link to Bismarck Public School District
Horizon Middle School Horizon - link home Horizon - link home
Announcements Staff Powerschool Library Calendar


Home
































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

Mr. Olwell

Contact Information

Phone: 701-323-4550

Email: Mr. Olwell


Chapter Materials


Ch. 7 Notes new (ppt document)
File Size: 3650 kb

Chapter 7 Study Guide (doc document)
File Size: 38 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: March 27-31
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard B

Monster Map work.

Finish Pin Pointing
A
Monster Map work

Drawing.
B
Monster Map work

Drawing.
A
Work on Map

Maps go home Today....
B
Work on Map

Maps go home Today....
English: Mr. Fike A Day--March 13

No school today
B Day

Review of standards L.7.1 and L.7.2

In class activities. Short assessment next time.
A Day

Review of standards L.7.1 and L.7.2

In class activities. Short assessment next time.
B

Language Assessment

Argumentative Writing Project begins
**Library time
**Discussion of requirements/due dates
A

Language Assessment

Argumentative Writing Project begins
**Library time
**Discussion of requirements/due dates
Communications: Mrs. Hoge B Day: Finish Identity Speeches A Day: Introduce "Agency". Begin groups, folders and names of Agencies. Discuss/ Review the 4"C's. Vocabulary Assessment on Wednesday. B Day: Introduce "Agency". Begin groups, folders and names of Agencies. Discuss/ Review the 4"C's. Vocabulary Assessment on Thursday. A Day: Vocab. Assessment #3 (SL.7.1) "Pet Polish" Agency sample. B Day: Vocab. Assessment #3 (SL.7.1) "Pet Polish" Agency sample Work Day.
Communications Lab 7: Mrs. Maragos B Day
Project Work Day
A Day
Character Sketch
Presentations
B Day
Character Sketch
Presentations
A Day
Ch 13-16
Lab Day
Update Character Goals, 4 Cs and Academics
B Day
Ch 13-16
Lab Day
Update Character Goals, 4 Cs and Academics
Life Science: Mr. Olwell B Day

Worksheet: "Protozoans"
Build a Review Worksheet
A Day

Worksheet: "Protist Review"

Lab: "Protist ID"
B Day

Worksheet: "Protist Review"
Lab: Protist ID
A Day

Science News Magazine

Protist TEST next Wednesday!
B Day

Science News Magazine

Protist TEST next Thursday!
FACS: Mrs. Otos          
Math 7: Mr. Wingenbach B Day

Checkpoint #7 (Chapter 5)
7.G.1
A Day

MAP Info (MAP test - 4/11 & 4/13)

Review 7.G.1
B Day

MAP Info (MAP test - 4/12 & 4/18)

Review 7.G.1
A Day

7.G.1 Summative

Baselines
7.G.6a
7.G.6b
B Day

7.G.1 Summative

Baselines
7.G.6a
7.G.6b
Accelerated Math 7: Mr. Wingenbach No School A Day

MAP Info (MAP test - 4/11 & 4/13)

Checkpoint #11 (10.1-10.3)
8.EE.7a
8.EE.7b

Homework: 10.4 & 10.5 Video Notes
  A Day

Assignment:
p.446-447 (4-14)
p.452-453 (3-11, 26-28)
AT18-AT19 (1-6)
 
If you are not currently receiving the Team Quest weekly newsletter by email - please update your contact email in powerschool.


Quest Weekly Assignments: March 20-24
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard A
"How to read a ruler?"

Gridding: 101
B

"How to read a ruler?"

Gridding: 101
A
Gridding and Pinpointing: The basics
B
Gridding and Pinpointing: The basics
A:

Turning the wolf loose: Monster Map Making Madness in March
English: Mr. Fike March 20

A Day
**Review Language Cornell notes from last time.
**Complete steps 1-4 of the "Argumentative Writing" post on GoogleClassroom.
**Library time for research, note taking, writing introductions and SSR.
B Day

**Review Language Cornell notes from last time.
**Complete steps 1-4 of the "Argumentative Writing" post on GoogleClassroom.
**Library time for research, note taking, writing introductions and SSR.
A Day

*Introductions due
*Draft Body paragraph of the argumentative paper for next time.


B Day

*Introductions due
*Draft Body paragraph of the argumentative paper for next time.
March 24
B Day

*Add conclusions and share for feedback.
*Complete draft due by next class.
*Check document on G-Classroom for information, timelines, etc.

Communications 7: Mrs. Hoge A Day: Identity Speech and media presentation due today. Standards SL.7.4, SL.7.5, and SL.7.6 B Day- Identity Speech and media presentation due today. Standards SL.7.4, SL.7.5, and SL.7.6. A Day: Identity speech and media presentations. B Day: Identity Speech and presentations. A Day: Introduce Agency and begin grouping.
Communications Lab 7: Mrs. Maragos A Day
Ch 5-8 Misfits
On the Spot!
Level 3 Questioning.
B Day
Ch 5-8 Misfits
On the Spot!
Level 3 Questioning."
A Day
Ch 9-12 Misfits
Begin Character Analysis
Projects.
B Day
Ch 9-12 Misfits
Begin Character Analysis
Projects.
A Day
Character Sketch Project
Full Work Day
Project will be presented on Tuesday,
March 28.
Life Science: Mr. Olwell A Day

Protist Drawings:
Paramecium/Amoeba - functions of structures on reverse side
B Day

Protist drawings:
Paramecium/Amoeba
- functions of structures on the reverse side
A Day

Lab: Microscope ID of Protists
B Day

Lab: Microscope ID of Protists
A Day

Worksheet: "Protozoans"
Make a Review Wkst
FACS: Mrs. Otos Please see my FACS class website for daily lesson plans
www.mrsotos.weebly.com
       
Math 7: Mr. Wingenbach A Day

Checkpoint #7 (Chapter 5)
7.G.1
B Day

Assignment: Lesson 5.4 (Google Classroom)
A Day

Review for Test
B Day

Review for Test
A Day

Checkpoint #7 (Chapter 5)
7.G.1
Accelerated Math 7: Mr. Wingenbach   A Day

MAP Info (MAP Test on 4/11)

Checkpoint #11

Homework: 10.4/10.5 Video Notes
A Day

Assignment: 10.2b Assignment (Google Classroom)

Homework: 10.3 Video Notes
  A Day

Assignment: 10.3 Assignment (Google Classroom)

TEST ON TUESDAY (10.1-10.3)
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)



Bismarck Public Schools - link to district home