Welcome 7th grade Life Science Students to
Mr. Grupp's Distance Learning Website

This week we will assess our knowledge of all aspects of life science studied this school year. 

Esta semana evaluaremos nuestro conocimiento de todos los aspectos de las ciencias de la vida estudiados este año escolar.

Assignment: Asignación:

1.  What are the three main differences between plant and animal cells.

1. ¿Cuáles son las tres diferencias principales entre las células vegetales y animales?

2. Describe three of the processes all living thing must do in order to survive.

2. Describa tres de los procesos que todos los seres vivos deben hacer para sobrevivir.

3. Gregor Mendel discovered that some traits were able to be hidden or skip a generation.  Explain how this is possible.

3. Gregor Mendel descubrió que algunos rasgos podían ocultarse o saltarse una generación. Explica cómo es esto posible.

4.  How does energy move in an ecosystem?

4. ¿Cómo se mueve la energía en un ecosistema?

Please record your answers and email them to:

gruppal@pwcs.edu   

Registre sus respuestas y envíelas por correo electrónico a:

gruppal@pwcs.edu

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The best way for students to review is to use the websites Brainpop and Flocabulary.  We use these in class regularly and students have accounts with both to track their progress. Both sites can accessed through their clever account. 

Each week the students will be assigned topics for review using their BrainPop account. 
http://brainpop.com This is easily to use and we have used it in class regularly.  It also keeps a record of what’s been completed.

Students can complete review by logging into their Brain Pop account using Clever and their school Microsoft credentials. 
If you cannot access your account please create an account using the class code salon4853, to create a new one.

Once logged in, if they look under the dashboard tab at the top of their Brain Pop account, they will have a number of videos, quizzes, and vocabulary cards to review.


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The academic units covered in this class include Science Process Skills, Cell structure, Cell Division, Photosynthesis & Respiration, DNA & Heredity, Evolution & Genetic Variation, Classification and Ecology.

Below you will find a short explanation of the topics learned in each unit. 

  
Unit 1 (September) - Science Process Skills

     In this unit students identified variables in an experiment (Independent, dependent, & constants), students were able to design an experiment to test a question, form a hypothesis, collect, represent, and interpret data. Students also practiced collected data using appropriate scientific tools and metric units for mass, volume, temperature, and distance.

Unit 2 (October) - Cell Structure & Organization

    In this unit students investigated cells and cell structure.  Students had to understand the major differences between plant and animal cells, the major organelles structure and function (nucleus, mitochondria, cell membrane, cell wall, chloroplast, vacuole, Golgi, ER, ribosomes) and the major historical discoveries that lead to the cell theory.  Students should know the three parts of the cell theory.  Students also learned about organization of multicellular organisms (Cell-tissue-organ-systems-organism)



Unit 3 (November) - Photosynthesis & Cellular Respiration

      In this unit, students investigated photosynthesis and cellular respiration.  Students needed to understand the materials needed (reactants) and products made in each reaction. The organelle responsible for each process and its importance to life on Earth.


Unit 4 (December) - Cell Division

      Students investigated cell division including the processes of mitosis and meiosis.
The cell cycle included Interphase, mitosis, and cytokinesis, Mitosis includes the phases prophase, metaphase, anaphase, and telophase.  Mitosis creates identical cells fro replacement, growth and repair, these cells are identical to the parent cell.  Meiosis creates cells for reproduction that have half the number of chromosomes of the parent cell.


Unit 5 (January) DNA & Heredity

      In this unit, students investigated the structure of DNA including sugar, phosphates, and nitrogen base A-T, C-G, the historical contributions of Franklin, Watson, Crick, and Mendel, and the process of how traits are inherited. (Dominant, recessive traits)

Unit 6 (February) Evolution & Genetic Variation

      In this unit students investigated the theory of evolution by natural selection including the history of Charles Darwin.  Students investigated how mutations and adaptations can lead to favorable traits within a population.

Unit 7 (March) Classification

      In this unit students investigated the process of classification. Including the characteristics of the three domains (Archea, Bacteria, Eukaryara), characteristics of the Kingdoms (Animal, Plant, Protist, Fungi, Eubacteria, & Acheabacteria), characteristics of the major plant phyla (Angiosperms, Gymnosperms, mosses, & ferns) and animal phyla (Chordata, Cnidarian, Mollusca, Annelids, Arthropods).  Students also nneded to know th classification system Domain, Kingdom, Phyla, Class, Order, Family, Genus, & Species.
For review on this topic try:
joinmyquiz.com
class code:  195559

Unit 8 (April-May) Ecology

       In this unit we are currently studying the characteristics of ecosystems. Including the aspects of the water, carbon, and nitrogen cycle.  Food webs, chains and the relationships among producers, herbivores (first level consumers), carnivores (second level consumers), predators, prey, and decomposers.

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If you recall, we did these activities on this topic in class.

Si recuerdas, hicimos estas actividades sobre este tema en clase.

1. Creating a food web (Crear una red alimentaria)

    We used pictures of various organisms to create a food web.

     Utilizamos imágenes de varios organismos para crear una red alimentaria.

2.  Weaving the web (Tejiendo la web)

     We each had an organism card and used yarn to represent the movement of energy in the ecosystem.

Cada uno de nosotros tenía una tarjeta de organismo y usamos hilo para representar el movimiento de energía en el ecosistema.

3.  Brain Pop 

        We watched these videos from Brain pop on this topic

        Vimos estos videos de Brain pop sobre este tema

        https://www.brainpop.com/science/diversityoflife/ecosystems/

                  https://www.brainpop.com/science/earthsystem/underwaterworld/   

4.  Flocabulary Song

       We watched these videos from Flocabulary on this topic.

         Vimos estos videos de Flocabulary sobre este tema.

          https://www.flocabulary.com/unit/ecosystems/

5.  Amoeba Sisters

   We watched these videos from Amoeba Sisters on this topic.

         Vimos estos videos de Amoeba Sisters sobre este tema.

          https://youtu.be/rNjPI84sApQ



For review on this topic try:
joinmyquiz.com
class code:  958371