Thursday November 16th and Friday November 17th, 2017

7th Grade Science 

Standards Covered:

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
(Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

Learning Targets:

  1. I can locate and identify the organelles in plant and animal cells.
  2. I can differentiate between plant and animal cells.

Agenda:

  1. Warm Up: Plant vs. Animal Cell venn diagram
  2. Finish Frayer Models
  3. Complete Review Packet
  4. Go over Review Packet
  5. Quiz over cell structure and function
  6. Cell organelle crossword

Homework: Cell Organelle Crossword and questions on back due Tuesday November 28th

Helpful Study Links:

https://quizlet.com/152739811/flashcards

https://www.quia.com/jg/293856.html

https://play.kahoot.it/#/k/18e7c0f0-ceec-428b-bebd-3c902862ba2e

https://quizlet.com/3302381/cell-oganelles-flash-cards/

https://quizlet.com/7732861/science-animal-and-plant-cells-flash-cards/

 

Thursday November 16th and Friday November 17th, 2017

6th Grade Science

Standards Covered: 

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornadoes and thunderstorms.

Learning Targets:

  1. I can identify the four kinds of air masses that influence weather in the Unites States.
  2. I can describe the four major fronts.

Agenda

  1. Warm Up: When describing Air masses, the first letter in the abbreviation represents_________ and the second letter represents_________.
  2.  Finish Interaction of Air Masses Scavenger Hunt
  3. Link for today’s lesson http://www.phschool.com/atschool/phsciexp/active_art/weather_fronts/
  4. Air Front Computer Interactive 
  5. Complete Frayer Models

Homework: Study Frayer Models over break. You will have a quiz over air masses and fronts the Tuesday we get back from break (11/28)

Helpful study link for Air Masses: http://mrsdlovesscience.com/airmasses.html

Wednesday November 15th, 2017

6th Grade Science

Standards Covered: 

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornadoes and thunderstorms.

Learning Targets:

  1. I can identify the four kinds of air masses that influence weather in the Unites States

Agenda:

  1. Warm Up: Finish Pink Air Mass Worksheet and go over
  2. Interaction of Air Masses Scavenger Hunt

Homework:

  1. Finish the following frayer models by this Friday 11/1

Helpful study link for Air Masses: http://mrsdlovesscience.com/airmasses.html

Wednesday 11/15/17

7th Grade Science 

Standards Covered:

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
(Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

Learning Targets:

  1. I can locate and identify the organelles in plant and animal cells.
  2. I can differentiate between plant and animal cells.

Agenda:

  1. Warm Up: Draw and label the processes of photosynthesis and cellular respiration photosynthesis and cellular respiration diagram answers-14ldoxb
  2. Directed Reading: Eukaryotic Cells and Diversity of Cells. Due at end of period.
  3. Continue working on the Frayer Models below.

Homework: 

  1. Use the links below to continue studying for next Friday’s (11/17) quiz over cell structure and function.

https://quizlet.com/152739811/flashcards

https://www.quia.com/jg/293856.html

 

https://play.kahoot.it/#/k/18e7c0f0-ceec-428b-bebd-3c902862ba2e

https://quizlet.com/3302381/cell-oganelles-flash-cards/

https://quizlet.com/7732861/science-animal-and-plant-cells-flash-cards/

 

3. Complete the following Freyer Models. You are allowed to use these on Friday’s Quiz. Due Friday 11/17

Tuesday November 14th, 2017

6th Grade Science

Standards Covered: 

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornadoes and thunderstorms.

Learning Targets:

  1. I can identify the four kinds of air masses that influence weather in the Unites States

Agenda:

  1. Warm Up: Identify the four air masses and write a description about each in your NB.
    1. mT: maritime Tropical m=forms over ocean/wet, T=warm
    2. cT: continental tropical c=forms over land/dry, T=warm
    3. mP: maritime polar m=forms over ocean/wet, P=cold
    4. cP: continental polar c=forms over land/dry, P=cold
  2. Complete Air Mass Map Worksheet.
  3. Complete Pink Air Mass Worksheet (front side only)

Homework:

  1. If you did not finish the Air Mass Map and Worksheet, complete at home.
  2. Finish the following frayer models by this Friday 11/1
    1. Air Mass
    2. Continental Polar (cP)
    3. Continental Tropical (cT)
    4. Maritime Polar (mP)
    5. Maritime Tropical (mT)
    6. Arctic (A)

Helpful study link for Air Masses: http://mrsdlovesscience.com/airmasses.html

Monday and Tuesday November 13th and 14th, 2017

7th Grade Science 

Standards Covered:

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
(Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

Learning Targets:

  1. I can locate and identify the organelles in plant and animal cells.
  2. I can differentiate between plant and animal cells.

Agenda:

  1. Warm Up: Cell Organelles Day 4 and 5. Turn in for grade
  2. Review Comparing plant and animal cells lab and turn in for grade
  3. Plant and Animal Cells Notes
  4. Plant and Animal Cells BrainPop
  5. Directed Reading

Homework: 

  1. Use the links below to continue studying for next Friday’s (11/17) quiz over cell structure and function.

https://quizlet.com/152739811/flashcards

https://www.quia.com/jg/293856.html

3. Complete the following Freyer Models. You are allowed to use these on Friday’s Quiz. Due Friday 11/17

Monday November 13th, 2017

6th Grade Science

Standards Covered: 

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
d. Construct an explanation of the relationship between air pressure, weather fronts, and air masses and meteorological events such as tornadoes and thunderstorms.

Learning Targets:

  1. I can identify the four kinds of air masses that influence weather in the Unites States

Agenda:

  1. Warm Up: Local Winds Review Entrance Ticket
  2. Air Mass Plicker preview (2nd period only)
  3. Close-Read pages 490-491 in textbook and begin working on Frayer Models.
  4. Begin Air Mass Worksheet.

Homework: Finish the following frayer models by this Friday 11/17

  1. Air Mass
  2. Continental Polar (cP)
  3. Continental Tropical (cT)
  4. Maritime Polar (mP)
  5. Maritime Tropical (mT)

Helpful study link for Air Masses: http://mrsdlovesscience.com/airmasses.html

http://sc6thgradescience.weebly.com/6e2b2-air-masses-pressures–fronts.html

Friday November 10th, 2017

7th Grade Science 

Thank you for your engagement in our lab today. Both classes did a fantastic job! It was wonderful hearing kids say, “I love science!” during class today! Days like these are why I became a teacher! 🙂 

Standards Covered:

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
(Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

Learning Targets:

  1. I can locate and identify the organelles in plant and animal cells.
  2. I can differentiate between plant and animal cells.
  3. I can identify and state the function of the parts of a compound light microscope.
  4. I can recognize and follow the procedure for using and handling a microscope correctly

Agenda:

  1. Warm Up: Cell Organelles Day 3
  2. Comparing plant and animal cells lab

Homework: 

  1. Finish the post-lab questions for Monday’s discussion.
  2. Use the link below to continue studying for next Friday’s (11/17) quiz over cell structure and function.

https://quizlet.com/152739811/flashcards

3. Complete the following Freyer Models. Due Friday 11/17

Friday November 10th, 2017

6th Grade Science

Standards Covered: 

S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
a. Analyze and interpret data to compare and contrast the composition of Earth’s atmospheric layers (including the ozone layer) and greenhouse gases.
(Clarification statement: Earth’s atmospheric layers include the troposphere, stratosphere, mesosphere, and thermosphere.)
b. Plan and carry out an investigation to demonstrate how energy from the sun transfers heat to air, land and water at different rates.
(Clarification statement: Heat transfer should include the processes of conduction, convection, and radiation.)
c. Develop a model demonstrating the interaction between unequal heating and the rotation of the Earth that causes local and global wind systems.

S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
b. Plan and carry out an investigation to illustrate the role of the sun’s energy in atmospheric conditions that lead to the cycling of water.
(Clarification statement: The water cycle should include evaporation, condensation, precipitation, transpiration, infiltration, groundwater, and runoff.)

Learning Targets:

  1. I can utilize prior knowledge to review yesterday’s unit test over Earth’s atmosphere, unequal heating of land and water, heat transfer, local and global wind systems, and the water cycle.

Agenda:

  1. Unit Test Reflection:◦What was your score on yesterday’s unit test?

    ◦How did you prepare for yesterday’s test?

    ◦What score would you like to achieve on our next assessment?

    ◦What is you plan to improve or maintain your test score the next time we take an assessment?

  2. Test-taking strategies shared by your peers:
    1. write content down
    2. look over notes: material not understood-make drawings and label them
    3. check teacher’s blogs, including Ms. Klu, Mr. Mulkey, Mr. Limpert, and Ms. Keyser
    4. study blog materials, such as review powerpoint that I posted
    5. online textbook
    6. go back to previous blog posts to review materials
    7. attend Mr. Limpert’s Flashcard Friday sessions
    8. make your own flashcards
    9. make your own card sorts-match definition with word and picture
    10. make real-world connections with science content
    11. “Gov-O”
    12. find a study buddy
    13. look over previous assessments
    14. make rhymes
  3. Go over yesterday’s test

Homework: NONE

Thursday November 9th, 2017

7th Grade Science 

Standards Covered:

S7L2. Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
a. Develop a model and construct an explanation of how cell structures (specifically the nucleus, cytoplasm, cell membrane, cell wall, chloroplasts, lysosome, and mitochondria) contribute to the function of the cell as a system in obtaining nutrients in order to grow, reproduce, make needed materials, and process waste.
(Clarification statement: The intent is for students to demonstrate how the component structures of the cell interact and work together to allow the cell as a whole to carry out various processes. Additional structures, beyond those listed, will be addressed in high school Biology.)

Learning Targets:

  1. I can locate and identify the organelles in plant and animal cells.
  2. I can identify and state the function of the parts of a compound light microscope.
  3. I can recognize and follow the procedure for using and handling a microscope correctly

Agenda:

  1. Warm Up: Cell Organelles Day 2
  2. Review Virtual Tour of the Microscope on the SmartBoard:  https://www1.udel.edu/biology/ketcham/microscope/scope.html to prepare for tomorrow’s microscope lab.
  3. Draw and label cheek cell and elodea cell
  4. Twig video-discussion
  5. Independent work time-Directed Readings on Eukaryotes vs. Prokaryotes and Cell Organelles.
  6. If finished with Directed Readings, you may finish the following Freyer models (you will be allowed to use these on your cells quiz next Friday).