WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhites.weebly.com WEEK ONE

Unit Title: Measurement and Safety 5 E LESSON PLANS PARENT’S SIGNATURE _____________________________________________________________Content Standard : S.ChS.4 -The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials: S.ChS.2 The learner will use standard safety practices for all classroom laboratory and field investigations: S7CS3.a Analyze scientific data by using, interpreting, and comparing numbers in several equivalent forms, such as integers, fractions, decimals, and percents.STEM Standard of Practice 7: A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions.

Use simple machines and/or other technological tools to create new technologies to develop solutions to problems or construct answers to complex questionsEssential question: How do scientists use tools to observe, describe, and measure the interactions they find in the natural world? Why is it essential that you know and practice laboratory safety rules?Monday August 4, 2014 Tuesday August 5, 2014 Wednesday August 6, 2014 Thursday August 7, 2014Opening – E ngaging Strategy Index Card ActivityWhat do you think you will have to do to be successful in LIFE Science?HOMEWORK: Interactive Textbook- Due FridayE xplanation “DO NOW” # 1 –Vocabulary Sheet - UNITS OF MEASUREMENTS www.studyjams.comTextbook Handout pg 764 -765 E NDURING Understanding :

1. Think about the many ways in which measuring quantities is a part of daily life.

2.

Understand how to use the tools of a scientist. Understand that models help us to predict the nature of objects and systems that we cannot see.

E xploration Activity # 1- Brainstorm in EDN STEM I. Identify the problem. Can you design a metric robot?II. Make a hypothesis on how it can be done? ______________________________________________________________________________________________________III. Materials: graphing paper, ruler, info card, pencil, your body as a model and construction paperIV. Procedure: Take your hypothesis and use the materials to test it out.V. Results and Conclusion - Evaluation__________________________________________________________________________________________CLOSING: PAIR SHARE Explain to another student the difference between the ENGLISH and METRIC

Opening- E ngaging Strategy - Types of Models Choice Board Rubric for Metric Scale Model projectGO TO EDMODO.COM TODAY or www.mswhitescienceblog or www.msywhiteweebly STEM STATIONS LAB INQUIRY # 1 - Explore

I. Identify the problem. USE YOUR EDNLAB 1: How do the 2 measuring systems compare?LAB 2: How do you convert metric units?LAB 3: How well can you use the metric system?

II. Make a Hypothesis______________________________________________________________________________________________ III. Materials 1 .Gram cubes and instruction cards2 Square table pyramid cutouts3. Computers www.sheppardsoftware.com IV. PROCEDURE: Follow instructions at each station. Construct 3D models at stations 1 & 2. V. Results and Conclusion -Evaluation______________________________________________________________________________________________

Students Close : What did you learn today about math

Opening – E ngaging Strategy Safety rules for handling LAB equipment1. Look at the LAB equipment on the counter.2. Describe the equipment and write a safety rule for it. Record information on data sheet.

I-RESPOND QUIZ TODAY E xplanation “DO NOW” # 2 – Vocabulary Sheet - Metric Conversions Short Cuthttp://youtu.be/XS-8FCqYo5MTextbook pages 24 – 27 Enduring Understanding: Learn that lab tools are for making observations, taking measurements, and analyzing data. Safety symbols are for their protection.Follows classroom safety procedures when conducting scientific investigations

E xploration Activity # 2 I. Identify the problem

Which lab tool is best for accurately measuring mass, volume, length, and density?

II. Make a hypothesis. ____________________________________________________________________________________

III. Materials: scale, ruler, cylinders,beakers, cubes, WS

IV. Procedure: Follow instructions on WS.Results and Conclusion - Evaluation ____________________________________________________________________________________CLOSING: Explain how to determine density. _____

Opening –E ngagement Strategy Safety Worksheet and Board Game Outside ActivityMetric Scavenger Hunt Engineering a Garden FOLDERS DUE Friday!

STEM : LAB INQUIRY # 2I.Identify the problem. EXPLORECan you estimate metric length, mass, and volume of an object?Which garden design accommodates the most plants? ADVANCEDII.Make a hypothesis. ________________________________________________________________________III. Materials On LevelBaggy, ruler, WS and outsideADVANCED: string and meter stickIV. Procedure – USE EDNLook for natural objects that match the length and mass requirements.Work as a group to design a garden.V.Results and Conclusion -Evaluation________________________________________________________________________

Students Close : What questions do you have about the metric system and lab safety?________________________________________________________________________

system._______________________________________ and science?____________________________________WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK TWO

Unit Title: Scientific Method and Inquiry: Overview:Content Standard : S.ChS.3 Science Inquiry: Lab Processes The learner will identify and investigate problems scientifically: S.ChS.4 Science Inquiry: Data Collection & Technology: The learner will use tools and instruments for observing, measuring, and manipulating scientific equipment and materials: T.S.ChS.4.33 The student selects and uses technology tools for data collection, analysis, presentation, collaboration and/or creativity to solve problems and make decisions. S7CS9.b Scientific investigations usually involve collecting evidence, reasoning, devising hypotheses, and formulating explanations to make sense of collected evidence.STEM Standard of Practice 3: A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). Essential question: How can we communicate the results of our science experiments to other people?MONDAY AUGUST 11, 2014 TUESDAY AUGUST 12, 2014 WEDNESDAY AUGUST 13, 2014 THURSDAY AUGUST 14, 2014

Opening: E ngaging Strategy : Remember Scientists Solve Problems. Index Card Activity: ADVANCED CLASSESHow can you fit your entire body through a 3x5 card?ON LEVEL CLASSES: METRIC SCAVENGER HUNT

HOMEWORK DUE THIS FRIDAYInteractive Textbook – Scientific MethodE xplanation “DO NOW” # 3 – Vocabulary Sheet - SCIENTIFIC Method www.studyjams.com w/graphic organizerE NDURING Understanding Scientific methods are useful tools in making sense of the natural world and in solving problems.Science is both a process of learning and a body of knowledge.

E XPLORATION Activity # 3 – USE YOUR EDN I.Identify the problem? Which color Gobbstopper has the strongest color?II.MAKE A HYPOTHESIS: _________________________________ _____________________________________________________III.MATERIALS: 4 different color gobbstoppers, petri dish, warm water, worksheetIV.Procedure: Make observations of gobbstoppers before, during, and after testing. Display results in a graph.V.RESULTS and CONCLUSION - Evaluation_______________________________________________________________________________________________________________________________________________________________CLOSING: PAIR SHARE EVALUATION:What planning did you do to solve this problem?

Opening: E ngaging Strategy REVIEW OF METRICS DUE TO LOW SCORES GO TO EDMODO FOR VIDEO # 4www.mswhitescienceblog or www.msywhiteweebly

LAB INQUIRY # 3-ExplorationI.Identify the problem(What’s the problem?)Dancing raisins, grapes, and popcorn_________________________________________________II. Make a hypothesis. What causes the up and down motion?__________________________________________________________________________________________________III. Materials: raisins, grapes, popcorn kernels, seltzer water, bottles, and chartIV. Procedure: Record observations and share results on www.ZOOM.comV.Results and Conclusion - Evaluation_____________________________________________________________________________________________________________________CLOSING: ( Students) Why do you think the raisins reacted the way they did? _________________________________________________________________________________________________________________________________

Opening: E ngaging Strategy Advanced: Water in the AirOn Level: Are you aware? QUIZ- I-RESPOND E xplanation “DO NOW” #4 - Vocabulary Sheet –Science Theory www.studyjams.com w/graphic organizer ENDURING Understanding

1.

Ask why? questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.

2.Observe and discuss objects and events and record observations

E XPLORATION Activity # 4 STEM I.Identify the problem – OUTSIDE ACTIVITY How does a solar oven work?II.Make a hypothesis.__________________________________________________________________________________________III.Materials: card board, foil, thermometer, marshmallow and chartIV.Procedure: Work with a partner to build a solar oven. Determine what temperature causes the marshmallow to melt.V.Results and Conclusion – Evaluation________________________________________________________________________________CLOSING: Why is solar cooking not as popular as

Opening: E ngaging Strategy SINK OR FLOAT?WORK ON SCALE MODEL ProjectFOLDERS DUE Friday! STEM LABLAB INQUIRY # 4 E xploration Brainstorm in EDN I.Identify the problemWhich PVC model will float the best?Which model boat will float the best?II. Make a hypothesis.________________________________________________________________III. Materials: PVC pipes of different lengths, tape, connectors, plates, foil, plastics and ballsIV.Procedure: Work as a group to build a flotation device. Test in the water.V.Results and Conclusion Evaluation________________________________________________________________________________________________CLOSING: PAIR SHARE EVALUATION:What steps did you take to solve this problem? ________________________

_____________________________________________________ gas oven cooking? ________________________ ________________________________WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK THREE

Unit Title: Independence of LifeContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). STEM Standard of Practice 3: A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). Essential questions: How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?MONDAY AUGUST 18, 2014 TUESDAY AUGUST 19, 2014 WEDNESDAY AUGUST 20, 2014 THURSDAY AUGUST 21, 2014Opening- E ngaging Strategy ADVANCED: Frayer diagram worksheetON LEVEL: What makes up an ecosystem? Worksheet with a graphic organizerHOMEWORK: Interactive Textbook WSE xplanation “DO NOW” # 5- Ecosystems Vocabulary Sheet –Textbook: 480 www.studyjams.com E NDURING Understanding PROJECT WILD

1.

All populations living together (biotic factors) and the physical factors with which they interact (abiotic factors) compose an ecosystem.

2.

Ecosystems do not have precise boundaries. All ecosystems ultimately exchange materials with one another and all influence one another.

E XPLORATION Activity # 5 – Build Mini Ecosystems I.Identify the problem Use your EDNHow are abiotic and biotic factors connected?II.Make a hypothesis ____________________________________________________________________________________________________III.Materials:jars,tweezers,baggy,wsIV.Procedure: Go outside and collect biotic and abiotic objects in jars. AC – Use the aquariumV.Results and Conclusion: - Evaluation __________________________________________________________________________________________________CLOSING: PAIR SHARE : Explain to a lab partner the difference between abiotic and biotic factors.

Opening- E ngaging Strategy Record changes in your MINI Ecosystems.Food Chain Worksheet- What’s for dinner?

GO TO EDMODO TODAY FOR VIDEO # 6www.mswhitescienceblog or www.msywhiteweebly

LAB INQUIRY # 5 – ExplorationI.Identify the problemCan you analyze an ecosystem?II.Make a hypothesis______________________________________________________________________________III.Materials: IPADS or COMPUTER LAB

IV. Procedure KS2.BITESIZE.COM QUIZ

www.pbslearningmedia.orgwww.ecokids.com climate change ADVANCEDwww.sheppardsoftware.com Follow the computer prompts.V.Results and Conclusion: Evaluation______________________________________________________________________________

Opening- E ngaging Strategy Record changes in your MINI Ecosystems.Food Web worksheet #1Food Web Worksheet # 2I-RESPOND QUIZ – EcosystemE xplanation “DO NOW” # 6- Food Chains Vocabulary Sheet –Textbook: 484 www.studyjams.comENDURING Understanding

1. Organisms and their environments are interconnected.

2.Changes in one part of the system will affect other parts of the system.

E XPLORATION Activity # 6 –USE YOUR EDN I.Identify the problem STEM LABHow can you demonstrate how energy is transferred in an ecosystem?II.Make a hypothesis____________________________________________________________________________________________III.Materials: ADVANCED: Build a food web mobile ON LEVEL: Build a food chain mobileIV.Procedure: Design an ecosystem with a food chain or web. Identify producers, consumers, and decomposers.V.Results and Conclusion: Evaluation____________________________________________________________________________________________

STUDENT CLOSING : Why is sunlight so important to

Opening- E ngaging Strategy Record changes in your MINI Ecosystems.Photosynthesis WSProducers,Consumers, Decomposer Musical Chairs

Work On Scale Model ProjectFOLDERS DUE FRIDAY!

LAB INQUIRY # 6 – ExplorationI.Identify the problem.Who’s at the top of the food chain?ADVANCED: ECOLOGY BOARD GAMEII.Make a hypothesis.____________________________________________________________________________________III.Materials: Card gameIV.Procedure: Use the cards and play the card games.V.Results and Conclusion: Evaluation ______________________________________________________________________________________________________________________________Student Closes: How is a food chain affected when one organism is taken out. _________________________________

_______________________________________ _______________________________________Student Closes: Explain a food chain.______________________________________________________________________________

an ecosystem?_________________________________ __________________________________________________________________

WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK FOUR

Unit Title: Independence of LifeContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). STEM Standard of Practice 3: A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). Essential questions: How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?AUGUST 25, 2014 AUGUST 26, 2014 AUGUST 27, 2014 AUGUST 28, 2014Opening – Engagement StrategyEDUSMART INTERACTIVE FOOD CHAIN

HOMEWORK: Interactive Textbook Due Friday – Energy in the EcosystemE xplanation “DO NOW” # 7 –Food Web Vocabulary Graphic organizer Textbook pgs 484 www.studyjams.com or AC - EDUSMARTENDURING Understanding

1. The flow of energy and the recycling of matter impact ecosystems.

2.All living things interact with each other and the environment.

E XPLORATION Activity # 7 –USE EDN STEM I.Identify the problemCan you design your own energy pyramid?II.Make a hypothesis.________________________________________________________________________________III.Materials: cardboard, pattern, glue, markers

Opening – Engagement StrategyWho eats what matching food chain card activity – ON LEVELPYRAMID JOURNAL QUESTION – AC/GIFTED

GO TO EDMODO TO VIEW VIDEOwww.mswhitescienceblog or www.msywhiteweebly

LAB ACTIVITY # 7 – E xploration I.Identify the problemHow is energy transferred through a community of organisms?II.Make a hypothesis ________________________________________________________________________III.Materials: IPADS or COMPUTER LABTOPSIV.Procedure: Follow the computer prompts.www.glencoevirtualfoodweb.com and journal quest.www.scholasticfoodweb.comwww.gould.edu.au.com

Opening – Engagement StrategyEnergy Flow Cube ModelI-RESPOND QUIZ- Energy Pyramid

“DO NOW” # 8 – Energy Pyramid Vocabhttp://youtu.be/De_53QflEXQENDURING Understanding

1. The flow of energy and the recycling of matter impact ecosystems.

2.All living things interact with each other and the environment.

E XPLORATION Activity # 8 I.Identify the problem PROJECT WILDDissection of the Owl Pellet – Build a food webII.Make a hypothesis.____________________________________________________________________________________III.Materials: tweezers, owl pellets, panCOMPUTER: VIRTUAL OWL DISSECTION.COMIV.Procedure: Design your own ecosystem cube. Summarize what you have learned so for about how organisms are interrelated.V.Results and Conclusion Evaluation

Opening – Engagement StrategyHabitat worksheet

FOLDERS DUE Friday!Work On Scale Model Project

IPADS or COMPUTER LABLAB ACTIVITY # 8 – ExplorationI.Identify the problem STEMWhich habitat is your favorite?Habitat Rummy card game and COMPUTERSII.Make a hypothesis. __________________________________________________________________________III.Materials: project rubric, computer, and poster.IV.ProcedureChoose a habitat. Use the internet to gather information about your favorite habitat.ADVANCED: Design a powerpoint or movie maker.ON LEVEL: Design a poster.V.Results and Conclusion Evaluation_______________________________________________________________________________________________________________

IV.Procedure: Design your own energy pyramid and include producers, consumers, and decomposers.V.Results and Conclusion Evaluation________________________________________________________________________________CLOSING: What happens to the energy as you move up an energy pyramid? Students explain.

V.Results and Conclusion: Evaluation__________________________________________________________________________________________Student Closes: Explain the difference between a food chain and a food web. _______________________________

____________________________________________________________________________________CLOSING: Which organism is always at the top of a pyramid and why? Students explains ____________________________________________________________________________________

Students Closes: What are some natural and human changes that could endanger an animal’s habitat? __________________________________________________________________

WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK FIVE

Unit Title: Independence of Life – 5E Lesson plansContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). STEM Standard of Practice 3: A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). Essential questions: How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?MONDAY SEPTEMBER 1, 2014 TUESDAY SEPTEMBER 2, 2014 WEDNESDAY SEPTEMBER 3, 2014 THURSDAY SEPTEMBER 4, 2014Opening – Engagement Strategy

GO TO EDMODO.COM AND WATCH THE VIDEO –“Do Now” # 1 www.studyjams.com symbiosis AND COMPLETE THE ECOSYSTEM INTERACTION WORKSHEET. DUE ON TUESDAY.

Homework Packet will be given on Tuesday.LABOR DAY – NO SCHOOLSCALE MODEL PROJECTS DUE ON FRIDAY

Opening – Engagement StrategyEcosystem Cycles - Science Probe- AC/GiftedEnergy Pyramid Graphic Organizer – ON LEVEL

GO TO EDMODO TO VIEW VIDEOwww.mswhitescienceblog or www.msywhiteweebly

PROJECT LEARNING TREE LAB ACTIVITY # 1I.Identify the problem. How many interactions exist within your environment?II.Make a hypothesis.____________________________________________________________________________________________III.Materials: chairs, labels, cards, music sourceIV.Procedure: Look at your animal card. When the music begins, start walking around the chairs looking for something you can have a symbiotic relationship with

Opening – Engagement StrategySymbiosis Cube Activity 1 - Design your own cubeI-RESPOND QUIZ – Symbiosis

E xplanation “DO NOW”# 2 Habitats www.makemegenius.com http://youtu.be/bzykg5HF1FI www.studyjams.com –biomesE XPLORATION Activity # 2 – PROJECT LEARNING I.Identify the problemCompare and contrast the various types of biomes. What is needed in each biome to sustain life?II.Make a hypothesis.__________________________________________________________________________________________III. Materials:ADVANCED: Animal origami and habitat projectON LEVEL: Construction paper, cut outs, scissors, and glueIV.ProcedureMake a 4 corner biome graphic organizer using the

Opening – Engagement StrategyHabitat chart worksheetFOLDERS and SCALE MODELS DUE FRIDAY !!!!!

IPADS or COMPUTER LABLAB ACTIVITY #2I.Identify the problem.How do living things interact with their environment and each other?II.Make a hypothesis____________________________________________________________________III.Materials: IPADS or LAPTOPSIV.Procedure: Follow the computer promptswww.coolclassroom.orgwww.bbc.co.ukwww.buildahabitat.comwww.innovationslearning.co.ukwww.abpischools.org.uk

Enduring Understanding

1.

Ecosystems consist of complex interactions between organisms and the physical environment.

2.

Understand that all living things interact with each other and the environment.

and sit in that chair when the music stops.V.Results and Conclusion____________________________________________________________________________________________Student CLOSING : Compare and contrast symbiotic relationships._________________________________________________________________________________

materials given.V.Results and Conclusion Evaluation_______________________________________________________________________________________________________________________________________CLOSING: How do living things adapt to their environment? _________________________________

V.Results and Conclusion__________________________________________________________________________________________________Student CLOSING: What have you learned about ecosystem interactions?__________________________________

WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK SIX

Unit Title: Independence of Life – 5 E Lesson plansContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). STEM Standard of Practice 3: A. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). Essential questions: How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?MONDAY SEPTEMBER 8, 2014 TUESDAY SEPTEMBER 9, 2014 WEDNESDAY SEPTEMBER 10, 2014 THURSDAY SEPTEMBER 11, 2014Opening – Engagement Strategy TED –ED www.WatchKnowLearn.com RemediationCycling of matter- EDUSMART - Adv. Remediation HOMEWORK DUE FRIDAY- BIOMESInteractive Textbook“DO NOW” # 3 BIOMES- Textbook pg. 490 www.studyjams.com video with graphic organizerBiomes EDUSMART NOTE TAKING WS - ADVANCEDENDURING Understanding:

1. analyze and recognize how organisms, places, things, and ideas change over time.

2.study and compare organisms, places, ideas, and events to make sense of our world.

E XPLORATION Activity # 3 SMALL GROUP STATIONSI.Identify the problemStation 1: Can you correctly identify the characteristics of a biome?

Opening – Engagement StrategyHabitat Worksheet – Science ProbeFood Chain Energy/ Habitat Change GO TO EDMODO TO VIEW VIDEO www.mswhitescienceblog www.msywhiteweebly

IPADS or COMPUTER LABLAB ACTIVITY # 3 - EXPLOREI.Identify the problem – INDIVIDUAL ActivityHow are animals adapted to each biome?II.Make a hypothesis_______________________________________

Opening – Engagement StrategyBiome 4 corner foldableI-RESPOND QUIZ

“DO NOW” # 4 Land Biomeswww.studyjams.com video and graphic organizerENDURING Understanding:

1.

Ecosystems consist of complex interactions between organisms and the physical environment.

2.

Understand that all living things interact with each other and the environment.EXPLORATION Activity # 4 Project Learning TreeI.Identify the problem – INDIVIDUAL LAB

Opening – Engagement StrategyEcology Science ProbeFOLDERS DUE FRIDAY !!!!!SCIENCE ENGINEERING FAIR INTRO ON FRIDAYLAB ACTIVITY # 4 Project Learning TreeI.Identify the problemTropical Treasure Hunt – On LevelWeb Quest – AdvancedII.Hypothesis________________________________________________________________________III.MaterialsInternet access and worksheetsIV.ProcedureOn Level: (http://home.att.net/~candlers/tropical.htm)

Station 2: Work as a group and create a BIOME in a BOX. Use your EDN to design the biome first.Station 3: What factors do all biomes have in common? Cam.ac.ukII.Make a hypothesis. ________________________________________________________________________________________________________________III.Materials: Station 1: matching vocab cards and picturesStation 2: computer, box, construction paper, glueStation 3: LAPTOP COMPUTERS and worksheet foldable IV.Procedure: Follow the instructions at each station. Biome minibkV.Results and Conclusion - EVALUATION____________________________________________________________________________________________________________Students close: What factors determine a biome? __________

_______________________________________III.Materials: computer and worksheetIV.Procedurewww.Quia.biomes challenge.comwww.eduplace.com/science/simulationwww.simplifiedenvironmentalgames.comwww.symbiosisfuntrivia.comV.Results and Conclusion - EVALUATION______________________________________________________________________________CLOSING: STUDENTSDiscuss the factors that control the growth and decline of populations within an ecosystem .

Create a creature for your environment.II.Make a hypothesis____________________________________________________________________________III.Materials : switch a zoo.com , LAPTOPSIV.Procedure: Create an animal for each biome. Select one to write about. Print out a picture of the animal and factors that help it to live in that particular biome.V.Results and Conclusion - EVALUATION____________________________________________________________________________CLOSING: What impact do humans have on ecosystems? _________________________________________________________________

Advanced: http://www.gnbvoc.mec.edu/rainforestFollow computer prompts and answer questions.V.Results and Conclusion - EVALUATION____________________________________________________________________________________________________________Student CLOSING: Why are rain forests important to us, even if we don’t live near one and might never visit one? ____________________________________

WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK EIGHT

Unit Title: Independence of Life - 5 E LESSON PLANContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). Compare and contrast Earth’s major terrestrial biomes. STEM Standard of Practice 3,4,5: #3. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). #4.Students will engage in inquiry to investigate global issues, challenges, and real world problems. # 5 Students will engage in logical reasoning to answer complex questions, to investigate global issues and to develop solutions for challenges and real world problems. Essential questions: What are the characteristics of each biome? AC: How are you responsible for your environment?MONDAY SEPTEMBER 22, 2014 TUESDAY SEPTEMBER 23, 2014 WEDNESDAY SEPTEMBER 24, 2014 THURSDAY SEPTEMBER 25, 2014Opening – Engagement StrategyCompare and Contrast Biome WorksheetHOMEWORK DUE FRIDAY Marine BiomesEXPLANATION“DO NOW” # 5 Aquatic Ecosystemswww.studyjams.com Aquatic Biomes -ADVANCED “Do Now”# 5 Ecosystem Review – ON LEVELhttp://youtu.be/iRhdDs91aas graphic organizerENDURING Understanding:

1.

Understand that a number of characteristics, including elevation and climate, are used to divide the world into biomes.

2. Understand that biomes can be divided into

Opening – Engagement StrategyBiome Who Lives Here Game – GROUP Activity

GO TO EDMODO TO VIEW VIDEOwww.mswhitescienceblog or www.msywhiteweebly

STEM LAB Use your EDN to plan & drawINQUIRY LAB ACTIVITY # 5I.Identify the problem.

Opening – Engagement StrategyCARRYING CAPACITY WORKSHEET Make observations of BIODOMES and BOTTLE BIOMES. Record in results in your EDN.I-RESPOND QUIZ – BIOMES and WEBS

“Do Now” # 6 – Ecosystem Song with graphic organizer http://youtu.be/0A5eeE93uEA EXPLANATIONENDURING Understanding:

1.

Understand that a number of characteristics, including elevation and climate, are used to divide the world into biomes.

Opening – Engagement Strategy Science Probe Advanced Is it a ConsumerFood Web Review – ON LEVELRecord changes in BIODOMES

FOLDERS DUE FRIDAY!!!SCIENCE FAIR RESEARCH BEGINS THIS FRIDAY. INQUIRY LAB ACTIVITY # 6 I.Identify the problemHow can you model a balanced ecosystem?II.Hypothesis

smaller, more specific groups called biotic communities.

EXPLORATION Activity # 5 I.Identify the problemAnimal Cracker Biome Activity- Who lives where?II.Hypothesis: __________________________________________________________________________________III.Materials: crackers and a worksheetIV.Procedure: Pick an animal cracker from the bag. Identify which biome it belongs to and record on the chart. When all animals are identified, design a graph showing how many animals in each biome.ADVANCED: Select one of the biomes from your animal cracker WS and build a food web.V.Results and Conclusion - EVALUATION________________________________________________Student CLOSING: Give an example of how an animal is adapted to its environment. ________________________

How can we build a successful BIODOME? ADV.What does a biome in a bottle need? ON LEVELII.Hypothesis____________________________________________________________________________________III.Materials: Plastic bottles, tape, soil, water, rocks, seeds, paper, cotton and plantsIV.Procedure: ADVANCED: Work as a group to CREATE a biodome. Diagram it first in your EDN then build.ON LEVEL:Work in small groups to build a biome in a bottle.V.Results and Conclusion - EVALUATION____________________________________________________________________________________Student CLOSING: How have human activities impacted upon the balance in the ecosystem in which we live?

2.

Understand that biomes can be divided into smaller, more specific groups called biotic communities.

E XPLORATION Activity # 6 - USE EDN to plan & draw I.identify the problem STEM LABHow has human impact affected Earth’s biomes?II.Make a hypothesis: _______________________________________________________________________________III.Materials: Poster paper and markersIV.PROCEDURE:ADVANCED commercial will be video tapedADVANCED-Design a poster of human impact on a biome and make a commercial for public awarenessON LEVEL-Design a poster of the human impact on a biome and what we can do to change it.V.Results and Conclusion EVALUATION__________________________________________________________________________________________________Student CLOSING: How can recognizing different biomes help in the understanding of diversity?

____________________________________________________________________III.MaterialsComputers and worksheetWWW.GLENCOE VIRTUAL BIOME LABWWW.GLENCOE VIRTUAL ECOSYSTEM www.MBGNET.NETwww.bellmuseum.umn.edu/gamesIV.ProcedureFollow computer prompts.V.Results and Conclusion – EVALUATION______________________________________________________________________________________________________Student CLOSING Why is balance within an ecosystem essential for its sustainability? ______________________

WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK NINE

Unit Title: Independence of Life – 5 E LESSON PLANSContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). Compare and contrast Earth’s major terrestrial biomes . STEM Standard of Practice 3: : #3. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). #4.Students will engage in inquiry to investigate global issues, challenges, and real world problems. # 5 Students will engage in logical reasoning to answer complex questions, to investigate global issues and to develop solutions for challenges and real world

problems. Essential questions: What are the characteristics of each biome? AC: How are you responsible for your environment? MONDAY SEPTEMBER 29, 2014 TUESDAY SEPTEMBER 30, 2014 WEDNESDAY OCTOBER 1, 2014 THURSDAY OCTOBER 2, 2014Opening – Engagement StrategyProject Wet A drop in the Bucket DemoMake observations on biodomes. Write in EDN.

HOMEWORK DUE FRIDAY- Environmental issuesEXPLANATION“DO NOW “#7 EDUSMART – Water Cycle Advanced“DO NOW” #7 –Water Cycle- ON LEVEL with graphic organizer www.studyjams.com ENDURING Understanding:

1. A change in temperature can affect the physical

Opening – Engagement StrategyWater Cycle Foldable – ADVANCED Water Cycle Wheel- ON LEVEL

GO TO EDMODO TO VIEW VIDEOwww.mswhitescienceblog or www.msywhiteweebly

Opening – Engagement StrategyWater Molecule Warmup – ADVANCEDVocab Cards – ON LEVEL I-RESPOND QUIZ – water cycle

“DO NOW” #8 – Carbon Cycle -EXPLANATIONwww.studyjams.comENDURING Understanding:

1.A change in temperature can affect the physical properties of water.

Opening – Engagement StrategyWhere does all the dirty water go?FOLDERS DUE FRIDAY !!!!!SCIENCE FAIR RESEARCH BEGINS PARAGRAPH 2 DUE ON FRIDAY 10/3

STEM STATIONS – INQUIRY- small groups I.Identify the problem.Lab 1: Build a closed water cycle system.Lab 2: Water cycle in a bag.LAB 3: Build your own water filter.II.Make a hypothesis

properties of water.

2. Water circulates through a continuous cycle.

Exploration Activity #7I.Identify the problemHow much water do we have on Earth?Project Wet www.discoverwater.comII.Hypothesis______________________________________________________________________________________III.Materials: IPADS or COMPUTER LAPTOPSIV.Procedure: Follow computer prompts. V.Results and Conclusion - Evaluation______________________________________________________________________________________Student CLOSING: Why should we conserve water?__________________________________________

STEM LAB – LAB ACTIVITY # 7 - INQUIRYI.Identify the problem. USE YOUR EDN As an Environmental Engineer, how would you solve a pollution problem in your area? How polluted is our water?II.Make a hypothesis.____________________________________________________________________________________________III.Materials: water samples, test tubes, tablets, chartIV.Procedure: Test each sample for toxic chemicals and record in chart. V.Results and Conclusion - Evaluation__________________________________________________________________________________________________________________________________________CLOSING: Discuss renewable and nonrenewable resources. __________________________________________________________________________________

2.

Water circulates through a continuous cycle. The sun’s energy drives weather patterns.

Exploration - Project Wet ActivityI.Identify the problem: Incredible JourneyII.Make a Hypothesis__________________________________________________________________________III.Materials: 6 stations, 6 dicesIV.Procedure: Roll the die and move to the next station.V.Results and Conclusion - Evaluation__________________________________________________________________________CLOSING: How does studying cycles help us to understand natural processes?____________________________________________________________

__________________________________________________________________________________III.MaterialsLab 1:various lab tools for manipulationLab 2: cotton ball, baggy, tape, sunLab 3: Can, sand, muddy waterIV.ProcedureLab 1: Create a water cycle system with the materials on the table.Lab 2: Wet the cotton ball, place in bag and sun.Lab 3: Design a water filter, add sand or charcoal, add muddy water and record results. V.Results and Conclusion - Evaluation ___________________________________________________________________________________________________________________________CLOSING: What phase of the water cycle do you still have questions about? _________________________________________

WEEKLY AGENDA / STUDY GUIDE 7 th GRADE LIFE SCIENCE/AC GIFTED Science – Ms. Yvonne White, B.S., M.A., TSS, Gifted, ESOL Certified www.mswhitescienceblog.com , www.EDMODO.com, www.studyjams.com., www.youtube.com , msywhitesweebly.com WEEK TEN

Unit Title: Independence of 5 E LESSON PLANSContent Standard : S7L4 Students will examine the dependence of organisms on one another and their environments.c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.d. Categorize relationships between organisms that are competitive or mutually beneficial.e. Describe the characteristics of Earth’s major terrestrial biomes (i.e., tropical rain forest, savanna, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e., freshwater, estuaries, and marine). Compare and contrast Earth’s major terrestrial biomes. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.STEM Standard of Practice 3: : #3. Identify, analyze, and evaluate appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.). #4.Students will engage in inquiry to investigate global issues, challenges, and real world problems. # 5 Students will engage in logical reasoning to answer complex questions, to investigate global issues and to develop solutions for challenges and real world problems. Essential questions: How do you fit into the larger world? How do changes in climate affect living things in their environment? How are organisms and their environment linked together?What are the different types of relationships between organisms? What are the characteristics of each biome? AC: How are you responsible for your environment?MONDAY OCTOBER 6, 2014 TUESDAY OCTOBER 7, 2014 WEDNESDAY OCTOBER 8, 2014 THURSDAY OCTOBER 9, 2014Opening – Engagement StrategyProject Learning Tree What colors are in leaves?Go outside to get leaves. Rub leaf color on filter paper and place in alcohol. Observe and record.HOMEWORK DUE FRIDAY: PhotosynthesisEXPLANATION“DO NOW”# 1 Photosynthesis Textbook pg 300www.studyjams.com ON LEVEL w/graphic organizerEDUSMART –“DO NOW” # 1 - ADVANCED

Opening – Engagement Strategy – Examine celeryPlant Life Cycle Wheel – On LevelGreen Machine Simulation – Advanced

GO TO EDMODO TO VIEW VIDEOwww.mswhitescienceblog or www.msywhiteweebly

Opening – Engagement StrategyFlower Parts on a PenA Tree is Like a Hungry Kid

I-RESPOND QUIZ“DO NOW # 2 Nitrogen Cyclewww.studyjams.com graphic organizerENDURING Understanding: Students will

Opening – Engagement StrategyPhotosynthesis – Science ProbeIs it food for plants? ADVANCEDPhotosynthesis WS – ON LEVELFOLDERS DUE FRIDAY !!!!

SCIENCE FAIR RESEARCH

ENDURING Understanding: Students will

1. A direct relationship exists between structure and function in living systems.

2.

Photosynthesis and cellular respiration are complementary processes necessary to the survival of most organisms on Earth.

Exploration Activity # 1 I.Identify the problem: How do plants absorb water?II.Make a hypothesis____________________________________________________________________________________________________III.Materials: celery, colored water, timeIV.Procedure: Describe your celery before and after the experiment. Place celery in colored water, observe and wait.V.Results and Conclusion - Evaluation____________________________________________________________________________________________________Student CLOSING: How do cells transform, store, and use energy to maintain the survival of organisms? __________________________________________________

Lab Activity # 1 – Use your EDN – INQUIRYI.Identify the problemExploring the rate of photosynthesis.II.Hypothesis: ________________________________________________________________________________________III.Materials: Elodea, baking soda, test tubes, lightIV.Choose a design for determining the rate of oxygen being released.V.Results and Conclusion EVALUATION________________________________________________________________________________________Student CLOSING: Explain photosynthesis and include a chemical equation. ___________________________________________

1. A direct relationship exists between structure and function in living systems.

2.

Photosynthesis and cellular respiration are complementary processes necessaryto the survival of most organisms on Earth.

Exploration Activity # 2 A Controlled ExperimentI.Identify the problemHow much starch is lost during photosynthesis?II.Make a hypothesis________________________________________________________________________________III.Materials: plant, soda, alcohol,KI, alka seltzer,Beakers, plastic baggies, and handout.IV.Procedure: Follow instructions on handout.V.Results and Conclusion Evaluation________________________________________________________________________________Student CLOSING: What effect does CO2 have on photosynthesis? _______________________________

CONTINUES PARAGRAPH THREE DUE ON FRIDAY 10/10

Lab Activity # 2 – INQUIRYI.Identify the problemHow does light color affect plant growth?II.Make a hypothesis__________________________________________________________________________III.Materials: COMPUTER LAPTOPS or IPADSIV.Procedure: Follow computer prompts on www.glencoevirtualphotosynthesislab V.Results and Conclusion -Evaluation_______________________________________________________________________________________________________________

CLOSING: Which light color grew the best plants and why? ____________________________