Welcome

to

Mrs. Southworth's

Life Science

Class

Foss Enrichment Web Sites Black team

 

Curriculum Profile

Life Science

By the end of GRADE SEVEN, each student should know and/or be able to do the following:

STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate questions, conduct experiments and solve problems. 

 Learning Standard A. Know and apply the concepts, principles and processes of scientific inquiry.

11.A.3a Formulate hypotheses that can be tested by collecting data.

Diversity of Life, Inv. 6, Parts 1-3

Populations & Ecosystems Investigation 6

Mystery Unit

11.A.3b Conduct scientific experiments that control all but one variable.

Diversity of Life, Inv. 9, Part 2

Populations & Ecosystems, Inv. 6, Part 2

11.A.3c Collect and record data accurately using consistent measuring and recording techniques and mode.

Diversity of Life, Inv. 6, Parts 1-3

Populations & Ecosystems Inv. 8, Part 2

Tree Unit

11.A.3d Explain the existence of unexpected results in a data set.

Diversity of Life, Inv. 6, Parts 1-3

Populations & Ecosystems Investigation 5

11.A.3e Use data manipulation tools and quantitative (e.g., mean, mode, simple equations) and representational methods (e.g., simulations, image processing) to analyze measurements.

Populations & Ecosystems

Investigation 6, Parts 1-3

11.A.3f Interpret and represent results of analysis to produce findings.

Diversity of Life, Inv. 6, Parts 1-3

Populations & Ecosystems Investigation 6, Parts 1-3

11.A.3g Report and display the process and results of a scientific investigation.

Diversity of Life, Inv. 9, Parts 1-3

Populations & Ecosystems Investigation 7

Learning Standard B. Know and apply the concepts, principles and processes of technological design.

11.B.3a Identify an actual design problem and establish criteria for determining the success of a solution.

Diversity of Life Investigation 6, Part 3

 

11.B.3b Sketch, propose and compare design solutions to the problem considering available materials, tools, cost effectiveness and safety.

Diversity of Life, Investigation 6, Part 3

 

11.B.3c Select the most appropriate design and build a prototype or simulation.

Diversity of Life, Inv. 6, Part 3

 

11.B.3d Test the prototype using available materials, instruments and technology and record the data.

Diversity of Life, Inv. 6, Part 3

 

11.B.3e Evaluate the test results based on established criteria, note sources of error and recommend improvements.

Diversity of Life, Investigation 6, Part 3

11.B.3f Using available technology, report the relative success of the design based on the test results and criteria.

Diversity of Life, Inv. 6,

Part 3

STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

A. Know and apply concepts that explain how living things function, adapt and change.

12.A.3a Explain how cells function as “building blocks” of organisms and describe the requirements for cells to live.

Diversity of Life,Investigation 3, Parts 1-2,

Investigation 4, Parts 1-2

Diversity of Life Resources

Diversity of Life CD-ROM “Ribbon of Life”

Populations & Ecosystems Investigation 9

Populations & Ecosystems Resources

12.A.3b Compare characteristics of organisms produced from a single parent with those of organisms produced by two parents.

Diversity of Life Resources

Populations and Ecosystems,

Investigation 8, Parts 1-2, Investigation 9, Parts 1-4; Investigation 10, Parts 1-3

Populations & Ecosystems Resources

12.A.3c Compare and contrast how different forms and structures reflect different functions (e.g., similarities and differences among animals that fly, walk or swim; structures of plant cells and animal cells).

Diversity of Life, Investigation 3, Parts 1-3,

Investigation 4, Parts 1-2, Investigation 8,

Diversity of Life Resources

Populations & Ecosystems Investigation 8, Parts 1-2

Populations & Ecosystems Resources

Animal unit; Frog and Starfish dissections

B. Know and apply concepts that describe how living things interact with each other and with their environment.

2.B.3a Identify and classify biotic and abiotic factors in an environment that affect population density, habitat and placement of organisms in an energy pyramid.

Diversity of Life Resources

Populations & Ecosystems Investigation 6, Parts 1-3

Populations & Ecosystems Resources

12.B.3b Compare and assess features of organisms for their adaptive, competitive and survival potential (e.g., appendages, reproductive rates, camouflage, defensive structures).

Diversity of Life Investigation 8, Parts 1-3,

Diversity of Life Resources Investigation 8, Parts 1-2

Populations & Ecosystems Resources

C. Know and apply concepts that describe properties of matter and energy and the interactions between them.

12.C.3a Explain interactions of energy with matter including changes of state and conservation of mass and energy.

Populations & Ecosystems Investigation 5, Parts 1-4

Populations & Ecosystems Resources

12.C.3b Model and describe the chemical and physical characteristics of matter (e.g., atoms, molecules, elements, compounds, mixtures).

 

D. Know and apply concepts that describe force and motion and the principles that explain them.

12.D.3a Explain and demonstrate how forces affect motion (e.g., action/reaction, equilibrium conditions, free-falling objects).

 

12.D.3b Explain the factors that affect the gravitational forces on objects (e.g., changes in mass, distance).

 

E. Know and apply concepts that describe the features and processes of the Earth and its resources.

12.E.3a Analyze and explain large-scale dynamic forces, events and processes that affect the Earth’s land, water and atmospheric systems (e.g., jet stream, hurricanes, plate tectonics).

 

12.E.3b Describe interactions between solid earth, oceans, atmosphere and organisms that have resulted in ongoing changes of Earth (e.g., erosion, El Nino).

Diversity of Life, Inv. 10, Parts 1-2

Populations & Ecosystems Resources

12.E.3c Evaluate the biodegradability of renewable and nonrenewable natural resources.

 

F. Know and apply concepts that explain the composition and structure of the universe and Earth’s place in it.

12.F.3a Simulate, analyze and explain the effects of gravitational force in the solar system (e.g., orbital shape and speed, tides, spherical shape of the planets and moons).

 

12.F.3b Describe the organization and physical characteristics of the solar system (e.g., sun, planets, satellites, asteroids, comets).

 

12.F.3c Compare and contrast the sun as a star with other objects in the Milky Way Galaxy (e.g., nebulae, dust clouds, stars, black holes).

 

STATE GOAL 13: Understand the relationships among science, technology and society in historical and contemporary contexts.

A. Know and apply the accepted practices of science.

13.A.3a Identify and reduce potential hazards in science activities (e.g., ventilation, handling chemicals).

Diversity of Life, Investigation 10, Parts 1, 3

Populations & Ecosystems Inv. 5, Part 1

13.A.3b Analyze historical and contemporary cases in which the work of science has been affected by both valid and biased scientific practices.

Diversity of Life, Inv. 1, Parts 1-2

Diversity of Life Resources

Populations & Ecosystems Inv.10,Parts 1-3

Populations & Ecosystems Resources

13.A.3c Explain what is similar and different about observational and experimental investigations.

Diversity of Life, Inv. 9, Parts 1-3

Populations & Ecosystems Inv. 1, Parts 1-3

Investigation 6, Parts 1-3

B. Know and apply concepts that describe the interaction between science, technology and society.

13.B.3a Identify and explain ways that scientific knowledge and economics drive technological development.

Diversity of Life, Inv. 10, Parts 2-3

Diversity of Life Resources

Populations & Ecosystems Inv. 10, Part 3

Populations & Ecosystems Resources

13.B.3b Identify important contributions to science and technology that have been made by individuals and groups from various cultures.

Populations & Ecosystems Inv. 10, Part 2, Populations & Ecosystems Resources

13.B.3c Describe how occupations use scientific and technological knowledge and skills.

Diversity of Life Resources

Populations & Ecosystems Inv. 10, Part 3, Populations & Ecosystems Resources

13.B.3d Analyze the interaction of resource acquisition, technological development and ecosystem impact (e.g., diamond, coal or gold mining; deforestation).

Populations & Ecosystems Inv. 4, Parts 1-2

Populations & Ecosystems Resources

13.B.3e Identify advantages and disadvantages of natural resource conservation and management programs.

Diversity of Life, Inv. 9, Extending the Experience #1

Populations & Ecosystems Resources

13.B.3f Apply classroom developed criteria to determine the effects of policies on local science and technology issues (e.g., energy consumption,

landfills, water quality).

Populations & Ecosystems Inv. 7, Extending the Experience

Time allocation: 36 Weeks

Text: Prentice Hall Science Explorer, 2002 and 2007

Foss Resources 2007

Updated: May 2, 2008

 

 

 

WEB SITES

 

Foss

http://www.fossweb.com/modulesMS/index.html

Science http://micro.magnet.fsu.edu/cells/index.html -Molecular Expressions Cell Biology: Structure of Cells and Viruses

Prentice Hall

http://www.phschool.com/home.html

Language Arts

http://www.myhero.com

  http://www.biography.com/
  http://www.idiomsite.com
  http://www.usingenglish.com/reference/idioms
  http://www.EnchantedLearning.com
  type in     Bios of African American in History

Periodic table

http://www.chemicalelements.com/

Protist info.

http://users.rcn.com/jkimball.ma.ultranet/BiologyPages/P/Protists.html

 

http://earthguide.ucsd.edu/diatom/d1a.html

 

http://megasun.bch.umontreal.ca/protists/gallery.html

 

http://www.ucmp.berkeley.edu/chromista/chrysophyta.html

  http://scienceforshottaz.weebly.com/euglena.html

Fungi

http://ohioline.osu.edu/hyg-fact/3000/3303.html

Trees http:/castle.eiu.edu/egarden/downloads/tree_tour_2010.pdf
Prairie plants http://castle.eiu.edu/prairie/
Games http://www.schoolhistory.co.uk./games/fling/
  http://www.mste.uiuc.edu/activity/cliff/
  http://www.beastblender.com/
  http://www.brooklynkids.org/patternwizardry/games.html
  http://snowflakes.lookandfeel.com/
  http://www.geom.uiuc.edu/java/Kali/program.html
  http://www.cut-the-knot.org/algebra.shtml

I have looked at all the websites, but sites change.  If you find something inappropriate, please let me know and then exit the site.

 

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Enrichment Activities

         I do not give extra credit for enrichment activities, but if students would like to do some extra science activities they can see me for some ideas.

 

 

 

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In Memory of

  1LT Jared Southworth

05/28/1982 - 02/08/2009

KIA in Helmand Province, Afghanistan

 

        

          

        

   

  

 

 

 

 

 

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Some students have enjoyed looking at the Brown recluse.  This was forwarded to me in an email.  Enjoy! 



 

 

 These are nasty..... 

It's springtime & cleanup is going on. Be careful where you put your hands. They like dark spaces & woodpiles.

Also areas in the attic...............................................
 
This guy was bitten by a Brown Recluse spider.



 Day 3                                                                            Day 5
 



The following illustrates the progression of a brown recluse spider bite.  The affected skin actually dies on his body!




Some of the pictures towards the end are pretty nasty, but take a look at the last one - it is a picture of the spider itself.


 Day 6                                              Day 9


The Brown Recluse Spider is the most dangerous spider that we have in the USA

 


Day 10

A person can die from it's bite. We all should know what the spider looks like

People will be digging around, doing yard work, spring cleaning, and sometimes in their attics.



The Dangerous Brown Recluse Spider

Please be careful. Spider bites are dangerous and can have permanent and highly negative consequences.


 

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**Please call the office at 639-6004 for appointments with team**

Contact Mrs. Southworth at southworthk@charleston.k12.il.us

Last updated 8-21-17 kas

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