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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 6 Study Guide (ocx document)
File Size: 12.06 kb

Ch. 6 New Notes (ppt document)
File Size: 4000.5 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: February 13-17
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard B
Hand back US Test

Current Events Due:

Canada Pretest.
A
Canada Notes:

"What was the 'biggest' bit of info you took from today?"
B
Canada Notes:

"What was the 'biggest' bit of info you took from today?"
A
Quick Quiz:

Canada Map.
B
Quick Quiz:

Canada Map.
English: Mr. Fike B Day--Feb. 13

Book Clubs
**Reading Day 1
**Complete the section assignment on Google Classroom.
--This should be done in your English notebook.
--Group discussion time

A Day

Book Clubs
**Reading Day 2
**Complete the section assignment on Google Classroom.
--This should be done in your English notebook.
--Group discussion time
B Day

Book Clubs
**Reading Day 2
**Complete the section assignment on Google Classroom.
--This should be done in your English notebook.
--Group discussion time
A Day

Book Clubs
**Reading Day 3
**Complete the section assignment on Google Classroom.
--This should be done in your English notebook.
--Group discussion time

B Day

Book Clubs
**Reading Day 3
**Complete the section assignment on Google Classroom.
--This should be done in your English notebook.
--Group discussion time
Communications: Mrs. Hoge B Day: Active Listening group work. Phase #3 Fate Card. Guidelines for an Effective Speech assignment. A Day: Practice Communication Vocabulary. Formative Assessment on Thurs. Power point presentation of "How to Write a Speech". B Day: Practice Communication Vocabulary. Formative Assessment on Fri. Power point presentation of "How to Write a Speech". A Day: Communication Vocabulary Assessment today (SL. 7.6). Sample speech delivered and students will study the speech outline format. B Day: Communication Vocabulary Assessment today (SL. 7.6). Sample speech delivered and students will study the speech outline format.
Communications Lab 7: Mrs. Maragos B Day
Second Step
Lesson 3
Intro to Compromising and Negotiating
A Day
Lesson 3 Continues
Role Plays
How to Disagree and Come to a Compromise
Update Portfolio
B Day
Lesson 3 Continues
Role Plays
How to Disagree and Come to a Compromise
Update Portfolio
A Day
Integrating Wing Clips into our Portfolios.
Add at least 3 with a description of why they fit that slide.
B Day
Integrating Wing Clips into our Portfolios.
Add at least 3 with a description of why they fit that slide.
Life Science: Mr. Olwell B Day

TEST! Natural Selection

Intro to Bacteria/Viruses
A Day

Book Questions:

p. 191 1/2/4. p. 199 3/4


BRING A PLASTIC CONTAINER (with cover) FOR NEXT WEEK'S LAB
(margerine/cottage cheese/cream cheese/salsa/ etc)
B Day

Book Questions:

P. 191 1/2/4. P. 199 3/4

BRING A PLASTIC CONTAINER (and Lid) FOR NEXT WEEK'S LAB!
A Day

Worksheet: "Bacteria"
B Day

Worksheet: "Bacteria"
FACS: Mrs. Otos          
Math 7: Mr. Wingenbach B Day

Review #5

Assignment:
Lesson 4.3 (#9-13, 19)
4.3-4.4 Quiz (#3, 6)
Chapter Review (#11)
A Day

Review #6

Assignment:
Lesson 4.4 (#5-19 odd, 32, 33, 34, 36)
B Day

Review #6

Assignment:
Lesson 4.4 (#5-19 odd, 32, 33, 34, 36)
A Day

Checkpoint #6 (4.3/4.4)
7.RP.3
B Day

Checkpoint #6 (4.3/4.4)
7.RP.3
Accelerated Math 7: Mr. Wingenbach   A Day

Review #6

Review 7.G.6a (Chapter 6) and 7.G.6b (Chapter 7)
  A Day

Summatives
7.G.6a
7.G.6b
 
If you are not currently receiving the Team Quest weekly newsletter by email - please update your contact email in powerschool.


Quest Weekly Assignments: February 22-24
  Monday Tuesday Wednesday Thursday Friday
Global Studies: Mr. Blanchard A
B
A

Map Due....right away.....

Canada Notes
B
Map Due....right away.....

Canada Notes
A
Arctic Canada Video.

1. Find 3 examples for each of the 5 themes of Geography from the video. Explain how they fit..... Due Tuesday.

English: Mr. Fike no school no school

Basketball games at Wacher starting at 4:30. Come and cheer if you're bored.
A Day


B Day

A Day

Communications 7: Mrs. Hoge A Day: No School: President's Day B Day- No School: Staff Development Day A Day: Sample Speech and notecards. Outline practice. Work Day. B Day: Sample Speech and notecards. Outline practice. Work Day A Day: Begin "Invention" Speeches
Communications Lab 7: Mrs. Maragos A Day
No School
Presidents' Day
B Day
No School
Staff Development Day
A Day
Second Step
Lesson 4: Giving and Accepting Support
B Day
Second Step
Lesson 4: Giving and Accepting Support
A Day
Lesson 4
Role Plays
Examples and Non-examples
Update Notes for L 3 and 4
Life Science: Mr. Olwell

No School


No school
'A' Day

Worksheet: "Bacteria in your Life"

Don't forget: PLASTIC CONTAINER !
B Day

Worksheet: "Bacteria in your Life"

Don't forget: PLASTIC CONTAINER!
A Day

Quiz: 'Bacteria'

Worksheet: "Virus Attack"
FACS: Mrs. Otos Please see my FACS class website for daily lesson plans
www.mrsotos.weebly.com
       
Math 7: Mr. Wingenbach NO SCHOOL NO SCHOOL A Day

Checkpoint #6 (4.3-4.4)
B Day

Checkpoint #6 (4.3-4.4)
A Day

Assignment:
Chapter 4 Review
Accelerated Math 7: Mr. Wingenbach NO SCHOOL NO SCHOOL A Day

Assignment:
Google Classroom Assignment
  A Day

Assignment:
Scale Drawing Activity
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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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