Learning Target

Learning Target

Today I will revisit the Cells Unit so that I can reinforce what I understand living things and how they work.

What 3 structures does a plant cell have that an animal cell does not:◦Large Central Vacuole◦Chloroplasts◦Cell Wall

What is the function of the 3 structures

Warm-Up 4/22/13

S7L2 Students will describe the structure and function of cells, tissues, organs, and organ systems.Standard

b. Relate cell structures (cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria) to basic cell functions.

Task 1: Complete Lesson 16-Cell Structures HandoutTask 2: Complete A Comparison of Cells (Purple Handout)Task 3: Draw and Label 2 slides from the Microscope(only after task 1 and 2 are completed)

S7L2 Students will describe the structure and function of cells, tissues, organs, and organ systems.

Warm-Up 4/18/13The biosphere includes air, and water, animals and plants anda. Mountainsb. Oceansc. Moond. Stars

Warm-Up 4/18/13The biosphere includes air, and water, animals and plants anda. Mountainsb. Oceansc. Moond. Stars

Consumers depend on produces because?a. Producers use sunlight to make foodb. Consumers can not make their own foodc. Some consumers only eat plantsd. Some consumers only eat other animal

Warm-Up 4-17-13

Learning Target

Today I will revisit the Ecology Unit so that I can reinforce what I understand about the environment.

MYP Unit Question: How does everything change?Area of Interaction: Health and social interactionLearner Profile: Knowledgeable and Thinkers

EQ: Am I ready for the CRCT?

Learning Target: Today I am learning what I need to know and understand for the CRCT because it will help me be better prepared for the test. Homework: Review Notes

Opening◦Warm-up

Work session◦CRCT ProjectCRCT Review of Ecology: S7L4CRCT Review of Cells: S7L2

Closing◦Review your notes

Agenda

S7L4 Students will examine the dependence of organisms on one another and their environments.

Standard

CRCT Review Project• Make a folder for all work done on

this project.• All work will be due by Friday,

April 26, 2013• All work must be neatly

completed.• All work must have your name,

standard, sub-standard, and task written on it.• This project will count as 2 tests

grades.

Producer- an organism that can make its own food◦Chloroplast- organelle that allows it to make its own food using “sunlight”

Photosynthesis- the process an organism uses to make its own food using sunlight & Carbon Dioxide ends up with Sugar (glucose) & Oxygen

Consumer – Organis that can’t make its own food, Mitochondria- organelle that allows the consumer

to “consume” or use food. Cellular RESPIRATION- the process an organisms

uses to break down Sugar(glucose) w/ Oxygen to make energy◦Herbivore- Organism that eats only plants◦Carnivore- Organism that eats only “flesh”/meat◦Omnivore- Organism eats both plants & animals◦Scavenger- An Omnivore that eats dead or

decaying plants and animals Decomposer- Natures recyclers, organisms that

breaks down materials and returns them back to the environment Examples; FUNGI, Bacteria

Ecology

CRCT Review

Standard S7L4 Students will examine the dependence of organisms on one another and their environments.a. Demonstrate in a food web that matter is

transferred from one organism to another and can recycle between organisms and their environments.

Task 1. Create and draw/color a food chain.Task 2. Create and draw/color a food-web that includes decomposers.Task 3. Complete the food web and food chain worksheets.

Work Session

b. Explain in a food web that sunlight is the source of energy and that this energy moves from organism to organism.Task 1. Draw/color an energy pyramid (p age 487).Task 2. Compare and contrast photosynthesis and Cellular Respiration and their place as the original source of energy.

Warm-UpIn a food web, the number five level includes bacteria and fungi. What are the organisms in the number five level called?

A. HerbivoresB. ScavengersC. CarnivoresD. Decomposers

Warm-UpIn a food web, the number five level includes bacteria and fungi. What are the organisms in the number five level called?

A. HerbivoresB. ScavengersC. CarnivoresD. Decomposers

Which of the following is a biotic factor that could reduce a

population of frogs?A. Water pollution from chemical

fertilizers.B. Drought that dries up ponds

and puddlesC. An increase of aquatic bird

populationD. A decrease parasite flukes

Which of the following is a biotic factor that could reduce a

population of frogs?A. Water pollution from chemical

fertilizers.B. Drought that dries up ponds

and puddlesC. An increase of aquatic bird

populationD. A decrease parasite flukes

Which of the following does NOT describe a symbiotic relationship?

A. A. Young maple tree cannot grow because older maple tree block sunlight.

B. A squirrel buries or eats acorns fro an oak tree.

C. A protozoan develops within a person and causes a disease called malaria.

D. A monarch butterfly lays eggs on a milkweed plant.

Which of the following does NOT describe a symbiotic relationship?

A. A. Young maple tree cannot grow because older maple tree block sunlight.

B. A squirrel buries or eats acorns fro an oak tree.

C. A protozoan develops within a person and causes a disease called malaria.

D. A monarch butterfly lays eggs on a milkweed plant.

c. Recognize that changes in environmental conditions can affect the survival of both individuals and entire species.

Task: In 3 or more paragraphs, explain how the end of the last Ice Age caused the extinction of many animals such as the wooly mammoth, saber-tooth cat, giant sloths, etc.

d. Categorize relationships between organisms that are competitive or mutually beneficial.

Task 1: Define SymbiosisTask 2: Ecology Review SheetTask 3: Standard Review HandoutTask 4: Practice Problem (Question 50)Create a symbiotic chart that list at least 5 examples each of Mutualism, Commensalism, and Parasitism.

e. Describe the characteristics of earth’s major terrestrial biomes (Tropical rainforest, savannah, temperate, desert, taiga, tundra, mountains, freshwater, estuaries, and marine. Start on Page 526

Task 1: Complete Standard handout (Purple/Yellow)Task 2:Draw/color a picture of each biome.Task 3: Describe/define each biome.