Retest assignment for Standards 7.LS.2a and 7.LS.2c
Understanding that cells divide as a result of mitosis and how mitosis is related to cancer

 

 

Students have been working on mitosis projects the past couple days.

Students finished taking notes over mitosis today.

Students have been learning about mitosis the past couple days by doing a reading in the book and taking notes.

Students reviewed for their test tomorrow by playing a review game on the board.

The past three days students have worked on their cell analogy projects. These will be due at the end of class tomorrow.

Today, students reviewed the different organelles in the cell by playing the following game on their ThinkPads: goo.gl/iHUcy. We also talked about a project that we will start tomorrow, where students will go around the school and take pictures of things that are analogous to the cell organelles.

Students read the following story and identified which organelles of the cell went with the underlined words. 

Cell City Analogy:

In a far away city called Grant City, the main export and production product is the steel widget. Everyone in the town has something to do with steel widget making and the entire town is designed to build and export widgets. The town hall has the instructions for widget making, widgets come in all shapes and sizes and any citizen of Grant can get the instructions and begin making their own widgets. Widgets are generally produced in small shops around the city, these small shops can be built by the carpenter's union (whose headquarters are in town hall).

After the widget is constructed, they are placed on special carts which can deliver the widget anywhere in the city. In order for a widget to be exported, the carts take the widget to the postal office, where the widgets are packaged and labeled for export. Sometimes widgets don't turn out right, and the "rejects" are sent to the scrap yard where they are broken down for parts or destroyed altogether. The town powers the widget shops and carts from a hydraulic dam that is in the city. The entire city is enclosed by a large wooden fence, only the postal trucks (and citizens with proper passports) are allowed outside the city.

Match the parts of the city (underlined) with the parts of the cell.

1. Mitochondria	___________________
2. Ribosomes	___________________
3. Nucleus	___________________
4. Endoplasmic Reticulum	___________________
5. Golgi Apparatus	___________________
6. Protein	___________________
7. Cell Membrane	___________________
8. Lysosomes	___________________
9. Nucleolus	___________________

Students learned about diffusion and how molecules tend to move from higher concentrations to lower concentrations. We talked about how this relates to the cell membrane and our corn starch lab which we started Friday.

Students finished making observations of an egg that we placed in vinegar and corn syrup at the beginning of the week. We discussed how the outside of the egg has a permeable cell membrane that allows material in and out. We then finished notes on plant and animal cells.

 

Students continued taking notes over the organelles inside cells today.

Students took notes over the different organelles inside cells.

Today, students learned about cellular respiration. We looked at the following diagram and answered some questions.




We did a quick experiment to demonstrate that we exhale carbon dioxide.

1. What is the purpose of respiration...why do cells

need to breathe?

2. What gas do animal cells take in when they breathe?

3. What gas do animal cells release when they breathe?

4. What do animal cells use oxygen for?

5. What gas do plants take in when they breathe?

6. What gas do plants release when they breathe?

7. What do plants use carbon dioxide for? 

We are beginning to learn about plant and animal cells. I began dissolving an egg in vinegar to show that an egg is a cell. We then filled out a Venn diagram noting the similarities and differences between plant and animal cells. 

Students reviewed for their microscope test tomorrow and looked at some animal cells underneath the microscope.


Study Guide:

Students are learning about the differences and similarities between animal and plant cells.  Today we looked at a stained slide using onion cells. Students created a drawing of the plant cell and described what it looked like. 

Students looked at prepared slides under the microscope today. Some of the things they looked at included mouse hair, frog muscles, and sea urchin eggs,

Some students were able to look at pond water underneath the microscope today and see a variety of microbes. The rest of the class worked on a virtual lab.

Today, we talked about how to sketch microorganisms that we see underneath the microscope. We also set up our notebooks for a lab tomorrow.

In celebration of Halloween, we did a science demo day for all the 7th grade students. Tomorrow we'll continue with the microscope work.

Students finished a lab today, looking at the letter e, a colored photograph, and a feather underneath the microscope. 

Today,students learned about the different parts of the microscope and began learning how to look at things underneath it. 

The entire school spent the day reviewing school wide expectations. The science department covered classroom expectations and dress code.

Be prepared by:

• Having required books, assignments and supplies when class begins
• Being in your seat ready for instruction when the bell rings
• Getting organized
• Following dress code

Be respectful by:

• Respecting others space and property
• Choosing kind words and actions toward peers and adults
• Keeping hands and feet to yourself
• Getting teacher recognition before speaking
• Using appropriate tone, volume and language

Show integrity by:

• Conducting yourself in an honest, trustworthy and ethical manner
• Responding positively to redirection
• Making choices that do not interfere with learning

Be determined to:

• Set personal goals
• Solve problems that act as barriers to achieving goals
• Make and participate in appropriate choices based on personal preferences and interests
• Create action plan to achieve goals
• Self regulate and self monitor day to day actions

Excel by:

• Staying focused and paying attention in class
• Staying organized
• Taking advantage of all classroom opportunities including extra credit
• If at first you do not succeed – keep trying!

Students filled out a review sheet during class today. They should be studying the next two nights to prepare for their test on Wednesday.

Students took an exit ticket quiz today over the characteristics of living things and prokaryotic/eukaryotic cells. We also finished taking notes over prokaryotic and eukaryotic cells at the beginning of class. 

Students took notes over prokaryotic and eukaryotic cells today. They filled out a foldable in their composition books as well.

Students finished up their webquests today. We will begin taking notes over prokaryotic and eukaryotic cells tomorrow.

Students worked on a webquest today that guided them to discover the similarities and differences between prokaryotic and eukaryotic cells.

Students took notes in class today over the characteristics of living things using a graphic organizer.

 

Today, we finished setting up our notebooks for our cell unit. We then watched a video and discussed cell theory as a class.

1. All organisms are composed of one or more cells.

2. The cell is the basic unit of structure and organization in organisms.

3. All cells come from preexisting cells.

https://www.youtube.com/watch?v=4OpBylwH9DU

Students began setting up their science notebooks for our next unit which is cells.

Students finished watching the "Everest" documentary today and wrote a summary over how it related to what we have been learning in class.

Today, we watched a documentary about Mount Everest and the different challenges the human body faces when climbing it. We had a discussion about how less oxygen is available at higher altitudes.

Students had the opportunity to retest today for the cardiovascular and digestive system. Also, we finished watching the video from yesterday.

Today, the students were able to watch a video over the human brain. Tomorrow, they will finish watching the video as well as have the opportunity to retest the digestive system and cardiovascular system tests in class.

Internet has been down all day due to corporation wide technical issues.  We are having a test tomorrow covering the circulatory system. We discussed the analysis questions over the reading from Friday and reviewed for the test in class. 

Students have been learning about the cardiovascular system the past couple days. On Wednesday, we talked about blood flow in our body. We were able to trace some different paths that blood takes around the body using a diagram. On Thursday, students did an activity to show how blood flows throughout the body, transporting oxygen, carbon dioxide, nutrients, and waste along the way. Today, students started a reading in the book that describes the anatomy of the heart and how it pumps blood around the body. 

Today we continued working on our digestive system projects.

They will show the pathway for a piece of food as it moves through the digestive system.

Food _________________________

Step 1:  Food enters here: _________________

             (explain the types of digestion that occur here and what structures are involved.)

Step 2: Food is pushed down the __________________

            (explain, in as much detail as possible, what happens to the food in this structure)

Step 3:  Food then enters the _____________________

            (How does this organ help digest food. Describe the process fully.   What other interesting facts

              might you tell about this organ.)

Step 4:  Food then is passed into the _____________________________

             (How does this organ help digest and absorb nutrients?  Describe the process fully.  In this step

              of digestion you need to mention the liver and pancreas.  Explain their role in

              digestion.)

Step 5:  Food then moves into the ______________________________

            (How does this organ help digest or absorb nutrients?  Describe the process fully.  What other

              interesting facts might you tell about this organ?)

Students had the opportunity to work on their digestive system projects today during class. They will have until September 27th to complete those. Also, students were able to study for their digestive system test tomorrow. The following are resources they can use to prepare for their test: 

Online Resource: 

http://www.kitses.com/animation/swfs/digestion.swf

Please watch the video below made by another science teacher at NJHS and use the online book to finish your homework. The instructions to access the online book are listed below. Your homework will be due halfway through the class on Wednesday. 

Student book:

1. Click on the link: http://lab-aids.com/

2. Click on the student link at the top of the website.

3. Enter the username and password.

USERNAME:  purdue7   /   PASSWORD:  science7

4. Click on unit B Bodyworks

5. Find Activity 15: An Absorbing Tale

6. Use the next five pages to answer the questions on your homework. 

Today, we discussed the experiments from Friday. Students completed the analysis questions, 1,2,4,5, in their notebooks.

https://www.youtube.com/watch?v=vxnwdYG69_g

Make sure to sign up for Remind if you haven't yet! This is a way for me to send reminders and announcements directly to you. Go to this link: https://www.remind.com/join/mrsrpag 

We did an experiment that models the human digestive system today.  We’re learning about mechanical and chemical digestion.  In the experiment mechanical digestion is represented by breaking an antacid tablet into small pieces and timing how long it takes to dissolve in vinegar. Vinegar is the chemical digestive process. Students will develop an experiment to model this and determine what happens if you change the food particle size. 

Today, we answered questions about the liver reading from yesterday. The students were also able to see their tests from Friday. They will have two weeks to retest if they choose to do so. 

Today, students were given an outline for a project they will create on Google Slides. They will be required to show what they know about how the different organs in the digestive system break down food. This is NOT something they will present in front of the class. Also, we did a brief activity about the liver.

Today, I gave the students time to study for their test tomorrow. They were able to work on the science resources posted on the class website and quiz each other using the homework questions from Tuesday.

The past two days we have finished up our notes for the human body. We talked about the reproductive system and how an embryo is developed. We also discussed how cells build tissues, tissues build organs, and organs build organ systems. We completed and discussed a homework assignment in review for our bodyworks test on Friday.