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you are here:   Horizon  >>  Academics  >>  Science  >>  Olwell, Mr.

Mr. Olwell

Contact Information

Phone: 701-323-4550

Email: Mr. Olwell


Chapter Materials


Ch 3 Study Guide Classification (doc document)
File Size: 23.5 kb

Ch. 3 Classification 2015 (ppt document)
File Size: 3147.5 kb

The textbook is online

http://www.glencoe.com/ose/

The access code is E190082ABF (case sensitive).

Quizlet Review

Review for Tests. www.quizlet.com
Go to the search box and type in horizonscience7
No password required



Team Quest Information



Quest Weekly Assignments: Nov. 28-Dec. 2, 2016
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard A
Culture notes

Quick Quiz
B
Culture notes

Quick Quiz
A
Culture Notes

Study Guide online.....
B
Culture Notes

Study Guide online.....
A
Atlas Pages: Due today....in class....
English: Mr. Fike A Day--Nov. 28

Vocabulary Lesson #5 Assigned--quiz Friday

*View "paraphrasing" tutorial @myhrw.com
Read from "Beowulf" pp. 676-678.
Answer margin questions A & C as you read.
Do questions 1, 2, 3, & 5, p. 679.
snow day snow day B Day

Read "Young Arthur" pp. 682-687,
*Create a timeline using Google Drawing.
*Write a summary of the story.
A Day--Dec. 2

Vocab #5 review--Quiz Tuesday
Read pp. 682-687.
**Write a summary of "Young Arthur."
**Create a timeline of important events from the story.


Communications: Mrs. Hoge A Day: Folder design and handouts B Day: Job assignments and product decisions. A Day: Job assignments and product decisions. B Day: Business card introduction.
SL.05
A Day: Business card introduction. SL.7.05
Communications Lab 7: Mrs. Maragos A Day
Ch 21-24
Lab day
4 Cs Re-evaluation
B Day
Ch 21-24
Lab day
4 Cs Re-evaluation
A Day
Ch 25-28
How to write a summary.
Table Top Activity
Who-Wants what-But-So-Then Strategy
B Day
Ch 25-28
How to write a summary.
Table Top Activity
Who-Wants what-But-So-Then Strategy
A Day
Character Evolution
Update, Edit and Present how your character has evolved in the story THE MISFITS
Life Science: Mr. Olwell 'A' Day

Worksheet "Classification"
'B' Day

Worksheet: "Classification"
'A' Day

Lab:"Paper Kingdoms"
'B' Day


Lab: "Paper Kingdoms"
'A' Day

Worksheet: 'Chapter Review'
Lab: Dichotomous Key

TEST on Classification next Thursday/Friday
FACS: Mrs. Otos          
Math 7: Mr. Wingenbach SUBSTITUTE

A Day

Checkpoint #3 (7.EE.1 & 7.EE.4a):

Baselines
7.RP.1
7.RP.2
A Day

Checkpoint #3 (7.EE.1 & 7.EE.4a):

Baselines
7.RP.1
7.RP.2
A Day

Assignment: Lesson 3.1 - Textbook (17-22, 27, 28, 29, 31, 32)
SUBSTITUTE

B Day

Assignment: Lesson 3.1 - Textbook (17-22, 27, 28, 29, 31, 32)
A Day

Assignment: Lesson 3.3 - Textbook (6-32 even)
Accelerated Math 7: Mr. Wingenbach A Day

Assignment: Lesson 4.1 - Textbook (10-21, 28, 29)

Homework: Lesson 4.2 Video Notes

  A Day

Assignment: Lesson 4.2 - Textbook (4-30 even)


  A Day

Checkpoint #5 (4.1-4.2 - 7.RP.3)

Homework: 4.3 Video Notes & 4.4 Video Notes
If you are not currently receiving the Team Quest weekly newsletter by email - please update your contact email in powerschool.


Quest Weekly Assignments: December 5-9
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard B
Notes: Culture Board
A
Present Culture board
Cultural Thanksgiving
B
Present Culture board
Cultural Thanksgiving
   
English: Mr. Fike B Day--Dec. 5

Lesson 5 vocab due
Young Arthur Summary and Timeline due
**Read pp. 692-702. (lit. book)
**Do all margin questions in groups.
**Writing assignment given in class.
A Day

Lesson 5 vocab quiz
Young Arthur Summary and Timeline due
**Read pp. 692-702. (lit. book)
**Do all margin questions in groups.
**Writing assignment given in class.
Lesson 5 Vocab Quiz

Beowulf study
*Group work on seven sections
*Group reports to class. Review
Lesson 5 Vocab Quiz

Beowulf study
*Group work on seven sections
*Group reports to class. Review
no assignment
Communications 7: Mrs. Hoge B Day-Trans Pacific Billboard Due: SL.7.05 Agency members meet: Discuss Agency name, create folder, decide roles and product using the chromebooks. A Day-Trans Pacific Billboard Due: SL.7.05 Agency members meet: Discuss Agency name, create folder, decide roles and product using the chromebooks. B Day: Continue Agency decisions: designing folder, assigning jobs and selecting product. Happy Thanksgiving No School
Communications Lab 7: Mrs. Maragos B Day
Ch 25-28
How to write a summary.
Table Top Activity
Who-Wants what-But-So-Then Strategy
A Day
Character Evolution
Brainstorming on Today's Meet for Puzzle Piece Project
B Day
Character Evolution
Brainstorming on Today's Meet for Puzzle Piece Project
Day A
Puzzle Piece Construction
Lab Day: Update 2nd Step Notes
Day B
Puzzle Piece Construction
Lab Day: Update 2nd Step Notes
Life Science: Mr. Olwell 'B' Day.

Lab: "Paper Kingdoms"
'A' Day

Worksheet: " Chapter Review"
Lab: "Dichotomous Key"
'B' Day

Worksheet: "Chapter Review"
Lab: "Dichotomous Key"

A Day

Bird Classification Activity
Study Guide
Review
Test on Monday
B Day

Bird Classification Activity
Study Guide
Review
TEST on Tuesday
FACS: Mrs. Otos Please see my FACS class website for daily lesson plans
www.mrsotos.weebly.com
       
Math 7: Mr. Wingenbach B Day

Assignment: 2.6 Google Classroom Assignment (1-19 odd, & #16)
A Day

Assignment: Review Links (Khan)
B Day

Assignment: Review Links (Khan)
NO SCHOOL NO SCHOOL
Accelerated Math 7: Mr. Wingenbach   A Day

Checkpoint #4 (7.RP.1 & 7.RP.2)

Homework: 4.1 Video Notes
  NO SCHOOL NO SCHOOL
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Standards and I Can Statements

Life Science Standards and I-Can Statements

*Indicates standards that will repeat at least once throughout the school year.

Inquiry
Inquiry Standard: Abilities necessary to do scientific inquiry.
7.2.1. Communicate the results of scientific investigations using an appropriate format (e.g., journals, lab reports, diagrams, presentations, discussions).*
7.2a: Identify and explain the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable).
7.2b: Use appropriate tools and techniques to gather and analyze data.
I-can:
use appropriate tools to gather and analyze data. 3S
use appropriate techniques to gather and analyze data. 3S
explain the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable). 3R
identify the components of a scientific investigation (ex. hypothesis, observation, data collection, data interpretation, communication of results, replicable). 2K

Cells
MS-LS1: From Molecules to Organisms: Structure and Processes
LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.

I-can:
compare and contrast prokaryotic and eukaryotic cells. 3R
recognize or recall specific terminology (Prokaryote, Eukaryote, multicellular, unicellular, cell, microscope). 2K
identify an organism as unicellular or multicellular (using a microscope). 2K

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.



I-can:
explain how each organelle contributes to the function of a cell. 3R
construct a model of a plant or animal cell. 3P
recognize or recalls specific terminology (cell, nucleus, chloroplast, mitochondria, cell membrane, cell wall, ribosome, cytoplasm). 2K
label the parts of a plant and animal cells. 2K
LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.*

I-can:
describe the process of photosynthesis using raw materials (reactants) and the production of wastes (products) in the storage of energy. 3R
describe the relationship between photosynthesis and respiration. 3R
recognize or recall specific terminology (photosynthesis, glucose, chloroplast, energy, matter, respiration, products, reactants). 2K
write the formula for photosynthesis. 2K
write the formula for respiration. 2K

Genetics
MS-LS3: Heredity: Inheritance and Variation of Traits
LS3-1: Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects to the structure and function of the organisms.

I-can:
explain how mutations located on chromosomes may affect proteins. 3R
describe how the changes in DNA replication cause harmful, beneficial, or neutral effects. 3R
describe the structure of DNA. 2R
recognize or recall specific terminology (genes, DNA, chromosome, mutation, amino acids, protein synthesis, nitrogen bases, adenine, cytosine, thymine, guanine, DNA replication, sugar and phosphate siderail, double helix). 2K
compare and contrast genes, DNA, and chromosomes. 2R
create a model of DNA. 2P
pair nitrogen bases to show DNA replication. 2S

LS3-2: 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.

I-can:
draw and label the phases of the cell cycle (in a body cell). 3S
compare and contrast Meiosis and Mitosis. 3R
create a Punnett square and describe the outcome of the cross. 2P
recognize or recall specific terminology (dominant, recessive, heterozygous, homozygous, purebred, hybrid, allele, genes, DNA, chromosome, asexual reproduction, Mitosis, phases of cell cycle (Interphase, Prophase, Metaphase, Anaphase, Telophase, and Cytokinesis), spindle fibers, sexual reproduction, Meiosis, punnett square, pedigree, inheritance, fertilization, zygote, haploid, diploid, sperm, egg, daughter cells, genotype, phenotype, trait). 2K

MS-LS4: Biological Evolution: Unity and Diversity
LS4-4: Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals' probability of surviving and reproducing in a specific environment.
I-can:
explain how genetic variation in a population can lead to the formation of a new species. 3R
explain why genetic variation is important in a population. 3R
describe the effects of natural selection. 3R
list and explain the evidences of evolution. 3R
recognize or recall specific terminology (geographic isolation, mutation, variation, adaptation, natural selection, trait, evolution, species, vestigial structures, DNA, embryology, homologous structures). 2K
list the three sources of variation (mutation, geographic isolation, movement). 2K
recall Charles Darwin's principals of natural selection. 2K

Ecology

MS-LS2 Ecosystems: Interactions, Energy, and Dynamics
LS2-2: Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

I-can:
predict what would happen to an ecosystem with changing ratios of producers, consumers, or decomposers. 3R
compare and contrast habitat and niche. 3R
differentiate symbiotic relationships. 3R
recognize or recall specific terminology (predator/prey, producer/consumer, symbiotic relationships, biotic and abiotic factors, habitat and niche, carrying capacity, limiting factors, cooperation and competition, trophic levels, levels of the ecosystem). 2K
identify symbiotic relationships. 2K


LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving part of an ecosystem.*

I-can:
construct a food chain and/or a food web. 3P
explain the importance of producers to an ecosystem. 3R
trace the flow of energy through a system. 3S
recognize or recall specific terminology (carrying capacity, limiting factors, food chain, food web, energy pyramid, abiotic and biotic factors, trophic levels (decomposer, producer, and consumer). 2K
identify a food chain or food web. 2K
identify the producer, consumer, and decomposer. 2K

Standards for Semester 2:
Plants

MS-LS1: From Molecules to Organisms: Structure and Processes
LS1-6: Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

I-can:
describe the process of photosynthesis using raw materials (reactants) and the production of wastes (products) in the storage of energy. 3R
describe the relationship between photosynthesis and respiration. 3R
recognize or recall specific terminology (photosynthesis, glucose, chloroplast, energy, matter, respiration, products, reactants, passive transport, osmosis, diffusion, active transport, exocytosis, endocytosis). 2K
write the equation for photosynthesis. 2K
write the equation for respiration. 2K

**Non-Power Standards for Plants to be assessed:
LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

I-can:
explain how specialized plant structures could affect the probability of successful reproduction (for example, pollen transfer, conditions for seed germination, flower color or odor) 3R
describe how plant reproduction can sometimes depend on animal behavior 3R
list the steps of pollination 2K
list the steps of germination 2K
recognize and recall specific vocabulary (pollen, pollination, seed, germination, sexual reproduction, sperm, egg, asexual reproduction, angiosperm, gymnosperm, fruit, parts of the flower (stamen, anther, filament, pistil, stigma, style, ovary, ovule) 2K

Animals
**All standards for the Animals Unit are Non-Power Standards**
Standards for Animals to be assessed:
MS-LS1: From Molecules to Organisms: Structure and Processes

LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.

I-can:
Explain how characteristic animal behaviors could affect the probability of successful reproduction (for example herding, vocalization, feather color) 3R
Provide examples of specific animal behaviors. 2K
Recognize and recall specific vocabulary (innate behavior, instinct, imprinting, learned behavior, social behavior, territorial behavior, courtship) 2K
LS1-3: Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.
I-can:
Describe the organization of an organism (from smallest to largest: cell, tissue, organ, organ system, organism). 3R
Explain how body systems work together and how they are part of a larger complex system. 3R
Describe the basic functions of the circulatory, excretory, digestive, respiratory, muscular, and nervous systems. 3R
Recognize and recall specific vocabulary (cell, tissue, organ, organ system, organism, circulatory system, excretory system, digestive system, respiratory system, muscular system, and nervous system). 2K

MS-LS4: Biological Evolution: Unity and Diversity
LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
I-can:
Explain how similarities and differences in anatomical structures can be used to explain evolutionary relationships. 3R
List examples of anatomical structures that infer evolutionary relationships. 3R
Recognize and recall specific vocabulary (anatomy, fossil record, evolution, embryology, vestigial structures, homologous structures, ancestor, diversity, extinction)



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