7th+Grade+Page

__7th Grade Page__: Check for homework updates. Coming soon!!!

Term 1: Cells, Hereditary, and Living Things __** Classification: **__ http://anthro.palomar.edu/animal/ http://www.windows.ucar.edu/tour/link=/earth/Life/classification_intro.html



http://www.quia.com/pp/51115.html

Domains:





Bacteria: Archaebacteria and Eubacteria http://library.thinkquest.org/26260/pg1.html

Protista:



Fungi: 

Plantae:



Animalia: 

**__Evolution:__** http://www.pbs.org/wgbh/evolution/ http://evolution.berkeley.edu/



Charles Darwin:



 Natural Selection – Case 1 The peppered moth evolution is an example of natural selection. The peppered moth varies in wing color from light to dark. In the early 1800’s the peppered moth population had mostly light colored wings. The wing color served as a type of camouflage that protected them from bird predators because they were similar in color to the light-colored birch trees that they rested on and therefore were hard to see. In contrast, moths with darker wings were easier to see on the light colored trees (see above) and therefore less likely to survive The birds could see and eat them. The moths with light colored wings were better able to survive and were thus more likely to reproduce, passing their genes to their offspring who were then also likely to have light colored wings. The moths with darkly colored wings were not as likely to survive and thus were less likely to pass their genes on to the next generation. After several generations, the light winged moths outnumbered the dark winged moths. However, things changed during the Industrial Revolution (late 1800’s) because the pollution from the factories changed the environment. Many of the light colored trees be- came dark with soot (black smoke) from the pollution. Therefore, the dark colored moths now became better camouflaged than the light colored moths. The dark colored moths were now better able to survive, reproduce and pass on their genes to their offspring. The light colored moths now were easier to see on the darkened trees and be eaten by the birds. After several generations, the dark winged moths outnumbered the light winged moths. What caused the number of light colored moths as compared to the number of dark colored moths to change over several generations? In the 1900’s, pollution laws were made and factories had to install cleaner smokestacks. This decreased the amount of soot being put into the air. What do you think happened?

Natural Selection – Case 2 The finch evolution on the Galapagos Islands is another example of natural selection. When Darwin visited the islands in the mid 1800’s he found a wide variety of different types of finches. He hypothesized that the different kinds of finches were a result of natural selection and evolution. Although many of the finches shared similar coloring and body size they differed in their beak type (see the picture above). Darwin hypothesized that some finches from the mainland of South America flew over to the islands, and those that were able to survive in the new environment reproduced and passed their genes to the next generation. Initially the birds varied in the size and shape of their beaks. The birds that were most able to survive were the ones who could live off the food found on the island. For example, islands that had nut trees supported finch populations that had blunt beaks that were strong enough to crack the nuts. Therefore, those finches with the strong, blunt beaks were better able to survive and reproduced, passing their genes to their offspring. Finches in the next generation who had those traits continued to survive and were more likely to reproduce. Finches in that environment who did not have the strong, blunt beaks did not survive as well as the others and therefore were less likely to reproduce and pass their genes to offspring in the next generation. Other islands had different environments in which finches with different beak types were better able to survive. For example, one island did not have nut trees but instead had lots of berries, and finches with beaks that were better fit for picking berries survived and reproduced, passing their genes to the next generation. On each island the finches that were able to survive and reproduce were the ones that passed their genes on to the next generation. Eventually after many generations of natural selection most individuals in the population had a beak type that helped them survive in that particular environment. How did the finches on different Galapagos Islands come to have different types of beaks?

Life Science 7th Grade Project: Design and create your own unique organism!


 * 1) Is your organism unicellular or multicellular?
 * 2) What are the physical characteristics of your organism? (Be specific size, structures, etc.)
 * 3) Classify your organism. Give its scientific name
 * 4) Describe your organism’s ecosystem and biome.
 * 5) What are your organism’s adaptations that help it survive in its particular ecosystem?
 * 6) How does your organism compete within its population for basic resources, mates, territory?
 * 7) Is your organism a producer; first-, second-, or third-order consumer; or decomposer? If it is a consumer, is it an herbivore, omnivore, or carnivore?
 * 8) What is your organism’s specific role in its community?
 * 9) How has your organism evolved over time? What are some of its ancestors?
 * 10) What is the common name of your organism?


 * //__ Project Assignment: __//**
 * 1) Answer all of the above questions about your organism. Submit copy of the answer
 * 2) Design and build a model or draw a model of your organism that includes its specific physical characteristics.

**__Cells__**

[|Cells]

[] [] []

=**__ DNA- Traits __**= []

[]



[]

=__** Inheritance: **__= []

=GENETIC ENGINEERING DEBATE: = Objectives__:__ __1. Discover ethical issues surrounding the practice of genetic engineering__ __2. Understand key terms and concepts related to the science of genetic engineering.__ __3. Debate key issues on both sides of genetic engineering.__ __1st:__ Answer a Question__- What are the risks versus the benefits associated with genetic engineering and biotechnology? Each group will come up with three examples of risks and three examples of benefits. Choose one side Pro- you are for genetic engineering or Con- you are against genetic engineering. Brainstorm the risks and benefits associated with genetic engineering and biotechnology. Possible risk: Possible benefit: 2nd: Research Articles in Support of Position and Opposition of Position
 * __Genetic Engineering Debate:__ PRO __CON___**
 * Name__:___­­­­­­­­­­­­­**
 * __Group:__**
 * //As a group you must//**:
 * Relying on eugenics, or selecting the genetic makeup of future children. This practice may give people the power to control some personal traits, such as having blond hair or being tall. Taken to an extreme, this could eliminate some traits.
 * Eliminating genetic diseases. For example, geneticists think it may be possible to eliminate genetic diseases such as Tay-Sachs through careful and methodical screening programs.
 * The removal of hemophilia or other serious disorders from people would no longer suffer from a chronic condition.

3rd: Prepare a Fact Sheet for your side

4th: Create Opening Statement

5th: **// Create 3 arguments against your opposition and support for your position for the debate //**

6th: Deliver Oral Presentation

Write a 6 paragraph persuasive essay on one side of the argument.
 * //__Individually submit:__//**


 * // Paragraph 1- Introduction to essay //**


 * // Paragraph 2- Support your side with facts and examples //**


 * // Paragraph 3- Support your side with facts and examples //**


 * // Paragraph 4- Support your side with facts and examples //**


 * // Paragraph 5- Choose and opposition to your argument with examples //**


 * // Paragraph 6- Conclusion //**

=**__Term 2: Weather and Climate__** =

A Great site for checking weather conditions:

http://www.wunderground.com/

**__ Weather and Climate Project __**

**__Choose one of the three projects.__** **__The Big Melt__** Pretend that you've been assigned to a presidential commission to study global warming. You learn what it is causing the polar ice caps to melt. How will this melting ice affect the Earth? Study maps to learn where ocean currents will carry the water and how it will change weather patterns. Which areas of the world are in danger of flooding or of becoming deserts? Which big cities might be affected? Present your findings in a letter format to the president. Letter must be at least 2 pages. **__Surviving the Weather__** Think of eight weather events that we aren't able to change or control. Research and write down what we can do to prepare for each one of them. Then use your notes to come up with survival kits for the four most likely weather events in your area. List the supplies you'd need to cope with the weather these events bring. Present your findings in a book format describing your survival kits and why they will help you survive. Must be at least 8 pages. **__Wild Weather Scrapbook__** Start collecting articles and photos from newspapers and magazines. Focus on one weather topic, or wait to see what the wind blows in. Include any unusual or strange weather stories that interest you. You may create your own drawings or diagrams, keep a list of weather events you hope to witness, or interview someone you know who has had a special weather experience. Present your project in a poster format. Must be on a poster board.

Weather systems: [] [] [] [] [] []



Major Elements of the Climate System

[]

= GLOBAL WARMING DEBATE: = 1. Research if humans have caused climate change of the last 100 years. 2. Find minimum of 11 facts with support for each side of the debate. Create a Venn diagram to show both sides of the argument and what each side has in common. 3. Make sure you record where you got the information from, who said it, and make sure you cite the example on your fact sheet.

4. Write a 6 paragraph persuasive essay on one side of the argument. //** Paragraph 1- Introduction to essay **// //** Paragraph 2- Support your side with facts and examples **// //** Paragraph 3- Support your side with facts and examples **// //** Paragraph 4- Support your side with facts and examples **// //** Paragraph 5- Choose and opposition to your argument with examples **// //** Paragraph 6- Conclusion **//

5. Organize your team for: //** 1. Opening statement **// //** 2. Create 3 arguments against your opposition **// //** 3. Closing statement **//

6. Debate Assigned a Question  Research Articles in Support of Position and Opposition of Position  Prepare a Fact Sheet Create Opening Statement <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Create Three Arguments for your side <span style="color: #008000; font-family: Arial,Helvetica,sans-serif;">Deliver Oral Presentation

**From PBS**- Today, most scientists agree that Earth's temperature has risen over the past century and that carbon dioxide is one of the primary greenhouse gases that contribute to global warming. Disagreement persists, however, over whether or not global climate change is a normal environmental variation, and over how big of a problem global warming could become for the planet. Amidst such controversy, world leaders have met and outlined legal rules, known as the Kyoto Protocol, to limit the emissions of greenhouse gases. One hundred forty countries that collectively represent 61.6% of greenhouse gas emissions worldwide have ratified the Kyoto Protocol. The United States does not support the Kyoto Protocol and disagrees with a number of its provisions. Instead, the U.S. is funding additional scientific research on the causes and effects of global warming, encouraging climate change technology research and development efforts, looking at how its own federal and state laws can regulate greenhouse gas emissions in the U.S., backing the research and development of renewable energy sources, and pursuing other strategies that it believes will address global climate change without major upsets to the U.S. economy.

Sites are taken from PBS and PBS NOW PROGRAMS The Heat Over Global Warming http://www.pbs.org/now/shows/304/

Interview with the producer of “An Inconvenient Truth” along with related links God and Global Warming http://www.pbs.org/now/shows/343/

Explores the effects of global warming on the Alaska and our moral responsibility to the planet Robert Redford: Business Warming Up to Environment http://www.pbs.org/now/news/324.html

Robert Redford interview discussing the advantages of businesses going “green” Senator Jeff Bingaman on America’s Energy Policy http://www.pbs.org/now/news/249.html

Discussion of America’s energy policy related to global warming Emission Impossible? http://www.pbs.org/now/shows/328/

Looks at how California is legislating auto emissions and taking steps to save the environment on the state level Stepping Up on Climate Control http://www.pbs.org/now/shows/319/step-it-up.html

Profiles “Step it Up” and the national campaign to combat global warming Interview with Bill McKibben: National Day of Climate Action http://www.pbs.org/now/shows/344/

Interview with Bill McKibben discussing the National Day of Climate Action and what he believes we must do to combat global warming Climate Change and the Media Senate Hearings http://www.pbs.org/now/shows/249/climate-change.html

Examines the role of the media and expert claims that the dangers of global warming are exaggerated by the media Home Grown http://www.pbs.org/now/shows/302/

Profiles the use of biodiesel and Willie Nelson’s role in its development Five Questions with Environmental Writer Tom Philpott http://www.pbs.org/now/shows/302/philpott-energy.html Philpott answers five questions about alternative energy sources

Oil, Politics & Bribes http://www.pbs.org/now/shows/347/oil-politics.html

Examines the role of oil lobbyists and their influence on energy policy OTHER GLOBAL WARMING RESOURCES E2: Energy http://www.pbs.org/e2/energy.html

This 6-part series examines the development of alternative energy sources The Greens http://meetthegreens.pbskids.org/

The series offers students specific ideas for reducing, reusing, recycling and conserving energy through various web links Online NewsHour: The Global Warming Debate http://www.pbs.org/newshour/indepth_coverage/science/globalwarming/explainer.html

This report examines the scientific definition of global warming and presents both sides of the debate on global warming. NewsHour Extra: Global Warming Linked to Humans http://www.pbs.org/newshour/extra/features/jan-june07/climate_2-05.html

Reported on 2/5/07, this article examines project global changes, the impact on humans, and what can be done to reduce emissions the lead to global warming. NewsHour Extra: Global Warming Fears Lead to Ratification of the Kyoto Protocol http://www.pbs.org/newshour/extra/features/jan-june05/kyoto_2-14.html

This 2/14/05 NewsHour with Jim Lehrer Special for Students summarizes the problem of global warming, briefly outlines details of the Kyoto Protocol and world opinion, and describes the U.S. response. Frontline: Doubters of Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html

This article profiles five prominent global warming skeptics and their opinions about global warming. Journey to Planet Earth: The State of the Planet: Global Warming http://www.pbs.org/wgbh/pages/frontline/hotpolitics/reports/skeptics.html

The article discusses the effects of global warming and provides several points of view about what could be done about these environmental changes. What's Up With the Weather? http://www.pbs.org/wgbh/warming/

This NOVA and FRONTLINE special report on global warming provides graphs, a helpful FAQ, an interactive activity that helps students recognize sources of daily energy consumption and determine their "diet" of carbon, perspectives for and against global warming, and more.

LIGHTNING:

http://science.howstuffworks.com/nature/natural-disasters/lightning.htm

Jet Stream Maps:

http://www.weatherimages.org/data/imag192.html http://www.nckcn.com/homepage/mhennes/Jetstream.htm http://virga.sfsu.edu/gif/jetstream_init_00.gif

= Biome Project: = The following activity will require you to create two small posters (8x10) that highlight the animals and plants that live in **TWO** biomes as well as the characteristics of those biomes.
 * Color World Biome Map (10 points)
 * Create a legend to describe the colors of your map. (10 points)
 * Provide a description of **TWO** biomes including: climate, amount of precipitation, latitudes, average temperatures, soil characteristics, special characteristics of the biome. (20 points)
 * For two of the biomes that you have identified on your map, list 3 animals that would be found living in each biome. In other words, you will identify 6 total animals (3 per biome). (10 points)
 * Provide a picture or drawing of each animal with color. (10 points)
 * Describe how each animal is adapted to live in that environment. Provide at least one adaptation for each animal. (10 points)
 * For two of the biomes that you have identified on your map, list 2 plants that would be found living in each biome. In other words, you will identify 4 total plants (2 per biome). (10 points)
 * Provide a picture or drawing of each plant with color. (10 points)
 * Describe how each plant is adapted to live in that environment. Provide at least one adaptation for each plant. (10 points)



￼

__ Term 3: Sound and Light __ Wave Project Here are some sites to help: ultrasound: http://www.ehealthmd.com/library/ultrasound/US_work.html http://www.sciencedaily.com/

Noise: http://www.nonoise.org/ http://www.noiseoff.org/ http://www.epa.gov/history/topics/noise/index.htm http://www.nonoise.org/library/epahlth/epahlth.htm

tsunami: http://www.ess.washington.edu/tsunami/index.html http://en.wikipedia.org/wiki/Tsunami http://www.tsunami.org/ http://nctr.pmel.noaa.gov/

Choose one of the three ideas: 1. Did you know that waves can heal? Ultrasound technology, which use sound waves with frequencies of 20,000Hz! For example, doctors use ultrasound waves to “shatter” kidney stones and tumors without surgery. Find out more about how ultrasound technology works and how it is used in other medical situations. Prepare a poster to display your findings. 2. Can noise be harmful to your health? What health problems besides hearing loss can be caused by too much noise? Research the Noise Control Act and learn about the measures that the Environmental Protection Agency uses to control noise pollution. Present your findings in the form of a magazine article. 3. Tsunamis travel far across the ocean without losing much energy. They can move at 700km/h, and reach a height of 30 meters on shore. Find out more about the worst tsunamis in history. What measures are being taken to protect communities? Write a fictional first person account of a tsunami disaster based on your research, minimum of 3 pages.

__ Light Research Project: __ Choose one of the topics to do a report. 1. What is a hologram and holography? When were they invented? Why? What were the early uses of holograms? How were they created? What optical properties does holography depend on? How many different types of holograms are there? How will holograms be used in the future? Present your findings in the form of a poster.

2. Do you think Superheroes can see in the dark? Not so! Infrared technology has brought us many inventions. These devices allow us to see in the dark. Research infrared technology. Who uses these devices? What new applications are being developed? Present your findings in the form of a magazine article.

3. Every color of paint has a different history. Find out about the history of pigments used in paintings. What is pigment? Where else do we see pigments of color? Where did ancient people get the pigments they used in paintings? What colors are the rarest during different eras, and why? What color is “mummy,” and why is that color named that, where did it come from? Present your findings in the form of a poster.