Life Science Period 3 Assignments

After we watch the video, you will complete an interactive activity on Coral Bleaching.  Please fill in the digital worksheet as you move through the activity.  

Synopsis

This animation zooms into a coral reef to explore the tiny animals that build reefs, the photosynthetic algae inside their cells, and the damaging process of coral bleaching.
Corals get much of their energy from symbiotic algae that live inside their cells. When ocean temperatures rise beyond a certain threshold, the algae’s photosynthetic machinery may be damaged and produce harmful reactive oxygen molecules. This animation shows how corals subsequently eject their algae in a process called coral bleaching, which causes the corals to turn white and often eventually die.

PLease complete this Google Form, answering questions about the Bertie Greogry series on Seawolves.

Please complete the doodle notes for the Water, Notrogen and Carbon Cycles in class today.  Turn them in when completed.

Today is known as Star Wars Day, May the 4th.  We are going to read a bit about some of the planets in the Star Wars Galaxy and compare them to biomes on our own planet.

Please tell me what the Keystone species of your biome (in one of the ecosystems) would be.  Is there an invasive species that you read about in your research, or an endangered species?  Please tell me about these three things by answering this question and submitting it.  
This might require a bit more research so remeber to use your resource document for the links.  This is not to come from Wikipedia or just a google search.

Please complete the Google Form on Biomes, after completing the Ed Puzzle part 2 in class on Friday.

Please complete the digital brochure on your assigned Biome using the information you gathered in class on Tuesday.  Due at the start of the school day on Thursday.  To be completed in class on Wednesday. This grade will reflect the score on your research paper you completed in class on Tuesday as well.

Please use the paper provided for you to research the Biome that you have been assigned.  Use the digital resource page to record all of the websites you used along the way.

Please complete the map by following the instructions and using the provided clues.  Then Answer the questions on the worksheet and turn it in.
There are colored pencils on the counter in the back of the room, pleasee return them to where you got them at the end of class.  PIck them up off of the floor if you drop them.

Please watch this video after completing the discussion questions for the Frozen Frogs.  Then complete the focus questions for this video.

Please complete the reasearch packet on paper.  Complete the resources on the digital sheet provided.  Then complete the slide with all of the requirements.

Please answer the questions based on what you have learned about invasive species.  There is an article and a video imbedded in the activity.  PLease wear earbuds to watch the 3 minute video.

Please read and learn about the zebra mussels.  Complete the activity and complete the CER to support what you have learned.

Please complete the Doodle Notes on Biomes.  Be sure to write down all of the information in each grid as seen on the Google Slide interactive presentation.  Turn in the doodle notes in the bin at the front of the room when completed.

Please complete the definitions for  Chapter 15, sections 2 & 3.  pages 430-439
Chapter 15.2
Climate
Microclimate


Chapter 15.3
canopy
grassland
desert
deciduous
coniferous
taiga
tundra
chaparral

Interactive Invasive Lionfish Activity
Please open the 
'Click-and-Learn" activity and answer the corresponding questions on the digital worksheet that is attached to this assignment.  Submit the worksheet whencompleted.  This is due at the end of class.

Please read the article and answer the questions.  Use complete sentences and examples from the text to answer the questions.

Please complete the follow words for vocabulary.  Post a photo or turn in your vocabulary sheet when completed.  
Please define the following words:
succession
primary succession
pioneer species
secondary succession

Please complete the doodle notes using the Google Slides about Succession, invasive species and biodiversity

You will be choosing a species from a list of threatened and endangered species.  You will research it and create a persuasive argument as to why this species should be saved.  Instructions are in the attached.
There are 3 Parts to this assignment:
1. Digital Postal Stamp with Slogan
2. Research Packet with references
3. Notecard with list of TOP 10 reasons why your species should be picked for the Endangered Species Postage Stamp.  


List of Species:

Choose from the List provided in the link.  ONLY species listed as Endangered / Critically Endangered can be chosen for this project.  No repeats in each class.

Please fill out the “Let's Evaluate the Evidence” worksheet.  Make sure to find 4 claims and include 2 pieces of evidence for each to support the claim.  Then, explain how and why you think the author provided enough evidence to support the claims.  After that is completed, go to the bottom of the article under, “related content”.  Choose once of the articles and read it.  Find a similar or related claim and write down the similarity between both on the back of your worksheet.   Turn in the worksheet once it is completed.

Please assess the graph and answer the corresponding questions and turn in when completed.

Read the background information, analyze the graph and answer the questions.  Use complete sentences and evidence from the graph and the Ed Puzzle you watched on Friday.

Please complete the vocabulary for Chapter 14 sections 3 & 4; Population Density and Population Growth Patterns.  Submit a digital picture or turn into the bin when complete.  

population density
immigration
population dispersion
emigration
survivorship curve
exponential growth
logistic growth
carrying capacity
population crash
limiting factor 
density-dependent limiting factor 
density-independent limiting factor

Identify and interpret symbiotic relationships within an ecosystem using a simulation
Goals
1. To describe the difference between mutualism, parasitism, and competition.
2. To explain why no two species can occupy the same niche in a community.
3. To predict what could happen if an invasive species is introduced into an ecosystem.


In groups of 3, please follow the instructions and answer the questions after each of the 4 rounds.

Please complete the dice rolling simulation on wolf populations (with and without human intervention).  Then answer the questions on the Google doc and submit when completed.

Please answer the question on the Google Form: Which species did you choose to win March Mammal Madness?

Please complete your bracket, take a picture (or have me or a friend take one for you and email it to you).  Submit it so there is a digital copy in case you lose it.  Must submit for credit!

In this episode: The need for fresh water is as strong as ever. However, the supply is becoming increasingly unpredictable for all manner of species.

After playing the card game, please submit your worksheet.

Please complete the graph and analysis questions after completing the calculations on Deer population over a 10 year period.  Turn into the bin when completed.

Please use the Google Slides to complete the Doodle Notes on different types of Community Relationships between populations.  There are two different Google Slideshows; The first one covers Mutualism, Predation and Mimicry.  The 2nd one covers Commensalism, Amensalism, Parasitism and Competition.  Please complete all worksheets and turn in when completed.

Please complete the reading, graph and questions in class.  We will be reading and working through this together as a class
Objectives:
Graph data on the Kaibab Deer population
Determine factors responsible for changing populations
Determine the carrying capacity of the Kaibab Plateau

Please research your assigned species, add a picture and fill in all required information.  Due before class tomorrow.  All classes will be editing assignments.  I can see ALL edits so DO NOT edit other slides!!!!!  This information will be used to fill out your brackets to determine who you think will win...MARCH MAMMAL MADNESS!

After completing the Ed Puzzle, please complete this worksheet and turn into the bins when done.  Due at the beginning of class on Tuesday.

Please vote for your favorite Keystone Species

Please complete vocabulary words in sections 14.1-14.2
habitat
ecological niche
competitive exclusion
ecological equivalent
Competition
Predation
Symbiosis
Mutualism
Commensalism
Parasitism

Create a Campaign Poster about your selected keystone species based on the research questions that are provided in the packet. We will be working on these in class.  Submit a google doc with your three references and link to Current event on your species.
Nakya- Tiger Shark
Lisa- Leopard
Eric - Kangaroo Rat
Isabel - Gray Wolf
Josh - Cougar
Ryan D. - Pika
Antonio - Mangrove Dwelling Crab
Saige - Beaver
Chase - Bees
Gianna - Bison
Ryan W. - Elephant
Cam - Gopher Tortoise
Kyrstin - Krill
Brie R. - Snowshoe hair
Caitlyn - Caribou
Bre S. - Grizzly Bear
Alex - Prairie Dog

Please tell me (in a complete sentence) the reasons why the rest of the class should vote for your Keystone Species as the Best Keystone Species.

Please complete the CER worksheet on your Keystone species current events article.  Turn it into the bin when completed.  Due before class on Friday.  This will also be turned in with your packet at the end of the project so please hold onto it.

Please use the Google Slides to complete the Doodle Notes

Today in class, you can work on your Keystone Species Research # 5-11. Be sure to keep track of all of your digital resources as you work. After your research today, please list one thing that is threatening your Keystone Species. Then list one thing that is being done about it.

Please complete this Ed Puzzle in class today.  If you have ear buds, please use them.

Please read through the Google Slide show Pear Deck and answer the questions on each slide.  Submit when complete.

After completing the Ed Puzzle and The Pear Deck slideshow, list the 4 ecosystem services.

Please watch the Coastal Seas Episode of Our Planet and answer the corresponding questions.

In this episode: From fearsome sharks to lowly urchins, 90 percent of marine creatures live in coastal waters. Protecting these habitats is a battle humanity must win.

With your assigned group. please visit each station and answer the questions on the provided answer sheet.

Please complete the worksheet, team up with a partner that had the opposite worksheet and trade answers and discuss them.

Please list one species from each trophic level of your food web, Include your Keystone Species.  Label each of their trophic levels.

Please refer to the food web you made yesterday to answer the questions on the worksheet.

Purpose: To construct an accurate food web and discuss the implications of species extinction in the web.

Cut out and arrange the species into a logical food web.
When completed, draw arrows in the appropriate direction showing energy flow.  
When completed, let me know and I will tell you which species has been removed from your ecosystem.  You will need to tell me the impacts of the extinct species on the entire food web.
How will their death impact the animals who feed on them?  how will it affect the species who were preyed upon by that species?

In groups, you will match up the correct species with their habitats.  You will then put the species in order of their trophic levels.  Then draw solid arrows with a positive (+) or negative (-) sign to show the direct impact.  Arrows should go in the direction of the impact, not the direction of the energy in a food chain/web.  Then draw a dashed line from the top down with a (+) positive or (-) negative sign to show the indirect effect on the ecosystem.

Today, we will begin researching the keystone species you chose for your poster project. Please answer the question based on the research you completed today.

Please submit your photo of your pet here, or email it to me

Please complete the vocabulary for Section 13.4, pages 384-387.  Food Chain-Food Web on your Chapter 13 vocabulary sheet.  Please show me your completed vocabulary for credit.  If completed outside of class, you can submit a photo onto the Classroom.

Please use this Google Slideshow to complete the Doodle Notes on Keystone Species.

Please complete the following check-in of Chapter 13.1 & 13.2.  This is ungraded, I just want to check-in and see where everyone's understanding of this material is so far.

Please answer the questions based on the Big Freeze videos that we just completed watching.

Complete the worksheet, alone at first and then compare with a partner

We will discuss the difference between living and non-living things and their dependence on each other.  Padlet, answer the question.  As an introduction to Ecology, we will watch a videoclip of "The Circle of Life".  Discuss what it means.

Please read the google form to complete your vocabulary and then answer the questions and submit it.  Due Tuesday morning at 8:50am

Please complete (with your group or on your own) an epilogue to the Lorax Story.  What happens after the boy receives the Trufula Tree seed over the next 50 years.  Tell me the story of what changes over time in a damaged ecosystem if one person  "cares a whole awful lot".   Be sure to include descriptions of all the parts of the ecosystem that were affected by the Once-lers actions.  Be descriptive!   Each of you individually, make a copy of Google doc and post your epilogue.  Must be at least 3 paragraphs long.  Due Friday by 3pm.

Please make a copy of this data table in Google Sheets.  Share it with your group members so you can all update the data as you take measurements each day.  Submit at the end of class tomorrow.    Use this to make your graph for your lab report.

Paper version of Bean Germination Experiment with Hypothesis, procedures, data collection and daily observations

Please choose  2 of the articles from the attached list of article links.  Complete the CER Worksheet and turn in when completed.

Please cut out and assemble the germination dial and keep it in your notebooks.

Please fill out the google form and answer the questions regarding the PBS Eons videos we have been watching this week.

Answer the questions using the graph and the reading.

For the rest of class on Friday, please discuss with your group what type of experiment you want to create with your bean seeds.  Come up with at least 2 ideas for what variable you would like to change and how you will develop your hypothesis.  Each of you should fill out the google form and submit it by the end of the day.

Please answer the following question at the beginning of class.

Follow the rubric to create a slideshow  of 3 slides containing the information you researched on Day 1.  Be creative and make sure it contains all relevant information.

First watch the video on the Top Trees in PA.  We will be working on this project for the remainder of the week in class.  
Choose one of the trees on the list of PA trees. Fill out the information sheet on Day 1 after researching the tree you chose.  This will be done ON PAPER not digitally.  Please turn in when completed.

Please complete all 7 labs during class on Wednesday and Thursday with your partner/ group.  Turn in packets when completed.

Please complete the model for the structure of the leaf. We will review the parts of the leaf structure and function together.  There are questions to answer included in the packet.   Fill in the vocabulary words once you have completed the model. All definitions can be found in the packet so be sure to read through it thoroughly.

We will examine the pores in the leaf that allow for CO2 to enter and H2O to exit for Photosynthesis to occur.  Please use the worksheet to complete the lab.

Please complete the guided notes in class by following along with the Google Slides presentation.  Keep them in your binder and I will check them when I return on Friday (you can turn them in if you are worried you will lose or forget them).  You are to be working alone in class, NOT with a partner.  Please email me with any questions you might have and I will get back to you as soon as possible.  This will be the first grade for the second quarter.

Please read these two articles and fill out the "Let's Evaluate the Evidence" worksheet (1 for each article) and turn it in (even if not complete, some credit is better than zero credit).
You need to find 4 claims that the article is making and evidence to support each of the claims.  
The evidence can be a direct quote or a paraphrasing of information from the article.  
It can also be in the form of data from the article.  
You can also use facts from the video you watched at the beginning of class. 
  When you answer the conclusion question, “Has the author provided enough evidence to support the claims?”, you should not just restate the evidence or restate the claim.  You should summarize and support the claim by tying all of the information together.

After you receive your items, please begin using the "steps for making a dichotomous key" notes to organize, categorize and create your flow chart.  Your flow chart can be drawn on paper and turned in.  You will then create a Google doc with your written dichotomous key and submit it on the google classroom.  A classmate will test it out to see if they can identify your items using your key.

Which Fat Bear do you choose win Fat Bear Week ?
Please submit your champion of choice here after filling out your bracket.

I included the link to the "Meet the Bears" page on Explore.org.

Please read the two articles and complete the CER for each of them (

front and back of the worksheets  ).  

Remember to use 3 piece of evidence directly pulled from the article.  Use direct quotes and data that is stated in the article to support the claim that you think is being made by the article's author. 
 In your reasoning, be sure to not just restate the claim, but to tie it to a scientific phenomenon 

or principle. Did the author provide enough evidence to support their claim?  Be specific and use descriptive terms.  Turn in the worksheet at the end of the class.  
The links will take you to NewsELA, please sign in using your google account to read the complete article.  
**Please do not copy off of one another, you can ask each other for some help but you will not receive full credit if you have the same CER as others in the class.

Please complete the dichotomous key on paper and turn it in when completed.

You will have 15 minutes to visit each station and create a CER for the two graphs (there is a graph front and back at each station)  Each group can have 1 Chromebook open to the color slides to help better interpret the graphs.

Complete Claim Evidence Reasoning on 2 of the assigned articles and turn in the worksheet before the end of class.  You must provide 3 pieces of evidence from the article to support your claim.

In -class assignment.  Please see Mrs. Stringer if you were absent.

In class we will go over the CER slide show and answer the questions on the worksheet.

This will be a two day lab where will will collect the data during one class period and analyze the data during the next class.  The completed lab is worth 25 points.  Please answer all questions using Complete Sentences and include your data table and graph. Always label your graph with a title and label the axis titles as well.  If you are absent, please see me to make up the lab.

Today we will be heading outside to enjoy the sunny weather and explore nature a bit more.  Take a selfe of yourself in nature and post it to the google classroom.  If you don't have a phone, get a friend to take one or take one with your friend and have them add your name in the comments when they submit it.  Have fun and make sure nature us represented in the picture.  If absent, you can do this from home.

In your notebook, create a vocabulary section using a tab or folder.  We will be adding to this section all year.  The first entry will be the Scientific Method Vocabulary.  Please copy down the words and definitions as we review them.  
We will be going over vocabulary on Scientific Experimentation and then we will be testing a hypothesis on Oreo Cookies in class on Friday.  

If you are absent, please email me and I will get you the definitions and you can show me the vocabulary when you return.

Please open the Seek App and go to your observations from Friday.  (or grab the paper you wrote the species down on)

Choose 2 of the species.  Put the names at the top in two columns. 
 List the 
Kingdom, Phylum, Class, Order, Family, Genus, Species

Notice where the classification is different. 
 At what level did that happen?
List the differences between the species and what characteristics they have that are the same and which ones are different.

Welcome to Life Science!
Let's start the year off right, post a comment about one thing you are excited about in the coming year and receive 5 points (this will count towards you signing into Google Classroom as well).

Please open the document using Kami. Read over the syllabus with your parent or guardian. Please sign at the bottom ( both Student and Parent/Guardian) by adding a text box and submitting the assignment. It is due by Friday 08/26/22.

On Paper, please turn in by the beginning of class Friday