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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 12 Simple Inverts new (ppt document)
File Size: 17653 kb

Ch 12 Simple Inverts PDF (pdf document)
File Size: 3917.85 kb

Chapter 12 Study Guide (doc document)
File Size: 42.5 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: April 24-28
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard B

NDSA AM
Activities PM
A
NDSA AM
Activities PM
B
Central America Current Event
A
Central America Notes
B
Central America Notes
English: Mr. Fike B Day

L.7.5 assessment (figurative language)

Allusions PPT and notes
**Practice activity assigned on G-Classroom.
A Day
Two options:
1) Search for a poem (8-14 lines) on the HMS library page.
**Library-->class links-->English-->poetry-->select one of the databases--choose a poem of 8-14 lines.
2) Find as many examples of figurative language as possible.

OR

Go to the Horizon Library site. Write an original poem and enter into the contest. Must show evidence of your work.
B Day
Two options:
1) Search for a poem (8-14 lines) on the HMS library page.
**Library-->class links-->English-->poetry-->select one of the databases--choose a poem of 8-14 lines.
2) Find as many examples of figurative language as possible.

OR

Go to the Horizon Library site. Write an original poem and enter into the contest. Must show evidence of your work.
A Day

1) Assignments due from last time.
2) Begin poetry presentation project.
No School
Communications: Mrs. Hoge B Day: SBAC Testing in the am and activities in the pm A Day: SBAC Testing in the am and activities in the pm B Day: Agency Work Day: Business cards, Fate cards, TV and Radio Script writing, and reserve time in the Studio Paw of the library. A Day: Agency Work Day: Business cards, Fate cards, TV and Radio Script writing, and reserve time in the Studio Paw of the library. B Day: Agency Work Day.
Communications Lab 7: Mrs. Maragos B Day
SBAC Testing
A Day
SBAC Testing
B Day
Character Evolution
Presentations
A Day
Summarization Activity
LAB
Hero Slides
Updates in Portfolio
Service Learning Sheets and Hours DUE

B Day
Summarization Activity
LAB
Hero Slide
Updates in Portfolio
Service Learning Sheets and Hours DUE
Life Science: Mr. Olwell B Day

Testing
A Day

Testing

B Day


Lab: Invertebrate ID
A Day



Lab: Invertebrate ID
B Day

Worksheet: "Triple Review"
Math 7: Mr. Wingenbach B Day

MAP Prep
A Day

MAP Test
B Day

MAP Test
A Day

MAP Test
No School
Accelerated Math 7: Mr. Wingenbach   A Day

MAP Test
  A Day

MAP Test
No School
FACS: Mrs. Otos          
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Quest Weekly Assignments: April 18-21.
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard   B
Mexico Study Guide
A
Mexico test


Globe Trekker - 5 Themes search
B
Mexico test


Globe Trekker - 5 Themes search
A:
Begin CA Notes


Current Event: Central America
English: Mr. Fike no school April 18--B Day

1) Assignments due from last time.
2) Begin poetry presentation project.
A Day

**work time
**Begin poetry presentations.




B Day

**work time
**Begin poetry presentations.
A Day

Finish Poetry Presentations.

NDSA information
Communications 7: Mrs. Hoge A Day: No School B Day- Business card activity and work time. A Day: Business cards DUE TODAY. Agency work time. B Day: Business Cards DUE TODAY. Agency work time. A Day: Agency Work Day.
Communications Lab 7: Mrs. Maragos No School
Easter Monday

B Day
Ch 21-24
Bryte Bite Survey
Brainstorm How your
Character Evolved.


A Day
Ch 25-28
"How to Write a Summary"
Partly Cloudy
B Day
Ch 25-28
"How to Write a Summary"
Partly Cloudy
B Day
Character Evolution
Presentations
Life Science: Mr. Olwell No school B Day

Worksheet: "Stinging Cells"
A Day

Worksheet: "Stinging Cells"
B Day

Worksheet: "Simple Creatures".
A Day

Worksheet: "Simple. Creatures"
Math 7: Mr. Wingenbach NO SCHOOL B Day

MAP Test
A Day

Assignment:
p. 261 (19, 21)
P. 261A-261B (1-5)
p. 266 (8-10)
B Day

Assignment:
p. 261 (19, 21)
P. 261A-261B (1-5)
p. 266 (8-10)
A Day

Assignment: Lesson 6.2-6.3 Review
Accelerated Math 7: Mr. Wingenbach NO SCHOOL   A Day

Chapter 10 Review
  A Day

8.EE.6, 8.EE.7a, 8.EE.7b Summatives
Chapter 10
FACS: Mrs. Otos Please see my FACS class website for daily lesson plans
www.mrsotos.weebly.com
       
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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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