Pd. 5 Living Environment Assignments

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Past Assignments

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RTT (Replication, Transcription & Translation) Assessment in Google Classroom

RTT (Replication, Transcription & Translation) Assessment

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Regents Immune System in Google Classroom

Regents Immune System

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Macromolecules Review in Google Classroom

Macromolecules Review

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Application: PATHOGENS (viruses, bacteria, fungi, etc),  ANTIGENS, & ANTIBODIES in Google Classroom

Application: PATHOGENS (viruses, bacteria, fungi, etc), ANTIGENS, & ANTIBODIES

Discuss the EVENTS that happen in a person's body when a pathogen enters the body. Follow the SEQUENCE suggested below in order to successfully complete your task.
(1) Identify a SPECIFIC pathogen that you would like to tackle. (examples: covid-19 virus, measles virus, etc. etc.) Please add a visual of your pathogen.
(2) Describe of explain the EVENTS that happen in your body as soon as the pathogen enters. In your description or explanation, make sure you are using the following vocabulary words: pathogen, antigen, antibody, immunity (immune system, immune, immuned), white blood cells
(a) What does the pathogen bring with it?
(b) What does a person's body do as soon as the pathogen enters?
(c) Once the person has developed antibodies against the pathogen, what does does this mean for the person?
(3) Please include VISUALS to enhance your work.
(4) A NOTE ON PLAGIARISM. Please avoid COPY-PASTE. You will get NO point for plagiarized work.

SUCCESS CRITERIA CHECKLIST:
Pathogen identified & visualized - 2 pts.
Events described thoroughly - 9 pts.
Use of vocabulary: 2 pts.
Use of visuals: 2 pts.
Total pts. = 15 pts.

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Edpuzzle - Antigens and Antibodies in Google Classroom

Edpuzzle - Antigens and Antibodies

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Edpuzzle - Unit 3 - Homeostasis and Human Body Systems review in Google Classroom

Edpuzzle - Unit 3 - Homeostasis and Human Body Systems review

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Edpuzzle - Living ThingsHuman Body Systems in Google Classroom

Edpuzzle - Living ThingsHuman Body Systems

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Edpuzzle - Macromolecules/Macromoleculas  in Google Classroom

Edpuzzle - Macromolecules/Macromoleculas

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Edpuzzle - Science Genius Rap Battle Example #1 in Google Classroom

Edpuzzle - Science Genius Rap Battle Example #1

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Diffusion & Osmosis Assessment in Google Classroom

Diffusion & Osmosis Assessment

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Diffusion & Osmosis Demonstration POE in Google Classroom

Diffusion & Osmosis Demonstration POE

DEMONSTRATION #1: DIFFUSION
***On the google doc, write at least 1 FOR EACH of the following:
P= prediction (What do you think will happen when I drop a few drops of the food coloring into the cup of water?)
O= observation (As I add a few drops of the food coloring into the cup of water, what do you see happening?)
E=explanation (How do you explain what happened?)

DEMONSTRATION #2: OSMOSIS WITH DE-CALCIFIED EGGS
** On this same google doc, (just provide the title) write at least one FOR EACH of the following:
P=prediction (What do you think will happen after the eggs in their respective solutions?)
O=observation (What actually happened?)
E = explanation ( How do you the explain the shriveling of the egg in the corn syrup? How do you explain the swelling of the egg in the water?)

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DIFFUSION & OSMOSIS VOCABULARY & APPLICATIONS in Google Classroom

DIFFUSION & OSMOSIS VOCABULARY & APPLICATIONS

Attached is a list of very important vocabulary words that you need to master in order to fully understand the concepts of DIFFUSION and OSMOSIS.

Use the model/format provided in order to DEFINE, VISUALIZE, and EXEMPLIFY (give examples of) each vocabulary word. You may also use ANY FORMAT you choose.

SUCCESS CRITERIA
- own definitions (1 pt.) x 5
- relevant visuals (1 pt.) x 5
-accurate examples (1 pt.) x 5

Total points: 15

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DIFFUSION & OSMOSIS in Google Classroom

DIFFUSION & OSMOSIS

Click on the link below to start the game

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Quizizz Game in Google Classroom

Quizizz Game

Click on the link below to start the game

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Edpuzzle - Diffusion and Osmosis in Google Classroom

Edpuzzle - Diffusion and Osmosis

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Edpuzzle - Mitosis vs. Meiosis in Google Classroom

Edpuzzle - Mitosis vs. Meiosis

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MIDTERM PROJECT in Google Classroom

MIDTERM PROJECT

In lieu of a midterm exam, you are taking on a project that will allow you to FURTHER EXPLORE and SHOWCASE some of the key concepts you have learned since the beginning of the school year. So far these are the topics we have covered:
Characteristics of Living Things (What makes something living?)
Prokaryotic vs. Eukaryotic Cells/Prokaryotes vs. Eukaryotes
Cellular Organization (from cells to organisms)/Cellular Differentiation and Specialization
Mitosis and Asexual Reproduction
Meiosis and Sexual Reproduction

RESOURCES: sample project
rubric
previous work/assignments
previous nearpod lessons (self-lauched)
video attachments

DIFFERENT WAYS OF SHOWCASING YOUR WORK:
- google slides (similar to the sample project)
-nearpod lessons
-flipgrid videos
-other preferred ways approved by the teacher

MIDTERM PROJECT TIMELINE: (Please adhere to the timeline.)
Day 1: Project Introduction/Resources Introduction/Previous Topic Review/Organism Identification
Day 2: Identifying an organism and conducting research and/or reviewing previous nearpod lessons; putting information on the "Midterm Project Research" assignment.
Day 3: Begin work on topics 1and 2.
Day 4: Continue work on topics 3 & 4.
Day 5: Finalize midterm project, with topic 5.
Day 6: Revise/Improve/Add based on teacher and peer feedback.

***NOTE: Whole group/small group/individual feedback will happen daily. Please ensure you are incorporating feedback into your midterm project. ***

NEARPOD RESOURCES:

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FORMATIVE ASSESSMENT: CELL STRUCTURE & FUNCTION, CELLULAR ORGANIZATION, CELL THEORY in Google Classroom

FORMATIVE ASSESSMENT: CELL STRUCTURE & FUNCTION, CELLULAR ORGANIZATION, CELL THEORY

GRADED

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Edpuzzle - Prokaryote Vs Eukaryote Cells (Prokaryotic Vs. Eukaryotic Cells) in Google Classroom

Edpuzzle - Prokaryote Vs Eukaryote Cells (Prokaryotic Vs. Eukaryotic Cells)

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Edpuzzle - Cellular Organization in Google Classroom

Edpuzzle - Cellular Organization

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 ORGANIZATIONAL LEVELS OF ORGANISMS (NOTES & APPLICATIONS) in Google Classroom

ORGANIZATIONAL LEVELS OF ORGANISMS (NOTES & APPLICATIONS)

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Cell Theory/Prokaryotic Cells vs. Eukaryotic Cells Notes in Google Classroom

Cell Theory/Prokaryotic Cells vs. Eukaryotic Cells Notes

Please remember to use what you have learned from your ELEVATE sessions when taking notes. Also remember to:
(1) list at least 5 vocabulary words and either define them in your own words or attach visuals that represent their meaning and what they do
(2) Summarize what you learned from watching the Edpuzzle video in 3-5 key concepts.
(3) Write the 3 statements of the cell theory (in your own words).

LAST SLIDE: 3-2-1 REFLECTION
3 - 3 NEW things learned
2 - 2 interesting things learned ('I wonder...')
1 - question

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Cell Structure Notes in Google Classroom

Cell Structure Notes

Please address the following:
1. vocabulary words and your own definition (analogy)
2. sketches/drawings and labels
3. 3 key concepts

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SCIENTIFIC METHOD INVESTIGATIONS LAB REPORT (GOOGLE SLIDES) in Google Classroom

SCIENTIFIC METHOD INVESTIGATIONS LAB REPORT (GOOGLE SLIDES)

Please be sure to input EVERY STEP you are taking towards completing your investigation in these google slides. You are expected to make DAILY SUBMISSIONS. Pay attention to the STEPS that you need to submit everyday.
Slide 1: Problem/Question
Slide 2: Background Research Summary (with citations). Please AVOID PLAGIARISM!
Slide 3: Hypothesis (STATEMENT that answers your question, based on your background
research)
Slide 4: Experimental Setup & Variables(can be actual photos/sketches attached/flipgrid
video showing the set up; independent variable, dependent variable, constant
variables)
Slide 5: Materials (can be a photo of all your materials attached to this slide)
Slide 6: Procedure (STEPS taken, numbered (NOT in paragraph form)
Slide 7: Data collected (chart/tables & graphs - can be written/drawn on paper,
photographed, and then attached to this particular slide)
*** Feel free to add another slide for your data if you need to.***
Slide 8: Data Analysis (What TREND/S or PATTERN/S did you observe from looking at
your data?)
Slide 9: Conclusion (STATEMENT that answers your question, based on the experiment you
conducted)

***PLEASE ALWAYS REFER TO THE SAMPLE LAB REPORT ATTACHED WHEN WRITING YOUR OWN.***

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Edpuzzle - Scientific Variables  in Google Classroom

Edpuzzle - Scientific Variables

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Individual Investigation PLAN in Google Classroom

Individual Investigation PLAN

Describe what you plan to investigate and how you are going to that.

For example:
I intend to investigate whether the shape of the nose cone of a straw rocket affects the distance it travels. In order to do this, I will take 3 straws of the same dimensions, and make them the body of my straw rockets. The first straw rocket will have a round nose cone; the second will have a triangle nose cone, and the third will have a square nose cone.

SUCCESS CRITERIA CHECKLIST:
- investigation described
- general materials included
- general procedure included
- academic vocabulary used
(Examples of academic vocabulary used in my sample response above: investigate, dimensions)

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Safety Around Common Household Materials  in Google Classroom

Safety Around Common Household Materials

1. Choose 2 common (but can be dangerous) materials you have at home.
examples: cleaning materials (bleach, mildew remover), knives and scissors, power tools, microwave, stove tops, hot objects, flat irons, ladder, anything glass, anything sharp, etc. etc.)
2. For each item, make sure you have the following information:
- visuals (or photos of it)
- uses
-dangers or hazards (for example: causes burns, fires, injuries, death, etc. etc.)
- safety protocols (for example: wearing gloves, wearing goggles, tying long hair, etc. etc.)
3. Choose how you will present information (example: posters, google slides, collage, etc. etc.)
4. Once you are ready, you will present via flipgrid.

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SAFETY AROUND COMMON HOUSEHOLD ITEMS in Google Classroom

SAFETY AROUND COMMON HOUSEHOLD ITEMS

1. Choose 2 common (but can be dangerous) materials you have at home.
examples: cleaning materials (bleach, mildew remover), knives and scissors, power tools, microwave, stove tops, hot objects, flat irons, ladder, anything glass, anything sharp, etc. etc.)
2. For each item, make sure you have the following information:
- visuals (or photos of it)
- uses
-dangers or hazards (for example: causes burns, fires, injuries, death, etc. etc.)
- safety protocols (for example: wearing gloves, wearing goggles, tying long hair, etc. etc.)
3. Choose how you will present information (example: posters, google slides, collage, etc. etc.)
4. Once you are ready, you will present via flipgrid.

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Flipgrid Presentation: Science Got To Do With It?  in Google Classroom

Flipgrid Presentation: Science Got To Do With It?

Use this link to screen record responses. This is the same link found on the stream.
Flipgrid link: https://flipgrid.com/644f6c9d

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What's Science Got To Do With It? Day 1& Day 2 in Google Classroom

What's Science Got To Do With It? Day 1& Day 2

PART 1
1. Think about all the things you did this summer.
2. Pick your favorite activity.
3. Through a PARAGRAPH (to either describe or explain what you did) and PICTURES, create your summer activity COLLAGE or GOOGLE SLIDES.
***Use a picture of yourself doing the activity/ies if you have one or make a drawing or graphic, etc. of the activity. You can also download a picture from the internet or other source showing the activity. SYMBOLS (objects that symbolize the activity) are my favorites. You may choose to do this instead.
4. Give it any title you like.

PART II
Write a paragraph to explain the science behind your favorite summer activity. What scientific laws/principles/concepts are involved in any three of your summer activities? (Examples: Laws of Motion, Body Systems, Diseases, Gravity, etc. etc.)
***Challenge yourself! Go for 3 scientific connections if you can. ***

SUCCESS CRITERIA CHECKLIST:
- google docs or google slides created that contains the following:
-1 favorite summer activity showcased
-descriptions present
-visuals present (or symbols)
- 1-3 scientific connections (scientific principles/laws/concepts behind) explained

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PHOTO/VOICE IDENTITY PROJECT REFLECTIONS in Google Classroom

PHOTO/VOICE IDENTITY PROJECT REFLECTIONS

1. Watch at least 3 flipgrid presentations (NOT your own) and then
2. REFLECT on the following:
- similarities between you and your classmates
- your unique identity
- other realizations (if any)
3. Write your reflections on the google docs created in google classroom entitled "PHOTO/VOICE IDENTITY PROJECT REFLECTIONS"
4. TURN IN to complete the process.

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Flipgrid Presentations Reflections in Google Classroom

Flipgrid Presentations Reflections

Reflect on: similarities you share with other people in your class
: what really makes you unique
: what you relate you

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Expressing Identities Jamboard in Google Classroom

Expressing Identities Jamboard

Go over each jamboard slide and respond to the prompts.

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Photo/Voice Project  in Google Classroom

Photo/Voice Project

Create google slides to showcase your identity (include at least 5 aspects: ethnicity, interests/passions, values, characteristics, culture, etc. etc.)

Use this example to guide you.

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Photo/Voice Identity Project in Google Classroom

Photo/Voice Identity Project

Create google slides to showcase your identity (include at least 5 aspects: ethnicity, interests/passions, values, characteristics, culture, etc. etc.)

Use this example to guide you.