WEEKLY UPDATE FOR THE WEEK OF JANUARY 27, 2020: Greetings parents,
This week, students are doing their personalized data review of the pre-assessment and benchmark recently taken. After that, students will complete a worksheet that reinforces everything worked on to date. Wednesday and Friday will be GIZMO on Mouse Genetics and a focus lesson on S7L3.a.
Remember, the notebook check will be the week of Feb 3rd and the post assessment on Genetics is the week of Feb 10th.
WEEKLY UPDATE JANUARY 21, 2020 Greetings Parents,
The life science team will finish the month of January exploring the difference between Genetic Variance (Sexual Reproduction involving 2 parents) vs Genetically Identical Traits (Asexual Reproduction with 1 parent).
Students should know the 3 types of Asexual Reproduction: Binary Fission (splitting), Budding (Growth on the parent that eventually falls off or can stay connected), and Regeneration (Cutting off a limb and it regrows a full organism for each).
The activities for this week are as follows: Students are investigating reproductive strategies to assist them with understanding the differences between asexual and sexual reproduction.
By next week, students will have received a recap worksheet on DNA, Chromosomes, Genes, and Traits to complete as well as go over their data from the pre-assessment for S7L3
WEEKLY UPDATE FOR THE WEEK OF JANUARY 5, 2020
This week, Life Science will kick off the semester with Unit 3- Genetics.
The pondering question for the next 2 weeks states: How does Asexual and Sexual Reproduction affect the passing of traits to offspring?
Students will begin a Unit 3 Pre-Assessment on Genetics Standards S7L3.a,b,c plus all vocabulary terms starting on page 159. Next, we will begin exploring the two types of reproduction mentioned in the essential question above. Students will utilize a PPT to extract the information as well as an anchor chart to assist with Comparing Asexual vs Sexual Reproduction. By next week, scholars will receive the focus lesson on genetics to sharpen their foundational knowledge of genetics.
Please note that Notebook Checks will begin in approximately 2 weeks. Additionally, the Benchmark for S7L3.b will be administered in two weeks. Lastly, the Post-Assessment for this Unit should take place by the first two weeks in February.
DECEMBER 9, 2019 Greetings Parents,
In the final 2 weeks of school, please ensure that all students are working diligently towards finishing this semester strong.
Students have been given 5 lab station activities to do that reinforces body systems. The final notebook check will consist of these labs, a graphic organizer on body systems, 2 gizmos (circulatory and digestive) and a CER application on body systems.
WEEKLY UPDATE FOR THE WEEK OF NOVEMBER 11, 2019
This week, students are transitioning from cells and the organelles that are within each cell to body systems. We are working on labs 1-3, which are interactive labs where students have to learn how to check a pulse rate, breathing rate while at rest and active. I will have the students give their rationale as to why humans sweat and create chill bumps.
Students should be able to articulate that cells are the smallest unit of living organisms in life science. They should also be able to follow the organizational trend of cells grouping together to form tissues, which group together to form organs. Now we are undertaking body systems to better understand why cells take in nutrients to help the organism grow, reproduce and make needed materials.....process and eliminate waste.
Choice board Activities are past due. Please have your scholar turn them in by Thursday.
Grades will be updated by Monday, November 18, 2019.
WEEKLY UPDATE FOR THE WEEK OF OCTOBER 21, 2019
Last week, scholars completed their first CER on the questions of What are all living things made of?
This week scholars are going through their focus lesson on cells, S7L2.a
This week will start with scholars grouping living things vs non living things. Next scholars will copy notes from PPT slides. The slide will show White and Red Blood Cells that students must identify.
Scholars will also get a chance to observe different animal and plant cells under a microscope. Lastly, we will take our focus lesson assessment at the end of the week.
Benchmark testing for S7L1.a will be the week of October 28-Nov 1. Study and prepare.
WEEKLY UPDATE FOR OCTOBER 14, 2019
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.
This week, students will begin the week by completing an online interactive gizmo on cell structures. Towards the end of the week, students will start working on the focus lesson for S7L2.b.
Focus Lesson: Scholars will complete the Claims, Evidence, Reasoning (CER template) using a graphic organizer to answer the provided graphic organizer to answer the question: Why does the structure of the red blood cell not contain a nucleus?
Week of September 22, 2019
This week, students will begin the next unit on cells and body systems. The standard, S7L2, along with elements (a,b,c) will reinforce what students just learned about classifying organisms according to characteristics. Fyi, I am hoping to successfully plan a grade level trip to The Bodies Exhibit at Atlantic Station by the end of October 2019.
Week in review.....
Unit 2- Pre-Assessment Vocabulary Words Data Talks and recovery for Unit 1 Post Assessment Cell Theory Comparison of Eukaryotic Cells (multi-cellular organisms with a nucleus) vs Prokaryotic Cells. (Uni-cellular organisms without a nucleus) Compare 2 Eukarya Kingdoms such as Animal vs Plant Cells
VocabularyCell Structure, cytoplasm, nucleus, cell membrane, cell wall, chloroplast, lysosomes, endoplasmic reticulum with Rough ER[carries ribosomes] and Smooth ER, mitochondria, homeostasis, equilibrium, cellular respiration, photosynthesis, passive transport (osmosis & diffusion) active transport (sodium-potassium pump where particles move from an area of low to an area of high concentration)
Standard S7L2 and S7L2.b 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.
Mrs. Nevels-Marbury Focus lesson quiz-Marbury and Major Data talks-Marbury kingdom place mats-Clark and Marbury Kingdom sorting activity-Clark and Marbury