August/September 2016 | ||||||
Monday | Tuesday | Wednesday | Thursday | Friday | Saturday | |
WEEK 1 | 24 (C-DAY) FIRST DAY OF SCHOOL | 25 | 26 | |||
SC8.2.5: Students properly use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures. |
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1) Introduction to 7th Grade Science 2) What is Science? 3) Cup Challenge |
Learning Target: I can successfully use appropriate scientific and safety equipment, recognize hazards and safety symbols, and observe standard safety procedures... 1) Science Starter 2) 7th Grade Life Science PRETEST 3) Office 365 Login & Introduction to OneNote 4) NOTES: Lab Safety Procedures 5) Lab #1: How much Water is in a Plant? Homework: |
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WEEK 2 | 29 | 30 | 31 | 1 | 2 | |
Vocabulary (Scientific Method) SC8.2.2 Students use inquiry to conduct scientific investigations.
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1) Science Starter 2) Finish Lab Safety Flyer 3) NOTES: Cornell Note Taking Strategy 4) Lab #1: Growing With Metrics Homework: |
1) Science Starter 2) NOTES: Scientific Method 3) Scientific Method in Action Homework: |
OneNote Introduction.... Weekly Blog Reflection
Homework: NONE |
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WEEK 3 | 5 | 6 | 7 | 8 | 9 | |
(Living vs. Nonliving) MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Labor Day - No School | Learning Target: I can provide evidenct that living things are made of cells. 1) Science Starter 2) 1.3 Studying Life Introduction (Worksheet) 3) Setting up OneNote notebooks and introducing Canvas....
Homework:Complete the 1.3 Studying Life introduction No Vocabulary this week.... |
Learning Target: I can demonstrate the difference between Biotic and Abiotic things. 1) Science Starter 3) Discuss Week 4 Vocabulary Words (.pdf) (quizlet) 4) Elements & Macromolecules in Organisms Homework: |
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12 | 13 | 14 | 15 | 16 | ||
Week 4Vocabulary (Parts of the Cell) MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function.
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Learning Target: I can explain the difference between Prokaryotic and Eukaryotic Cells. 1) Science Starter 2) 4.1, 2,&3 - Cell Theory 3) 4.7 Worksheet: Understanding more about Cells & The Cell Theory 4) Worksheet: Understanding Prokaryotic Cells READING: Discovering Cells pages 4-11 (Cells & Heredity textbook) Homework:VOCABULARY: Week 4 Vocabulary (Quiz Friday)
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Learning Target: I can demonstrate the difference between a plant and animal cell. 1) Science Starter 2) READING: Discovering Cells pages12-16 (Cells & Heredity textbook) 3) Partners: Discovering Cells and their Organelles 4) Discuss Week 5 Vocabulary Words (.pdf) (quizlet) Homework: |
OneNote update.... Weekly Blog Reflection
Homework: NONE |
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Week 5
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19 | 20 | 21 | 22 | 23 | |
Vocabulary (Parts of the Cell) MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
Learning Target: I can demonstrate the difference between a plant and animal cell. 1) Science Starter 2) 5.1: Exploring Bacteria (Prokaryotes) group discussions (Complete in Canvas) 3) 5.2:Prokayrotes - Earth's first inhabitants (Complete in Canvas) 4) Discuss Week 5 Vocabulary Words (.pdf) (quizlet) Homework:Study Week 5 Vocabulary (just definitions/not spelling) QUIZ FRIDAY READING: Discovering Cells pages 4-21 (Cells & Heredity textbook)
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Learning Target: I can demonstrate the difference between a plant and animal cell. 1) Science Starter 2) 5.3: Reading Check - Discovering Cells pages 4-21 (Cells & Heredity textbook) (Complete in Canvas) 3) 5.4- Inside the Eukaryotic Cell (Complete in Canvas) 4) 5.5 - Cell Word Analogy (Complete in Canvas) Homework:Study Week 5 Vocabulary (just definitions/not spelling) QUIZ FRIDAY |
OneNote Update... Weekly Blog Reflection
Homework: NONE |
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Week 6 |
26 | 27 | 28 | 29 | 30 | |
MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. |
Learning Target: I can demonstrate the difference between a plant and animal cell. 1) Science Starter 2) 6.1: How to properly focus a Microscope 3) 6.2 : Discovering Cells and their Organelles 4) No Vocabulary this Week Homework:Complete Discovering Cells and their Organelles
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Learning Target: I can demonstrate the difference between a plant and animal cell. 1) Science Starter 2) 6.3: Microscope Lab (Complete in Canvas)
4) Discuss Week 5 Vocabulary Words (.pdf) (quizlet) Homework:6.4 Microscope Lab Follow-up Questions
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Field Trip NO Vocabulary Quiz |
October | ||||||
Sunday | Monday | Tuesday | Wednesday | Thursday | Friday | Saturday |
3 | 4 | 5 | 6 | 7 | ||
Week 7Vocabulary . (Microscope & Cell parts) MS-LS1-2. Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. MS-LS1-1. Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. |
Learning Target: I can demonstrate that living things are made of cells. 1) Science Starter 2) NOTES: How to properly use a microscope 3) Understanding The Microscope Worksheet 4) LAB #6: Microscape Lab DAY I
Homework: |
Learning Target: I can demonstrate that living things are made of cells and that the cell parts work together. 1) Science Starter 2) LAB #6: Microscape Lab DAY I 3) Lab #6: Cheek Cell Lab | See OneNote (Labs) for more details.
Homework: |
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10 | 11 | 12 | 13 | 14 | ||
Week 8Vocabulary (Parts of the Cell) MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
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What are we learning? How do parts of the cell work together? 1) Science Starter |
What are we learning? How do parts of the cell work together? 1) Science Starter |
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17 | 18 | 19 | 20 | 21 | ||
Week 9Vocabulary (Organ Systems)
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
What are we Learning? What are the levles of organization in the human body? 1) The Organization of the Human Body Activity HOMEWORK: Complete the Organization of the Human Body Activity |
What are we Learning? What are the levles of organization in the human body? HOMEWORK: Complete the Organization of the Human Body Activity |
Human Body Project |
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24 | 25 | 26 | 27 (Early-Release) | 28 (No School) | ||
Week 10Vocabulary (Organ Systems)
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
What are we Learning? How do Body Systems interact with other systems? HOMEWORK: Complete the Organization of the Human Body Activity |
What are we Learning? How do Body Systems interact with other systems? HOMEWORK: Complete the Organization of the Human Body Activity |
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November
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31 | 1 | 2 | 3 | 4 | ||
Week 11Vocabulary (Organ Systems)
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
What are we Learning? How do Body Systems interact with other systems? 1) Science Starter 2) Human Body PowerPoint Partner Presentations HOMEWORK: |
What are we Learning? How do Body Systems interact with other systems? 1) Science Starter 2) Unit 1 - Molecules to Organisms Review HOMEWORK: |
Week 11 QuizKahoot Review Unit I Review Game |
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7 | 8 | 9 | 10 | 11 | ||
Week 12Vocabulary (Organ Systems)
MS-LS1-3. Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. |
UNIT 1 AssessmentHomework Week 12 - Mitosis & Asexual Reproduction Vocabulary
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What are we Learning - What is Mitosis? 1) Science Starter 2) 12. 1 Introduction to Mitosis & Asexual Reproduction HOMEWORK: |
Week 12 QuizComplete 12.1 Mitosis & Asexual Reproduction. |
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14 | 15 | 16 | 17 | 18 | ||
Week 13Vocabulary (Cell Division & Mitosis)
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
What are we Learning - What are the steps of the cell cycle? 1) Science Starter 2) 13. 2 Asexual Reproduction vs Sexual Reproduction
HOMEWORK: |
What are we Learning - What ar ethe steps of the cell cycle? 1) Science Starter 2) 13. 3 Meiosis and Sexual Reproduction
HOMEWORK: |
Week 13 QuizComplete 13.3 Meiosis & Sexual Reproduction.
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21 | 22 | 23 | 24 | 25 | ||
Week 14
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
What are we Learning - What ar ethe steps of the cell cycle? 1) Science Starter 2) 14.1 Introduction to DNA
HOMEWORK: |
Thanksgiving Break |
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28 | 29 | 30 | ||||
Week 15
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
What are we Learning - What are the base pairs in the DNA molecule? 1) Science Starter 2) 15.1 Modeling DNA 3) 15.2 DNA Replication
HOMEWORK: w |
What are we Learning - What is the difference between mRNA and tRNA? 1) Science Starter 2) DNA NOTES
HOMEWORK: |
Week 15 Quiz
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DECEMBER
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5 | 6 | 7 | 8 | 9 | ||
Week 16
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
What are we Learning - What are the base pairs in the DNA molecule? 1) Science Starter 2) Finish up the Protein Synthesis Virtual Lab 3) How does the Nucleus communicate with the Ribososmes?
HOMEWORK: |
What are we Learning - What are the base pairs in the DNA molecule? 1) Science Starter 2) Genetic Mutation Notes 3)
HOMEWORK: |
Week 16 Quiz |
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12 | 13 | 14 | 15 | 16 | ||
Week 17
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
What are we Learning - What is the difference between a gene and an allele? 1) Science Starter 2) Reading: (Flower Book) pgs. 74-79 3) Heredity Notes | Part I 4) Your Genes and Chromosomes (pg. 47 packet) Homework: |
What are we Learning - What is the difference between the genotype and phenotype? 1) Science Starter 3) Punnett Square Practice Problems - 17.3 | 17.4 | 17.5 (59-66 packet)
Homework: |
Week 17 Quiz |
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19 | 20 | 21 | 22 | 23 | ||
Week 18
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
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JANUARY
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2 | 3 | 4 | 5 | 6 | ||
Week 18
MS-LS3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organism. |
What are we Learning - What is Heredity? 1) Science Starter 3) How Can Punnett Squares help predict the traits of offspring? 4) Review all Cornell Notes...in packet Homework: |
1) Unit 2 Vocabulary Quiz (Week 17) 2) GVC Prep - Review Sheet |
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9 | 10 | 11 | 12 | 13 (Planning Day) | ||
UNIT 2 Assessment |
No School(end of 1st Semester) |