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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. 5 New Notes (ppt document)
File Size: 1683.5 kb

Chapter 5 Study Guide (doc document)
File Size: 28 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: January 16-20
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard B

Finish Presentations

State Questionnaire

Pre-Notes - US (online)
A
Begin US Notes: Watch Appalachian Trail Video

Keep notes to compare to Death Valley...
B
Begin US Notes: Watch Appalachian Trail Video

Keep notes to compare to Death Valley...
A

US Notes: Death Valley Video:

Compare 5 themes with Appalachian Trail Video...
B

US Notes: Death Valley Video:

Compare 5 themes with Appalachian Trail Video...
English: Mr. Fike B Day--Jan. 15

Thursday's assignment is due. (GoogleClassroom)
--practice for RI. 2

*Assignment: Read three articles from the Choice Board on Google Classroom.
A Day

RI: 2 Formative Assessment

*Begin outline for W.7.2. (states)
B Day

RI: 2 Formative Assessment

*Begin outline for W.7.2. (states)
A Day

1) Outlines due
*Examples and partner work.

2) Language Assessment
B Day

1) Outlines due
*Examples and partner work.

2) Language Assessment
Communications: Mrs. Hoge B Day: Semester 1 students will report to Communications for Agency Presentations to the class. SL. 7.4, 7.5, and 7.6. Peer/Self Evaluation.
A Day: Intro. to Communications. Class Syllabus discussion, Kid President activity and Vocabulary Baseline (L. 7.6). Students are required to bring a reading book to class every day. B Day: Intro. to Communications. Class Syllabus discussion, Kid President activity and Vocabulary Baseline (L. 7.6). Students are required to bring a reading book to class every day. A Day: Intro. to Forum. Greek Family grouping. Research for names and information. Begin creating Greek presentation using Chromebooks. Introduce Standards: SL. 7.4, 7.5 and 7.6. B Day: Intro. to Forum. Greek Family grouping. Research for names and information. Begin creating Greek presentation using Chromebooks. Introduce Standards: SL. 7.4, 7.5 and 7.6.
Communications Lab 7: Mrs. Maragos B Day
Report to Sem 1 class please for Monday only,
L 8 Part 2
Positive Self Talk.
Importance of Compliments
A Day
Introduction to Comm Lab 7
Brochures
4 C's
4 Column Chart due at end of class.
B Day
Introduction to Comm Lab 7
Brochures
4 C's
4 Column Chart due at end of class
A Day
Character Survey
TIC Paragraph format
Smart Goal Writing
Paragraph on Character Traits
Due Monday
B Day
Character Survey
TIC Paragraph format
Smart Goal Writing
Paragraph on Character Traits
Due Tuesday
Life Science: Mr. Olwell B Day
Science News Magazine
Study Guide
A Day

Worksheet "Genetics"
Prep for Test
B Day

Worksheet; "Genetics"
Prep for test
A Day

Punnett Practice
Study guides
TEST on Monday
B Day

Punnett Practice
Study Guides
TEST on Tuesdat
FACS: Mrs. Otos          
Math 7: Mr. Wingenbach B Day

7.RP.3 Baseline
A Day

MAP Testing
B Day

MAP Testing
A Day

MAP Testing
B Day

MAP Testing
Accelerated Math 7: Mr. Wingenbach   A Day

MAP Testing
  A Day

MAP Testing
 
If you are not currently receiving the Team Quest weekly newsletter by email - please update your contact email in powerschool.


Quest Weekly Assignments: January 23-27
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard A

Venn Diagram Due today


US Map Assignment
B

Venn Diagram Due today


US Map Assignment
A

Work on Map: Due at the end of class.


Self Notes
B
Work on Map: Due at the end of class.


Self Notes
A
US Notes

English: Mr. Fike A Day--Jan 23
Expository Essay
1) Rough Draft due
*Class review
*Peer Review
2) Final Draft due on Wednesday.
B Day

Expository Essay
1) Rough Draft due
*Class review
*Peer Review
2) Final Draft due on Wednesday.
A Day

Submit Final Drafts
L.5 Assignment on Google Classroom
B Day

Submit Final Drafts
L.5 Assignment on Google Classroom
A Day

Winter MAP Testing
Communications 7: Mrs. Hoge A Day: Agency Presentations to judges. B Day- Agency Presentations to judges. A Day: Summative Assessments today: Communication Vocabulary, Agency Presentations to class and teacher. All Fate Cards are due: SL. 7.1, SL.7.4, SL.7.5, SL.7.6 B Day: Summative Assessments today: Communication Vocabulary, Agency Presentations to class and teacher. All Fate Cards are due: SL. 7.1, SL.7.4, SL.7.5, SL.7.6 A Day: Last day announcements and celebrations.
Communications Lab 7: Mrs. Maragos A Day
Check SMART Goals
Lesson 1- Second Step
Building Empathy
Story Formation
B Day
Check SMART Goals
Lesson 1- Second Step
Building Empathy
Story Formation
A Day
Lesson 1: Empathy
Story Share
Day B
Lesson 1: Empathy
Story Share
A Day
Creating our Evidence Folder
Notes on Empathy in our Portfolio
Notes on How to Reflect (Notebook).
4 Cs Assessment and Goal Setting
Life Science: Mr. Olwell 'A' Day.

TEST! Genetics
'B' Day

TEST! Genetics
'A' Day

Lab: Bird Beaks.
Natural Selection
B Day

Lab: Bird Beaks
Natural Selection
A Day

Worksheet: "Natural Selection"
FACS: Mrs. Otos Please see my FACS class website for daily lesson plans
www.mrsotos.weebly.com
       
Math 7: Mr. Wingenbach A Day

Review 7.RP.1 & 7.RP.2
B Day

Review 7.RP.1 & 7.RP.2
A Day

Summatives
7.RP.1
7.RP.2
B Day

Summatives
7.RP.1
7.RP.2
A Day

Baseline
7.RP.3

MAP Prep
Accelerated Math 7: Mr. Wingenbach A Day

Summatives
7.RP.1
7.RP.2
  A Day

Review 7.RP.3
  A Day

Summative
7.RP.3
If you are not currently receiving the Team Quest weekly newsletter by email - please update your contact email in powerschool.

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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