Quarter 2

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Science- Google Classroom

  • “Project Groups”

  • Organ System Project: directions

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Google Classroom

  • Organ System Project: directions

  • Rubric

• Research

• Start drawing

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Google Classroom

  • Organ System Project: directions

  • Rubric

• DUE: Monday

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Google Classroom

  • Organ System Project: directions

  • Rubric

• DUE: Monday

• Presenting Monday...be ready!

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Human Body System project due

  • Start presenting presentations

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Human Body System project due

  • Finish presenting presentations

Enrichment: “Blood Is A Tissue”

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Complete human body systems presentations

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Veteran's day program at 2:15 @ High School

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Review human body systems

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2- lesson 1

  • Textbook work: Pages: 73 - 79

• Check Google Classroom

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Introduction to Topic 2- Lesson 2

  • “Systems Interacting”

• https://study.com/academy/lesson/how-organ-systems-work-together.html

• Notes

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Enrichment: “Interaction Among Systems”

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2 - Lesson 2

  • “How human body systems work together”

    • Worksheet

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Body Systems Chart

  • DUE: Friday

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Body Systems Chart: DUE

• Page 91 in Textbook

  • Answer questions on separate piece of paper

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Review Topic 2- Lessons 1 and 2

• Intro. to Topic 2- Lesson 3

  • "Supplying Energy"

• Guiding questions pg. 94

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2- Lesson 3

  • "Supplying Energy"

• Video: https://nutritionaltherapy.com/the-digestion-process-5-ways-to-improve-digestion/

• The Digestive Process

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• The Digestive Process questions

  • Use textbook to help answer questions

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• The Digestive Process questions

  • DUE today

• Interactivity: "Bits & Pieces"

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2- Lesson 3 questions

  • Page 104

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Introduction to Topic 2- Lesson 4

  • “Managing Materials”

• Video

  • Pearson/ EasyBridge

• Notes

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Finish-up notes

• “The Human Heart Project”

  • Handout rubric

  • In-class work day

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Finish-up “The Human Heart Project”

• Topic 2- Lessons 3 and 4 review

  • Google Classroom

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Interactivity: Body Highways and Byways

• Interactivity: Circulatory System

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2- Lessons 3 and 4 review

• Check

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Introduction to Topic 2 - Lesson 5

  • “Controlling Processes”

• Video: Pearson/ EasyBridge

• Textbook

  • Pg. 118-126

• Notes

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2- Lesson 5 questions

  • DUE: Wednesday

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Class discussion:

  • How are humans and computers alike?

• Interactivity: Humans vs. Computers

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2 review

  • Lessons 1 - 5

• Topic 2 Unit Test: Monday

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2 review

  • Lessons 1 - 5

• Topic 2 Unit Test: Monday

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...identify the different human body systems.

• I can...explain the general functions of body systems, including how they work together to function.

Standards:

MS-LS1-3; use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells

CCC.4 Systems and System Models; systems may interact with other systems; they may have sub-systems and be part of larger complex systems

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 2 Unit Test

Homework:

• None.

Assessment:

Objectives:

• I can...

Standards:

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Holiday fun activities

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Intro. to Topic 3- Lesson 1

  • Reproduction and Growth

Lesson 1

• • “Patterns in reproduction”

  • Video- (Pearson/ EasyBridge)

  • Notes (teacher guided)

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Review yesterday’s notes

• Enrichment: Organism Reproduction

  • DUE: tomorrow at end of class

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Enrichment: Organism Reproduction

  • DUE

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Genes and the environment

  • Intro. to project

    • Work day 1

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Genes and the environment

  • work day 2

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Genes and the environment

  • work day 3

• DUE: tomorrow at end of class

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Workday 4

  • Last in class workday

• Presenting tomorrow!

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Start presenting

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Finish Up presenting

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Review Topic 3- Lesson 1

  • Textbook: Page 149

    • 1- 7

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Introduction to Topic 3- Lesson 2

  • Textbook: pages 150 - 157

    • Vocabulary (pg. 150)

    • Guiding questions (pg.150)

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Textbook questions

  • Pg. 150- 157

• Interactivity: Designer Flowers

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 3 - Lesson 2 review

• Class discussion

Homework:

• None.

Assessment:

Objectives:

• I can...understand how organisms reproduce either sexually or asexually and how these reproductive processes result in the transfer of genetic information to their offspring.

• I can... Explain how the survival of an organism is affected by both its genotype (nature) and its environment (nurture)

Standards:

MS-LS3-2; 2. Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

Materials:

• textbook

• Chromebook

• Pencil

• Notebook

Activities:

• Topic 3 - Lesson 2 review

• Lesson 2 check

Homework:

• None.

Assessment:

Objectives:

• I can...use models to describe how organisms use cellular respiration to break down food to provide energy.

• I can...explain how cells can release energy without using oxygen.

Materials:

• textbook

Activities:

• Lesson 6 content. Energy and cellular respiration (pg 50-54)

Homework:

• None.

Assessment:

Objectives

• I can...use models to describe how organisms use cellular respiration to break down food to provide energy.

• I can...explain how cells can release energy without using oxygen.

Materials:

• Lab handouts, stopwatches

• Bromothymol blue

Activities:

• Lab: U-Investigate: Exhaling Carbon Dioxide

Homework:

• None.

Assessment:

• lab sheets

Objectives:

• I can...use models to describe how organisms use cellular respiration to break down food to provide energy.

• I can...explain how cells can release energy without using oxygen.

Materials:

• chrome book

Activities:

• Finish yesterday's lab.

• Interactivity: Making Energy for Cells"

Homework:

• None.

Assessment:

Objectives:

• I can...work on my exhibit of cells

• Standard: M-LS1-7

Materials:

• Materials for my quest model

Activities:

• Work on our cell models.

Homework:

• None.

Assessment:

Objectives:

• I can...work on my exhibit of cells

• Standard: M-LS1-7

Materials:

• Cell model materials

Activities:

• • Continue working with my quest group on celll models.

Homework:

• None.

Assessment:

Objectives:

• I can...work on my exhibit of cells

• Standard: M-LS1-7

Materials:

• quest group materials

Activities:

• Working on cell models

• 
  

Homework:

• None.

Assessment:

Objectives:

• I can...work on my exhibit of cells

• Standard: M-LS1-7

Materials:

• quest group materials

Activities:

• Working on cell models

Homework:

• none

Assessment:

Objectives:

• I can...learn about whatever guidance is discussing today.

Materials:

Activities:

• Guidance day

Homework:

• None.

Assessment

Objectives:

• I can....use models to describe how organisms use cellular respiration to break down food to provide energy.

• I can...

Materials:

Activities:

• Last day to work on cell models.

• 
  

Homework:

• Completion of projects.

Assessment:

Objectives:

• I can...work on my exhibit of cells

• Standard: M-LS1-7

Materials:

• cell projects

Activities:

• Present my groups cell models

Homework:

• None.

Assessment:

• models & presentations

Objectives: