tectonics, Put 3-maps together) +10pts. p.36
Paragraph 6: Conclusion: overview claim, make reference to project and how this may explain separation of two rock formations or why South America and Africa may have been separated. +10pts.
Picture for each Paragraph +2 each total 12pts
Grammar/ Spelling +8
Total Points 80ptsDue:
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6-paragraph essay. Due Monday by 10 p.m.
Rubric
Paragraph 1 : overview and claim. +10pts
Paragraph 2 : Evidence (A) ( Atlantic Ridge found in middle of ocean, ) Pages 30-31. +10pts
Paragraph 3 : Evidence (B) (Age, youngest in middle, No old rock, ) p.32-33 . +10pts
Paragraph 4: Evidence (C) (Seafloor Spreading, convection currents, conveyer belt ). p.34-35 +10pts
Paragraph 5: Evidence (D) (Plate tectonics, Put 3-maps together) +10pts. p.36
Paragraph 6: Conclusion: overview claim, make reference to project and how this may explain separation of two rock formations or why South America and Africa may have been separated. +10pts.
Picture for each Paragraph +2 each total 12pts
Grammar/ Spelling +8
Total Points 80ptsDue:
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6-paragraph essay. Due Monday by 10 p.m.
Rubric
Paragraph 1 : overview and claim. +10pts
Paragraph 2 : Evidence ( shapes continental shelves) Pages 10-11. +10pts
Paragraph 3 : Evidence (Mountains, Minerals, Coal Beds, Volcano) p. 12-14. +10pts
Paragraph 4: Evidence (Glacier, snow ice, Weather). Glacier remains found in Africa
+10pts p.14
Paragraph 5: Evidence (Fossil, Weather conditions for plants) +10pts. p.15-19
Paragraph 6: Conclusion: overview claim South America & Africa similar coastlines
Why you feel Wegener was right.
Picture for each Paragraph +2 each total 12pts
Grammar/ Spelling +8
Total Points 80ptsDue:
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6-paragraph essay. Due Monday by 10 p.m.
Rubric
Paragraph 1 : overview and claim. +10pts
Paragraph 2 : Evidence ( shapes continental shelves) Pages 10-11. +10pts
Paragraph 3 : Evidence (Mountains, Minerals, Coal Beds, Volcano) p. 12-14. +10pts
Paragraph 4: Evidence (Glacier, snow ice, Weather). Glacier remains found in Africa
+10pts p.14
Paragraph 5: Evidence (Fossil, Weather conditions for plants) +10pts. p.15-19
Paragraph 6: Conclusion: overview claim South America & Africa similar coastlines
Why you feel Wegener was right.
Picture for each Paragraph +2 each total 12pts
Grammar/ Spelling +8
Total Points 80ptsDue:
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Be an expert on a disorder
Make a slides presentation that explains (1-5)
Pick your disorder and get it okayed with Mr. Tolliver.
Rubric:
1) Explain the Mutation (Gene / Chromosome)
(From the science view)
2) Explain the disorder itself (what does it do because of it)
Show what it does to the person (physical & Mentally)
Explain how the person is effected. (physical & Mentally)
3) Compare how a person would deal with the disorder in a daily fashion compared to an everyday person
4) Is this preventable or is there some sort of fix?
5) video link that you feel will give excellent information about your disorder.
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Intro : Brainpop Clones
Intro to debate: Designing a baby
Have discussing of “ What would be the problems if we could design people to live forever?”
Have students talk about the pros and cons
Homework: You are a billionaire and are trying to figure out if you should invest in this new technology known as CRISPR.
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Investigation 10A The DNA Molecule
Objective : Students can identify parts of a DNA molecule.
Students should be able to set up base pairs with a 90% accuracy
On page 55 of investigation guide
Assign Chart of your model
Make a new model
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What role does chance play in an organism’s heredity?
Quiz onTue and worked on understanding Punnett square.
You should be able to take the mom & dads genotypes & find all possible outcomes.
Find ratios & percents
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Part 3. Presentation. (70 pts.)
1) Find a Wondermint that you would like to Explain and have Mr. Tolliver Approve it.
2) You may have a partner but both must speak for 50% of it.
3) A) Google Slides: Each slide can only have 6 or less words & must contain 1 or more pictures * Presentation must be uploaded to Google Classroom
B) Puppet show: You can make a puppet show to explain your wondermint as a story C) Multiple Posters: Make posters and talk about your wonderment
* If you have a different way to present it ask Mr. Tolliver
Be ready to present on Wednesday 18th
Part 3 Presentation Rubric
20 pts. Clear answer to the question
Detailed explanation with multiple example. Relate it to something in real life.
20 pts. Goes beyond the question and answers other questions that could go with it.
Ex. 1) Why do we get hot? Leads to why we sweat. Leads to how we cool down
Ex.2) Why does our breathing increase. Can I control it. How long does it take to be normal Ex. 3) Smoking effect ability to run? What does smokers lungs look like. Will it clear up?
Ex. 4) Heart rate increase? How fast can it go? What is normal? Heart attack? heart disease
10 pts. Explains answer at molecule level (oxygen, carbon dioxide, glucose, heat, water, ATP
10 pts How is cellular respiration involved?
10 pts. Overall clean (looks, sounds, effort)
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Part 2: Write a short story using a cartoon formate, that explains
Project Has Been Cancelled Now it is EXTRA CREDIT
A) How Bob the mitochondria gets what it needs to make ATP
B) How does Bob get rid of waste products
C) Have Bob run into a problem and explain how he works it out. (fun part)
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Photosynthesis + Cellular Respiration
2) Must include the energy pyramid (loss of energy between organisms)
3) Must show it in a flow style (First this happens then this happens) order of events
4) Use sketches and bullet points to get show your evidence
5) Color is optional ( some say it helps get the point across.
Due Monday 15th
See Google Classroom for links to all Brain Pops and other resources.
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Question : How does Blood move the ingredients (oxygen, Glucose, water, carbon dioxide, and heat) to and from the mitochondrion?
Evidence: 1) Brain Pop "Blood"
2) Book p. 344-345
Big Question: Why does your heart rate increase when you are running?
Homework: Finish One- Pager Answer Blood part.
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Make a Flow Map using Sketches & Bullets, color to explain:
OB: How does your Lungs get the Mitochondria items
In (Oxygen) & Out (Carbon Dioxide, Heat, Water)?
Voc.. (Lungs, Alveoli, capillary, Bronchioles)
Evidence: video #1 & video #2 ; Book page 346-347
Homework: Finish sketches and bullets &
Answer. "Why does your breathing get faster when you're Running?"
Start thinking about your question for the Wondermint Project see details in attachment
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Notes
Ob # 11 What is the reasons for Mass Extinction?
Ob #12 Name 5 major Mass Extinctions and when they happened (internet
Ob # 13 Explain how Carbon Dating works
Ob #14 Using Absolute dating, how old do scientist think the Earth is ?
Ob #15 How old do scientist think the Universe is? How did they find evidence?
Homework:
Review 12.3 p. 253 (2, 4-7)
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Homework:
In Class Review p.243 (3-7) Back of one-pager
New One-pager p.244-245
Ob # 6 Explain the movement of tectonic plates to explain Pangaea.
Ob #7 Explain how scientist use fossils to explain the proof of Pangaea.
Ob #8 Explain how continental drift could lead to a new organism. Draw a diagram
Ob # 9 What is uniformitarianism and give two examples
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Ob #2 Explain how horizontal layers are not always horizontal Sketch Bullets
Ob #4 What is cross-cutting relationship (old-new rock) Sketch Bullets
Ob #5 In inclusion explain how older rock is found inside new rock Sketch Bullets
Ob #6 How is Faunal succession used to explain which layer is older? Sketch Bullets
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Ob# 8 Explain why toxins are higher at the top of food pyramid.
EQ: : Why are top carnivore more likely to eat more toxins than herbivores.
Evidence:
- Amoeba Sisters Toxins( Bio magnification)
- Odd video toxins
- Book Read page 58-60
Finish the Paragraph with claim and evidence that answers the question.
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Food Web / Chain Connections between Animals
EQ: Why is energy lost as it goes up the food pyramid?
Gather evidence (sketches & bullet points)
use a paper to create a QCER
Evidence:
1) BrainPOP "Energy Pyramid"
2) Book: p.58-59
3) Bozeman. "Energy Loss"
4) Amoeba sisters Food webs & energy
Voc: Biomass, loss,
Homework: 1) Write a claim for the question
2) Finish with a paragraph that explains the loss of energy in the food pyramid.
( paragraphs are more than 6 sentences. less than a page)
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Question : What are realistic solutions for the problem of overpopulation?
Watch video on TED Talk Population
Evaluate:
Say : Overpopulation is a serious subject that even the United Nations is trying to solve.
They have asked for possible solutions from the world.
Your opinion matter to the United Nations so:
Write a short Persuasive letter to United Nations with your idea for reducing population .
- Explain your solution
- Use reasons why it will work
- Have a counter argument
- Possible sketches to help your point
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- Engage: Show video about Overpopulation 4min
https://drive.google.com/open?id=0B09fXUjhgjnVNnhNcERLV25mZHM
(B) Al Gore too many video
Discussion: Why do you think the world is becoming more populated?
(C) history of growing people
(D) People Meter
Explore: Are people living longer? (10 min) People Meter
Turn on computers and go to http://www.worldometers.info/world-population/
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Question: Why has human population Exploded?
We are working on QCER to answer the above question.
2nd Day Tuesday
Today we are finishing QCER
Finding evidence to answer question.
1) Brain Pop: Population
2-3) Web site & Video
Evaluate:
Tables come up with Claim for question
Tables share their Claim
Homework: Use your claim and finish the reasoning section.
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Question: Why has human population Exploded?
Video Opener link
We are working on QCER to answer the above question.
Evidence: Reading Cards
12 cards we puzzled that give evidence on why human populations has exploded.
Homework: From the cards divide your paper into 12 areas of evidence (1-12)
This is a 2-day assignment
More info Brain Pop: Population
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Article 1 Hare Read and answer following
- What are the 5 factors shown on graph?
- According to the graph, what environment leads to the highest survival rate of the snowshoe hare?
- How can abundance of food increase the survival rate of the snowshoe hare?
- Predict what would occur to the survival rate of the snowshoe hare if food availability decreases?
5) Why are animals having a negative interaction with people, because of drought?
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EQ: How do spices live in different symbiotic systems?
Engage: Show pic of bird. Picture (bird in croc) Phenomenon
Engage/ Explore Brain Pop : Symbiosis
username: oswaltacademy. password: 20responsible20
Explain: Make a one-pager Divide paper into 4 parts
Students define and sketch
competition, mutualism, commensalism, and parasitism
Find evidence from reading and videos
Explore: A) reading Book p. 57
B) Newsela symbiosis
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Eq: How does the predator/ prey relationships help species adapt (evolve)?
Worksheet to run through website & Video
- C) Explain: 10 predator / prey
https://animalsake.com/examples-of-predator-prey-relationships
Video of Predator/ Prey
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- How would you describe the relationship between the eagle and the hare? Are there any patterns in their interactions with one another?
(MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems./CCC - Patterns can be used to identify cause and effect relationships)
- According to video why can't the eagle afford any mistakes?
- How could an overpopulation of eagles affect the hare population? What about an underpopulation?
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We reviewed 1st lab (Tue) and were given class time to work on Lab ( Better than Water) in your Google docs account.
Please look at your rubric and your last lab report to make corrections.
Everyone can get an A+. Just follow the Rubric!
Homework:
Due Wed by 9 p.m. to Google classroom
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Ob #1 Name and describe the 4 land variables p.49-50
Ob #2 Name and describe Freshwater variables p.51
Ob #3 Name the different zones in the Ocean p.52
Ob #4 How is the harmfulness of a pollutant determined (3) p.53
Go to each table and number students 1-4.
Directions: Make a one-pager that answers all 4 objectives.
(using bullets and sketches) color helps get the idea across
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There was a problem with the sub not giving all students a topic number
So there is no homework for Monday
Ob #1 Name and describe the 4 land variables p.49-50
Ob #2 Name and describe Freshwater variables p.51
Ob #3 Name the different zones in the Ocean p.52
Ob #4 How is the harmfulness of a pollutant determined (3) p.53
Go to each table and number students 1-4.
Directions:
Each student will be making a one-pager (Bullets & Sketches) color helps
That describes their big idea (topic)
Students will present to the class on their subject to explain big idea of topic.
Using their poster to help themself. Sketches are important
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Question: How does your body keep itself alive during adverse conditions?
(QCER) What is Homeostasis? (Paper attached)
Evidence
b) Now tell the students to go into the book on p. 35 and find more evidence
Homework: A) Make sure you have at least 5 bullet point facts & 2-3 Sketches.
B) Write out your claim that your table agreed upon.
C) Finish the reasoning paragraph. Use at least 3 facts from your evidence
Remember a good paragraph has a) opening sentence (your claim)
b) 3-5 sentences with your facts (evidence)
c) Closing sentence restating the whole idea
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Make a One-pager that compares levels of organization of a Human to a non living subject (computer, organization, car, etc).
Evidence:Show A) Levels of Organization
B) Hand out paper for one pager explain what they are going to do
Explore: on their own
C-D) Use the book p.33-34 & Ted-Ed “Making Sense of How Life Fits Together”
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- School field trip (~20 min)
- Question: What are the living and nonliving things that surround us?
- What living organisms do you see on the ground or in the air?
- What non-living objects do you see on the ground or in the air?
- Is there anything around you that is non-visible?
- Use the balloon to help bring the non-visible world into the visible. What happens to the balloon? What is it filled with? Where did the fill inside the balloon come from?
- Use the mirror to help bring the non-visible world into the visible. What happens when you breathe on the mirror? What is it and where did it come from?
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Energy of a Hurricane Quiz. (Questions below)
- Sketch & bullet the 3 factors the gives a hurricane its energy
- Sketch & bullet the factors that take energy from a Hurricane
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Day 3 Big Idea : What level of energy is needed to turn a storm into a hurricane?
Finish Giant one-pager with color
Opening video When you think it is only a category 1 and end up in a cat 5
Homework: Make a one-pager of the 5 different category hurricanes
Each one must show 1) Energy level (wind, rain etc)
2) Effects (damage, tides, What happens as a result)
Evidence Below
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Day 3 Big Idea : What level of energy is needed to turn a storm into a hurricane?
Opening video When you think it is only a category 1 and end up in a cat 5
Homework: 2- day project.
Day 1 start. Make a one-pager of the 5 different category hurricanes
Each one must show 1) Energy level (wind, rain etc)
2) Effects (damage, tides, What happens as a result)
Evidence Below
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What gives energy to a Hurricane? (CER)
(how is it formed?, What keeps it going? When does it usually start?
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8) 27g = 27,000 mg. 3 right. 27.000
9) 687 m. = .687 km. 3-left 687.
10)_.00032 Dl = 32 ml 5-left. 00032.
11) 7.5 mm = .075_ dm. 2-left. 07.5
12) 1.76 kg = 176,000. cg. 5-right. 1.76000
13) 97 mm = .00097Hm. 5-left. 00097.
14) How many jumps is it from Dl to ml? 4-right
15) 459 mm ? 3 km. 6-left.
.000459 > 6. False
16) .003 Hl = 300 ml 5-right
00300 = 300. True
17) 3.5 m = 35 dm. 1-right
35 = 35. True
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