Science Period 2 (M/W 10:30 AM and F 9:30 AM) Assignments

The answers to this will be in the Teacher Presentations that I will repost for you to find easily. Your test will be open book/open note. You WILL be allowed to use this study guide on your test which will be on June 3rd for 4th and 5th period classes or Friday June 4th  for 2nd and 3rd period classes. We will go over the answers together. 

PLEASE LOOK THE ANSWER UP IN THE TEACHER PRESENTATION!!!! THIS IS AN EASY AAAAAAAA!



The “Bedbug” are insects that feed on human blood using a sharp proboscis they sink into exposed skin. They can live for months without food and are hard to eliminate.

PLEASE LOOK THE ANSWER UP IN THE TEACHER PRESENTATION!!!! THIS IS AN EASY AAAAAAAA!

Clownfish live protected within the stinging tentacles of a sea anemone since the mucus on their skin protects them from being stung. The fish will defend the anemone from predators.

PLEASE LOOK THE ANSWER UP IN THE TEACHER PRESENTATION!!!! THIS IS AN EASY AAAAAAAA!


The “Cattle Egret” is a bird that stays near cattle as they graze. The movement of the cattle eating stirs up insects so the birds can scoop up a quick meal.

Use teacher presentation 3 Food Webs to answer these questions. We will do it together so pay attention to make it easy on yourself.

This Exit Ticket must be done before leaving the meet. Please ask if you have any questions.


 You can use this link for some food chain examples.
https://examples.yourdictionary.com/examples-of-food-chains.html

This must be done IN CLASS to get full credit.  You many NOT use any resources on this test. No teacher presentations, no notes, no study guides. There will be a retake.

There will be three teacher presentations and then a test. For your study guide you will be expected to take notes each day for all three presentations. 


YOU MAY NOT TURN IT IN EARLY since you will need them open and be editing them for all three presentations. 


This will be due May 6th before the test. The test will be on Monday/Tuesday May 10/11. 

This should be done before you leave class today. Please ask if you are confused or let me know and I will meet you during office hours. 
DIRECTIONS 
You will drag ALL the pictures into the correct level of organization to show how Ecosystems are organized. You can look back at the teacher presentation where you will find an example using squirrels.

This must be done IN CLASS for full credit. It is OPEN BOOK! There will NOT be a retake so use your teacher presentations and exit tickets for help. If you read these directions, quietly use the raise your hand feature in your google meet and I will give you an extra credit point!

This needs to be done before you leave to get full points. 

In order to get full points you must do this exit ticket before leaving. I will dismiss when I grade your ticket. For inspiration see slide 7. 

This must be done before you can be dismissed for FULL credit. Even if you get it correct you will lose points. You must inform me of any connectivity issues.

This is a test, it must be done during class to get full points. You may not use any resources, teacher presentation, or study guide on this test. There will be a retest offered for the next class.

This is NOT a test! Use your notes, study guide, or teacher presentations to help you get a good grade.

You will have a Science test on M or T March 22/23 depending on what day you have class. Here is the study guide that must be done BEFORE YOU LEAVE CLASS to get full credit. We will go over the answer together. If you are absent, please make sure to check your study guide and study for the test.

For this assignment, please look at the 2nd Teacher Presentation to help you sort the pictures and the definitions.

This question MUST be answered before you can be dismissed from class to get full points. Please look at T/W's teacher presentation slide 6 and 7 for inspiration.

We will use Slide 6 from the teacher presentation on M/T to help you write a paragraph that describes WHAT HAPPENS TO THE PARTICLES OF AN ICE CUBE AS THE TEMPERATURE INCREASES. Try to answer this in your own words from what you learned in class. Slide 8 will help you with sentence starters and a word bank if you need it. You will need to write independently about what you learn in science for 7th and 8th grade. Now is your chance to practice. You must turn this in BEFORE leaving to get full points. Please wait for me to dismiss you from class.

This diagram goes with slide 6 and 7 in the teacher presentation. Read slide 6 to remember how particles behave in ice compared to how they behave in water after warming up. Drag the water molecules to the empty ice and water diagram to show how the particles are arranged. Make sure you use 1 to 3 words to describe each particle arrangement. Please ask questions. This is due before you leave. You can turn it in when you are done and I will let you know if you can leave or if you need to make improvements. To get full credit you must wait until your name is called. BE PREPARED TO DISPLAY YOUR DIAGRAM TO THE CLASS.

This MUST be done IN CLASS during the TEACHER PRESENTATION for slide 4. You will get a ZERO score if you do not answer on time. If you are absent, let me know and I will help you make it up.

This test must be taken IN CLASS with no notes or materials. A retest will be offered in your next class.

Your Science Test will be on Wednesday or Thursday. Please set your view to 50% and use the Word Bank located next to the slide in the grey area. Ask if you have questions. This due BEFORE you leave class. Make sure you correct it with us before you turn it in. This is an easy A!!!

Just a reminder, this exit ticket is letting me know if you got the BIG IDEA of the teacher presentation. It let's me know if understand what I am teaching. If you are unsure, or if you just stopped paying attention, please go back and look.

In this question you will likely have to go back to the teacher presentation to see what we did. You also need to make sure that you set the correct units. For MASS, pounds is represented as (lb) and for VELOCITY which is know as speed, we would use miles per hour which is represented as (mi/h). If you are confused, ask for help!!

Watch the video about Potential and Kinetic Energy and then answer the questions. There will be no video meet today.

https://youtu.be/zCKeniklH_c]


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Students will listen to identify the difference between potential and kinetic energy after watching a video as displayed on a google form.
Students will read to identify the difference between potential and kinetic energy after watching a video as a displayed on a google form.
MS-PS3-1: Construct and interpret graphical displays of data to describe the relationships of kinetic energy to the mass of an object and to the speed of an object.

MS-PS3-5: Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

In the slide you will find picture pairs. One will be potential and the other kinetic. Drag the pictures to the correct category. If you do not remember what they are, go back to the video from our independent lesson on Monday/Tuesday.

Must be done in class. You may NOT use any materials on this test. I will offer a retake in our next Google Meet.

Your test will be on Wednesday.
This is due before you leave class.
Make sure you correct it with us in class.
Don't forget to study!

Please use the Loom Video to help you do the vocabulary assignment.

Please use the Loom Video to help you do the vocabulary assignment.

Attached is a video to help you answer the question!

Attached is a video to help you answer the question!

Hint: The answer is in the teacher slide presentation from M/T in Week of 1/11! You are TOTALLY allowed to go back and look it up! Pay attention to both parts of the question! I taught you this.
This must be done BEFORE you leave class to get full points. There is a time stamp on this. It is an exit ticket after all.

2 Points Done Correctly and On Time
1 Point On Time but Not Correct OR Correct But Not on Time
0 Points Not Done on Time

Use Slide 5 to 7 from the Teacher Presentation from the Week of 1/11 to help you with this.
Put the pictures in order from SIMPLE to COMPLEX.
Drag and Label the pictures as Cell, Tissue, Organ, and Organ System.
Drag and Label the left side of the slide SIMPLE and the right side of the side COMPLEX.
It is due today!

Our Science test will be on Monday, December 14th.
It will cover the cell theory, unicellular and multicellular organisms, cell parts, and the difference between plant and animal cells.
Complete this study guide using any and all resources. We will go over the correct answers on Wednesday.

THIS IS NOT A TEST. Use any of my presentations to help you get it right!!!

Look at the Teacher Presentation "Cell Theory" from Monday/Tuesday to see what Hooke and Leeuwehoek did in the 1600's. Remember I said they will "tinkering" and creating things in their workshop and discovered something really cool!

During today's lesson we will look INSIDE a cell to see all the cell parts and what they do.

As we go I will be giving you a tip for each part to help you remember their job inside the cell. This is called an ANALOGY.

Please complete the chart together with me as we go. It is due at the end of class. I will accept it late BUT it will not be worth as much points! If you really want to learn it would be best to eliminate distractions and be with me for this lesson.

Make sure you OPEN the teacher presentation to help you follow along. It will help you with spelling in the notes!

There will be an EXIT TICKET today that is also due BEFORE you leave class. It is going to be about Robert Hooke and Antoine van Leeuwenhoek from last week. Remember they invented the ________ which allowed those Scientists from the 1600's to see ______ for the first time! They had no idea these things existed before this invention! If this had not happened we would not have any DNA evidence or research.

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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.
Students will be able to identify the following parts of a cell and the specific function of each cell part: cell membrane, cell wall, nucleus, chloroplasts and the mitochondria by completing a chart during the lesson.
Students will be able to write to identify the following parts of a cell and the specific function of each cell part: cell membrane, cell wall, nucleus, chloroplasts and the mitochondria by completing a chart during the lesson including the cell part, cell function, and analogy.

You must answer this question and wait to be dismissed from class.

Use the Teacher Presentation from today to tell the 3 parts of the cell theory.

Before we get started on this unit, please read each statement. Today we will only do ONE SIDE!
ON THE LEFT, please move the circle to show if you agree or disagree with each statement. You will not be marked wrong. I just want to see what you think before we get started. When we are done, we will come back and see if you changed your mind using column two.

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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will assess prior knowledge of how geoscience processes have changed the Earth's surface to suggest if they agree or disagree with several before/after weathering and erosion statements.
Students will read assess prior knowledge of how geoscience processes have changed the Earth's surface to suggest if they agree or disagree with several before/after weathering and erosion statements.

Use your work from this week (Teacher presentation, examples, evidence chart, and materials) to write a claim supported by evidence and back by scientific reasoning in the Type 3 Format.
You will have extra time to complete this. Please check the due date but YOU CAN turn it in as soon as it is complete. Please check your FCA's before you turn it in.

FCA Claim Topic Sentence
FCA Reason supported by evidence
FCA Complete Sentences

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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will compare and contrast the Rocky Mountains and the Appalachian Mountains to find evidence of how geoscience processes have changed the Earth's surface by completing Type 3 in the form of a Type 3.
FCA Claim Topic Sentence
FCA Reason supported by evidence
FCA Complete Sentences
Students will write to compare and contrast the Rocky Mountains and the Appalachian Mountains to find evidence of how geoscience processes have changed the Earth's surface by completing Type 3 in the form of a Type 3. (Supported by sentence starters for C, E, and R)

Here is your WEATHERING and EROSION study guide for your test on Wed/Thurs.
Step 1: Try to answer this study guide in class, on your own.
Step 2: Use your notes, classwork, or teacher presentations to find the answers.
Step 3: Be ready to correct it in class.
Step 4: Put the correct answers in using the answer key that is shared with you in the 11/16 folder!
Step 5: Ask questions if you are confused.
Step 6: TURN IT IN WITH THE CORRECT ANSWERS ON TEST DAY!
Step 6: Use this study guide and the Quizizz practice link to study for your test!

Click View Assignment to open your own copy of the Rockies - Appalachian Evidence Chart. Edit the file with your information, complete SLIDE 2 by choosing CAN/CAN NOT, edit the slide to show your understanding and the turn it in. You can use the "view only" copy of the teacher presentation CER Rockies - Appalachians AND what you recall from our lesson today to provide evidence of weathering and erosion as it occurs on the surface of the Earth.

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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will compare and contrast the Rocky Mountains and the Appalachian Mountains to find evidence of how geoscience processes have changed the Earth's surface by completing an evidence chart after teacher presentation.
Students will write to compare and contrast the Rocky Mountains and the Appalachian Mountains to find evidence of how geoscience processes have changed the Earth's surface by completing an evidence chart after teacher presentation.

2 Points for doing it on time and getting it correct.
1 Point for doing it late or wrong.
0 Points for doing nothing. Please don't choose this option!

HINT look at the teacher presentation from last week or your notes!


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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will recall information about how geoscience processes have changed the Earth's surface to identify the process of erosion vs weathering.
Students will read to recall how geoscience processes have changed the Earth's surface to identify the process of erosion vs weathering.

2 Points for doing it on time and getting it correct.
1 Point for doing it late or wrong.
0 Points for doing nothing. Please don't choose this option!

HINT look at the teacher presentation from last week or your notes!


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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will recall information about how geoscience processes have changed the Earth's surface to identify the process of erosion vs weathering.
Students will read to recall how geoscience processes have changed the Earth's surface to identify the process of erosion vs weathering.

Please be present in class. I will teach you the difference between Mechanical (Physical) Weathering (Day 1) and Chemical Weathering (Day 2). As I teach, please take notes in the BLUE and PURPLE boxes provided. This lesson will take TWO DAYS. Do not turn it in until we finish the lesson.



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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will assess prior knowledge of how geoscience processes have changed the Earth's surface to hypothesize an explanation for the Grand Canyon over time by participating in a poll and verbally sharing their reasoning.
Students will read to assess prior knowledge of how geoscience processes have changed the Earth's surface to hypothesize an explanation for the Grand Canyon over time by participating in a poll and verbally sharing their reasoning.

To answer this question, please choose an answer and hit submit/turn in.



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MS-ESS2-2: Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.
Students will assess prior knowledge of how geoscience processes have changed the Earth's surface to hypothesize an explanation for the Grand Canyon over time by participating in a poll and verbally sharing their reasoning.
Students will read to assess prior knowledge of how geoscience processes have changed the Earth's surface to hypothesize an explanation for the Grand Canyon over time by participating in a poll and verbally sharing their reasoning.

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MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Students will be able to identify and describe how a metamorphic rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Students will write to describe a metamorphic rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Content Vocabulary: Metamorphic, Igneous, Sedimentary, Weathering, Erosion, Deposition, Compacting, Cementing, Melting, Cooling, Hardening, Heat & Pressure.

Use your notes and the Earth's Materials Article from last week to fill in the text box with the correct answer for each question. Your Science Test will be on October 28th. Please turn this in as soon as you are done. We will check it together TODAY. Then use it to study.
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MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Students will be able to identify the three rock types and describe how they are formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling on a study guide to prepare for the common assessment.
Students will write to describe how each type of rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling on a study guide to prepare for the common assessment.
Content Vocabulary: Metamorphic, Igneous, Sedimentary, Weathering, Erosion, Deposition, Compacting, Cementing, Melting, Cooling, Hardening, Heat & Pressure.

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MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Students will be able to identify and describe how a sedimentary rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Students will write to describe a metamorphic rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Content Vocabulary: Metamorphic, Igneous, Sedimentary, Weathering, Erosion, Deposition, Compacting, Cementing, Melting, Cooling, Hardening, Heat & Pressure.

Directions: We will learn about the three Rock Types. Attached is a graphic organizer we will use IN CLASS to take notes. Please do not work ahead. This is for NOTE TAKING. We will discuss and fill in the notes together as we learn about how each rock type is formed. Please use these notes and slides to help you study for the test.


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MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Students will be able to identify the three rock types and describe how they are formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Students will write to describe how each type of rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Content Vocabulary: Metamorphic, Igneous, Sedimentary, Weathering, Erosion, Deposition, Compacting, Cementing, Melting, Cooling, Hardening, Heat & Pressure.

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MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Students will be able to identify how and igneous rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Students will write to describe how an igneous rock is formed using process words such as weathering, erosion, compacting, cementing, melting, and cooling.
Content Vocabulary: Metamorphic, Igneous, Sedimentary, Weathering, Erosion, Deposition, Compacting, Cementing, Melting, Cooling, Hardening, Heat & Pressure.

Use the article you read in class to help you choose the correct answers. Remember to click SUBMIT at the end. I will get all of your answers sent to me magically, on a unicorn carriage. It will be absolutely amazing! I can't wait to get them! 🦄

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MS-ESS2-1: Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.
Students will be able to read to understand the three rock types and describe how they are formed using content vocabulary such as igneous, sedimentary, metamorphic, chemical change, physical change, and rock cycle on a google form.
Students will be write to describe their understand of the three rock types and describe how they are formed using content vocabulary such as igneous, sedimentary, metamorphic, chemical change, physical change, and rock cycle on a google form.
Content Vocabulary: igneous, sedimentary, metamorphic, chemical change, physical change, and rock cycle

Let's see what you know about cycles. Complete the slides using your own ideas. It is ok to search google for some help. Make sure you look at the DIRECTIONS in the speaker notes! Of course I will explain this in class BUT please ask if you don't know where speaker notes are. AFTER you edit your slides, turn them in here.
STudents will be able to identify 4 cycles based on prior knowledge and describe what they have in common in order to come up with their own definition of a cycle.

Students will be able to observe a landform and describe what they see including attributes such as color, shape, and including at least three (3) details.

Make sure you ARE using the article to help you answer these questions. Don't forget you can use the extension Dualless (instructions in the reading passage post) to help you view two screens at once. This is due Friday!

The directions for this assignment are on slide 1. Read them carefully.

Students will analyze an experiment and identify each of the 8 steps of the scientific method.
Students will write to describe each step of the scientific method as identified in the Daisy Science Experiment.

To be used in class with Bill Nye Example