SCIENCE INTERACTIVE NOTEBOOK

REFERENCE SECTION
DE SCRIPTION PAGE 1 2 3 4 5 6 7 8 9 10-13 14-21 22 # COMMENTS

Reference Section Overview Syllabus: Seventh Grade Science Lab Safety Contract Life Skills Rubric Course Organizer Course Map The Cornell Note-taking System Keeping INB in Science: Left Side Keeping INB in Science: Right Side Special Assignment Instructions Science "Knowledge Map" Weekly Facts Check (Graph)

Syllabus: Seventli Grade Science Leander Middle School: Room 213 2011-2012 Contact Information: Grant Kessler, Ph.D. Grant.Kessler@leanderisd.org http://www.drkessler.net 512.570.3200 Course Description This course is about the study of living and nonliving things within the context of systems, constancy and change, properties, pattems, and models. Content knowledge and skills are organized into eight units: (a) Scientific Inquiry, (b) Taxonomy, (c) Genetics, (d) Ecology, (e) Animal Systems, (f) Plants, and (g) Cells. Leaming Resources The class website contains resources such as unit organizers, notes, INB details and course updates: http://www. drkessler. net You will utilize a Science Interactive Notebook (INB). The "Keeping Interactive Notebooks in Science" handout provides additional information about INB. The Knowledge Map lists the essential facts that students are expected to know by the end of the school year. Study this list daily.

Grading Standards Grades in science reflect your comprehension of specified science concepts, rather than scores on particular assignments. Assessments of leaming (e.g.. Labs, Exams, Quizzes, Projects) count equally towards each six weeks average. Academic behaviors and assessments "FOR" leaming (e.g.. Effort, Daily Work, Note-taking, Homework)^while essential for successare not factored into averages. You may reassess a leaming target after showing evidence that you have studied or prepared in areas you previously did not understand. Course Expectations What you can expectfrom me I am prepared and on time for class. I treat you with respect and will not knowingly embarrass you in class. I encourage, support, and challenge you to achieve the highest levels of knowledge, skills, and character. I do not countenance racism, sexism, culturism, bigotry, ageism, or any form of religious intolerance. I encourage and value your feedback as a means to inform instmctional decisions and grow my capacity as an educator. What I expect from you Be prepared and on time for class. Ifyou must be late, enter quietly and do not dismpt your peers. Treat peers and classroom visitors with respect. Be responsible for your own leaming and contribute to classroom leaming experiences. Follow behavior and lab safety expectations. Ifyou miss class: (a) utilize website and classroom resources; (b) schedule tutorial times with me to address any questions about covered material.

Science Safety Contract Read tlie following safety rules in order to prepare for a safe year in the lab. Make sure you understand each rule. Then, sign this document to tell your Dr. Kessler that you are aware of the rules of the laboratory and you agree to follow them. You must submit this form in order to participate in lab. Safety Rules & Procedures 1. Read all directions for an investigation before you begin. Follow the directions exactly as they are written, unless directed by your teacher to do otherwise. Make use of appropriate safety equipment. Ask for help if you are confused about any part of the investigation. 2. Take extreme care not to spill any material in the lab. If spills occur [or glass breaks), ask your teacher immediately about the proper cleanup procedure. 3. Do not eat or drink in the lab. 4. Do not touch, taste, or smell any chemical unless otherwise instructed to do so. If you are advised to smell something in an experiment, always gently wave your hand over the opening of the container and direct the smell towards you [waft). 5. During lab always maintain a clean workstation. When an experiment is completed, always clean your work area and return all equipment to its proper place. 6. Stay at your assigned lab table throughout an investigation. Do not wander around the room, distract other students, startle other students, or interfere with the investigations of others. 7. Absolutely no horseplay in the lab. Horseplay includes running, pushing, and joking around.

Student Signature:

Date:

Printed Name:

LIFE SKILLS RUBRIC

Name Hour
4- Consistently
(Exceptional)

Term
3-Usuaily
(Good)

PARTICIPATION
Stays focused and actively engaged in class activities and discussions as well as seat work and individual activities.

2- Sometimes
(Needs Improvement)

1-0-Rarely-Never
(Unacceptable)

Takes turns talking, makes appropriate comments, and avoids distracting others.

WORK COMPLETION
Comes to class prepared.

4- Consistently
(Exceptional)

3-Usually
(Good)

2- Sometimes
(Needs Improvement)

1-0-Rarely-Never
(Unacceptable)

Completes and hands in work on time. Promptly arranges for and completes work after an absence.

BEHAVIOR
Listens attentively and follows classroom rules and procedures.

4- Consistently
(Exceptional)

3-Usually
(Good)

2- Sometimes
(Needs Improvement)

1-0-Rarely-Never
(Unacceptable)

Shows respect for self, others, and property.

WORKING IN GROUPS
Takes an active role in the group and stays on task.

4- Consistently
(Exceptional)

3-Usually
(Good)

2- Sometimes
(Needs Improvement)

1-0-Rarely-Never
(Unacceptable)

Cooperates and helps create a positive group environment.

4- Consistently (every time without fail)

3- Usually (more often than not)

2- Sometimes (every now and then) 1-0- Rarely (hardly ever-never)

Teacher(s): Time;

The

student: Course Dates: 2 0 1 1 - 2012

Course Organizer
7*^ Grade Science

O This Course:

O Course Standards:
What?
Understanding big ideas in s c i e n c e Applying big ideas to s c i e n c e Providing examples and details Transferring learning to new situations How?

...the study of living and nonliving things in regards to systems, constancy and change, properties, patterns, and models.

O Course Questions:
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. What scientific inquiry methods, tools, problem solving methods, and safety routines should be used when conducting laboratory or field investigations? How can smaller systems combine to form larger systems? How are structure and function related at each level of organization of living things? How can internal and external stimulus assist organisms in maintaining an internal balance? How do living systems interact with the environment? How does human activity affect living systems and the environment? How do scientists organize living things? How is energy transformed from one form to another in living and nonliving things? What chemical and physical changes occur in living things?

Labs, projects, quizzes, and tests Participate in learning experiences Help others & ask relevant questions C h o o s e process and/or product

Course Progress Graph

lo ol
90

I ~

60 50 40 30 " ~

What effect does genetic material have on the traits and characteristics that organisms inherit over time?

Ul

U2

U3

U4

U5

U6

EOC

Course Map
r\ ^ Community Principles

This Course:

7th Grade Science " O Leaming Rituals

Student:

. O

Performance Options

Q
nteractions occur between matter and energy

Critical Concepts

Matter has physical & chemical properties and can undergo physical & chemical changes There is a relationship among force, motion, & energy All organisms are classified into Domains & Kingdoms and within these groups, share similar characteristics Populations and species demonstrate variation & inherit unique traits through gradual processes over many generations There is a relationship between organisms and the environment Living systems at all levels of organization demonstrate the complimentary nature of structure & function Reproduction is a characteristic of living organisms and the instructions for traits are in genetic material Living organisms must maintain balance in response to external and internal stimuli ^production is a characteristic of living orrtpnigmQ anH tho inctn irtinn^or traits are in genetic material

The Cornell Note-taking System

Notetaking Column Cue Column 1. Record: During ttie lecture, use tlie notetaking column to record the lecture using telegraphic sentences. 2. Questions: As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later. 3. Recite: Cover the notetaking column with a sheet of paper. Then, looking at the questions or cue-words in the question and cue column only, say aloud, in your own words, the answers to the questions, facts, or ideas indicated by the cue-words. 4. Reflect: Reflect on the material by asking yourself questions, for example: "What's the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What's beyond them? 5. Reviev*^: Spend at least ten minutes every week reviewing all your previous notes. Ifyou do, you'll retain a great deal for current use, as well as, for the exam.
A

Summary 2" After class, use this space at the bottom of each page to summarize the notes on that page.

Adapted from How to Studv in Colleqe 7/e by Walter Pauk, 2001 Houghton Mifflin Company

Keeping Interactive Notebooks in Science: The Left Side

The left page demonstrates your understandmg ofthe informationfi-omthe right side of the page. You work with the input and interact with the information in creative, unique, and individual ways. The left side incorporates and reflects how you leam science as well as what you leam in science. The 12 "Clock Questions" below help focus your attention and guide your leaming. What soes on the Left Side? OUTPUT GOES ON THE LEFT SIDE! Left side items include:
: > Brainstorming Discovery headliries Biography posters Concept maps Riddles Your questions Pictographs Cartoons Poetry and songs Metaphors and analogies Venn diagrams Bulls-Eye diagrams Data and graphs you generate Analysis writing Reflection writing Quick-writes Foiff square analogies Mnemonics Significant statements Flowcharts Graphic organizers Drawings Writing prompts Scientific conclusions Other creative avenues for processing infonnation

Things to Know about Left Sides Every left side page gets used. Always use color. It helps the brain leam and organize information. Homework problems are left sides, but they don't take the place of processing your notes!
12. How would you explain this information to a younger relative? 1. Create and describe two "charades" that act out two ofthe main ideas. 2. Write a science fiction story related to the topic.

11. What more do I want to leam about this topic? 10. Write four "What if...' questions about this topic, and write a one paragraph answer for each one.

9. Create an original visual (or cartoon) explaining this information.* 8. WDYK:Drawa mind-map and show "What do you know?" about this topic*

The Clock Questions

3. Change the lyrics to a song, or write a new song, using words and ideas from this topic. 4. Explain the application of this infonnation to a real-life situation. 5. Draw 3 "Fictionary" clues that successfully cormnunicate 3 of the important ideas. *

7. Compare & contrast 2 ideas using a Verm Diagram, T-Chart, or Bulls-Eye Diagram.

6. Write a letter to about this issue.

AVID Interactive Notebook Reference Pages

Keeping Interactive Notebootcs in Science: The Right Side

Interactive Notebooks will be used in this class daily to help you leam and remember important scientific concepts. Why do they worti? This notebook style uses both the right and left hemispheres of the brain to help you sort, categorize, remember, and creatively interact with the new loiowledge you are gaining. The more you process information the more you begin to understand it. This leads to longer retention. What soes on the risht side? INPUT GOES ON T H E R I G H T SIDE! hiput is all the information that you are supposed to leam. Some examples of input are: notes from lectures, guest speakers, texts, or other sources; vocabulary words; video and film notes; teacher questions; readings; questions and answers; sample problems; and lab information and procedures. The Keys to Fantastic Right Sides Always start the page with the date and title at the top ofthe page. Right sides have odd numbered pages. The right page is for writing down information you are given in class Use Comell Notes for lectures, discussions, texts, etc. Write up your study questions ASAP. Write legibly. Use highlighting and color to make important information stand out. Write summaries at the bottom of each page of notes to increase comprehension and reduce amount you have to study.

Sample Comell Notes

Question (from student) Why are plants green instead of blue or red? How does photosynthesis work to make food? What's the difference between transmit and absorb? Notes (factual information) Scientists note that plants are green. Many hypotheses have been proposed to understand plant color. Photosynthesis means to put together with light, meaning that plants use a process to produce food and energy from light Plants are green because they transmit green light.

Summary: Photosynthesis is a process that plants use to make their own food. "Photo" means light and "synthesis" means put together. Plants use light to make their own food and energy.

AVID Interactive Notebook Reference Pages

Special Assignment Instructions

Unless otherwise noted, begin all spedal assignments on the next blank page in your notebook. For spedal assignments 1-8, indude an illustration about the concept with at least four colors besides black and white. Also, include a 3-5 sentence explanation describing how the assignment and illustration show your understanding ofthe concept
Example Cinquain 1. Fable A fable is a short story with a moral or point. Don't forget to include your illustration and explanation at the end. Requirements: 1. 2 to 3 paragraphs in length 2. Key concept or vocabulary assigned in class must be used in the fable 3. Key concept or vocabulary terms must be highlighted in the fable 4. Add the moral or point to the story after the last paragraph. 2. Limerick A limerick is a type of poem. Follow the pattern below. Don't forget to include your illustration and explanation at the end. Limerick Pattern 1. A limerick has 5 iines. 2. The first, second, and fifth lines each have 8 syllables and rhyme with each other. 3. The third and fourth lines each have 6 syllables and rhyme with each other. Example Limerick 7776 waiter is laughing at me. Because I am spilling my tea? He's been woridng all day And is heading my way I'm standing up ready to flee! 3. Cinquain 7. Letter to the Editor A cinquain is a five-line poem written about a single concept, object or idea. Follow the pattern below. Don't forget to include your illustration and explanation at the end. Cinquain Pattern 1. Five lines and twenty-two syllables total 2. Line 1: 2 syllables/lword (title) 3. Line 2: 4 syllables/two words (describes title) 4. Line 3: 6 syllables/three words (states an action) 5. Line 4: 8 syllables/four words (expresses a feeling) 6. Line 5: 2 syllables/lword (synonym for title) Don't forget to include your illustration and explanation at the end. Must be 2 to 4 paragraphs in length Each use of the assigned topic or vocabulary terms must be highlighted. 3. Convey your opinion about the topic. 4. At least 5 specific facts must be used to support the opinion. 1. 2. Raindrop l^oisture, Falling Sustain, Nourish, Cleansing Teardrop, Diamond, Dropping, Earthward Dewdrop 4. Hail<u A haiku is a Japaenese poem written about a concept. Follow the pattern below. Don't forget to include your illustration and explanation at the end. Haiku Pattern 1. Three lines and seventeen syllables total 2. Line 1: 5 syllables 3. Line 2: 7 syllables 4. Line 3: 5 syllables 5- Acrostic Poem An acrostic poem uses a word for its subject. Each line of the poem begins with a letter from the subject word. This type of poetry doesn't have to rhyme. Don't forget to include your illustration and explanation at the end. Write the assigned concept or word vertically (up and down) on the left side of the page. 2. Words, terms and concepts related to the term are written horizontally (back and forth) off the letter in the vertical term. 6. Song, Rap, or Rhyming Poem No patterns here! Be creative. Don't forget to include your illustration and explanation at the end. 1.

8. Newspaper Article Don't forget to include your illustration and explanation at the end. Write a 2 to 3 paragraph newspaper article for a school newspaper about the assigned concept. 2. The article must contain the How, Who, What, When, Where, Why about the concept. 3. The article must have at least two interesting facts people could use during common conversation. 9. Public Service Announcement (PSA) You are charged with writing a radio public service announcement about the assigned concept. 1. The PSA must be no longer than 30 seconds when read aloud. 2. The concept must be identified at least twice during the PSA. 3. The PSA must Include at least 5 vocabulary terms or phrases from the current unit. 4. Each vocabulary term or phrase must be highlighted. 5. After the reading of the PSA, there must be a onesentence declaration of the organization responsible for developing the PSA. 6. Write a paragraph explaining how and why the PSA would influence people to better understand the concept 10. Concept Mapping When making a Concept Map, the main theme or concept is in the center bubble of the concept map. Branching off the center bubble are related concepts or topics. Don't forget to include your illustration and explanation at the end. 1. Use at least 4 different colors on the concept map. 2. Each color must represent a different thread of ideas or concepts. If a bubble is related to more then one thread of concepts, use all the coiors to show this. 3. Include a key identifying what each color represents. 4. An explanation must describe how or why each set of bubbles is related. 11. Cartoon Project The cartoon does NOT have to be funny. Begin on the next blank page of your notebook. 1. Create a single frame cartoon (like a Farside). 2. Use at least 4 different colors (other than black and white). 3. Add a caption - maximum 2 lines (speaking bubbles are okay, too). 1.

4.

On the next blank page in your notebook, state the science concept shown in your cartoon. Then, write a paragraph explaining why or how the cartoon shows or addresses the concept. 12. Vehicle Name

As part of design team for a new model vehicle, you must select a name for the model. The name must reflect the vehicle's abilities and the assigned science concept. 1. Begin on the next blank page of your notebook. 2. What is the model name of the vehicle? 3. Explain how the model name of the vehicle fits its abilities. 4. Write the advertising slogan for the vehicle. 5. Include 1 and 2 in a magazine advertisement showing the vehicle and emphasizing its abilities (at least 4 colors besides black and white). 6. Explain in a paragraph how the slogan and magazine advertisement represent the science concept. 13. Tattoo or Body Art You are in charge of developing a tattoo to allow the world to know about the assigned concept. 1. The centerpiece ofthe tattoo must be a slogan or phrase. It is part of the tattoo. 2. The surrounding artwork (minimum of 4 colors besides black and white) must demonstrate the concept in a real life situation. 4. Include a 3 to 5 sentence explanation describing how the artwork represents the concept. 5. Desribe the best location for the tattoo on the human body and explain why you chose it. 14. Start a Clothing Line Your love of science and fashion sense has landed you a job as the owner of a company offering a clothing line named after the assigned concept. 1. Describe one item from the clothing line and how it represents the concept. 2. Make an illustration (minimum of 4 colors besides black and white) ofthe article of clothing with the logo advertising the concept. 3. Write a paragraph to describe how the name of the clothing line will help it sell, how the illustration shows the concept, and how wearing the clothing would help a student learn the concept.

15. Design a Toy Apply your knowledge of fun and science to design the hottest and best selling toy of the season. The toy must apply the assigned concept and not cause bodily injury as part of normal use. As part of the campaign to promote sales, the following information must be provided. 1. Name of the toy 2. Science concept addressed by use of the toy 3. The toy's best features 4. Age group is the toy designed for 5. Describe how playing with the toy will help teach the concept. 6. Make an illustration of the toy being used by a happy consumer (minimum of 4 colors besides black and white). 7. Write a paragraph explaining the slogan to sell the toy. The slogan should describe how to apply the concept in everyday life. 16. Pet Name You are the proud new owner of a unique pet. You have decided to name it something related to our current science concept. 1. What Is the name of the pet? 2. Explain how the name of the pet fits Its behavior. 3. Describe one trick you will have the pet learn to represent and show off Its name. 4. Make a drawing of the Pet showing off the trick representing its name (at least four colors besides black and white). 5. Describe in 3 - 5 sentences how the drawing and trick represent the concept. 17. Magazine Advertisement 3. 1. 2. Design a magazine advertisement about the assigned concept. Identify the magazine In which the ad would be used (must be appropriate for teenagers or young adults). The standard header or footer of the magazine must be placed above or below the advertisement. The advertisement must be no more than a half page in length and use a minimum of 4 colors besides black and white. There must be at least one paragraph of claims or selling points about the concept on the advertisement. Below the advertisement, write an additional paragraph to explain why the magazine was selected, how the artwork gets across the concept, and why the claims or selling points help explain the Importance or develop the understanding of the concept. 4. 5.

18. T-Sliirt Art Design artwork for a t-shirt representing the assigned concept. Front of shirt must have artwork (minimum of 4 colors besides black and white) showing the concept. 2. Back of the shirt must have a 1 or 2 line 'cute or clever (but CLEAN) saying about the concept. 3. Write a paragraph explaining how the artwork and saying depict the concept. 19. Radio Commercial Write a 30 second (maximum) radio commercial advertising the assigned concept. Use and highlight at least 5 vocabulary terms or phrases from the current unit 2. A description of any sound effects or music that would accompany the commercial may be listed In parenthesis and highlighted Inside the body of the commercial. 3. An illustration showing a printed advertisement to accompany the radio campaign must be drawn (use at least 4 colors besides black and white). 4. Write a 3 - 5 sentence explanation of how both the radio commercial and the printed advertisement address the concept. 20. Concept Boolcmarl< 1. 2. Create a bookmark from plain paper that is about 5 cm wide and 20 cm long. Front must have a picture or illustration representing the assigned concept (at least 4 colors besides black and white). Front must also have a slogan advertising the concept. Back must describe how the slogan and picture relate to the concept. Keep In pocket In the back of your notebook. 1. 1.

3. 4.

5.

6.

21. Vocabulary Cards Use 1/8 of a sheet of paper or a 3x5 card for each word. Front side of each card: 1. Word (spelled correctly) 2. A diagram or cartoon that shows the meaning of the word; must have at least 4 different colors (other than black and white). Backside of each card (turn card upside down before writing): Definition - meaning of word in terms you understands 2. Hint - a word or phrase useful in remembering the meaning of the word 3. Sentence using the word - the sentence must demonstrate that you know the meaning of the word! These cards can be taped at the top in your notebook with the diagram or cartoon facing up. Then you can flip them upwards to reveal the backside. 22. Riddle Cards Use 1/8 of a sheet of paper or a 3x5 card for each riddle. Front side of each card: 1. A riddle containing one or more clues to the concept or term. 2. An illustration to help someone guess the riddle; must have at least 4 different colors (other than black and white). Backside of each card (turn upside down before writing): 1. The answer to the riddle written clearly across the top of the card 2. An explanation of how the clue(s) and illustration lead to the answer ( 2 - 3 sentences in length) These cards can be taped at the top in your notebook with the riddle and illustration facing up. Then you can flip them upwards to reveal the backside. 23. Question Cards These are used to reflect on and review information. A question is placed on the front of the card. A summarized answer is placed on the back of the card. Use 1/8 of a sheet of paper or a 3x5 card for each riddle. Turn the card upside down before writing on the back. These cards can be taped at the top in your notebook with the question facing up. Then you can flip them upwards to reveal the backside. 1. 1. 2. 24. Fold-It-1 Explainmg 1 Term Fold a piece of paper once (hamburger-wise). On the outside front, write the word and add an illustration representing the term (at least four colors besides black and white) When opened, write the part of speech on the top half (noun, verb, etc.) In the bottom half, use the word in a sentence tha demonstrates you understand its meaning.
Back Top Folds Up

3.

Type of Word and Definition Word and Illustration

Word Uaed in Context

Back Bottom Glued to the Paje

Front of Cord

25. Fold-It-2 Compare and Contrast 2 Terms 1. With your paper horizontal, tri-fold it. 2. On the outside on the left, write one term and illustrated it (at least four colors besides black and white) 3. On the inside on the left, write the part of speech (noun, verb, etc.) and the definition ofthe word. 4. Do the same on the right side with the second term. 5. In the inside in the center, draw the bulls eye diagram below to compare and contrast the terms. Differences go in the outside semi-circles; similarities go in the center.

Lett Front Word and Diagram

Left Inside Type of Word + Definition

Bullseye Diagram to Compare and Constrast Tlie T e r m s

Right Inside Type of Word + Definition

Right Front Word and Diagram

Nature of Science 1. The purpose of scientific methods is to develop defensible explanations of why the world works. 2. An observation is a record of what you see, hear, smell, feel, or taste. 3. An inference is a conclusion, or educated guess, based on what you observe. 4. An independent variable is the factor scientists manipulate. Scientists focus their observations on the dependent variable to measure how much it responds to changes in the independent variable. 5. Scientists around the world use the metric system, also known as the International System of Units (Si), for measurement. The unit for volume is Liter or m^; length is Meter, mass is measured in Grams and temperature is measured in Celsius. 6. Mass is a measurement of how much matter an object contains. Mass is measured with a triple beam balance. 7. The amount of space matter occupies is called volume, and can be measured with a graduated cylinder or calculated by LxWxH. Taxonomy 8. The criteria for something to be considered living are: 1) ability to move 2) senses and responds to the environment 3) grows 4) repairs injury 4) exchanges gases and nutrients with the environments 6) excretes waste 7) reproduces. 9. Unicellular organisms carry out all of the functions necessary for the organism to stay a live within one single cell. Multicellular organisms are composed of many specialized cells that work together to help the organism survive. 10. Taxonomy is a classification system used to organize living organisms into categories. 11 .Prokaryotes (bacteria) do not have a nucleus. Eukaryotes are organisms whose cells have a nucleus. 1 2.A dichotomous key is a chart used to identify an unknown species of organism. 13. Binomial nomenclature gives each organism a two-part name that can be understood worldwide. The first part ofthis scientific name is the organism's genus, the second part is their species. 14. The levels of classification are Domain, Kingdom, Phylum, Class, Order, Family, Genus and Species 1 5.A species is a group of organisms whose members can only breed and produce fertile offspring with one another. 16.There are 3 domains: - Bacteria- unicellular prokaryotes that are heterotrophs and phototrophs "modern bacteria". - Archae- unicellular prokaryotes that are chemotrophs found in Deep Ocean Hydrothermal vents and hot springs "ancient bacteria". Eukarya- can be unicellular or multicellular eukaryotes that are heterotrophs.

17. An organism that is a prokaryote, unicellular, reproduces asexually, has no peptidoglycan in its cell wall, and can live in harsh climates such as deep ocean trenches is classified into Kingdom Archaebacteria. 18. An organism that is a prokaryote, unicellular, reproduces asexually, has peptidoglycan in its cell wall, and lives in milder climates is classified into Kingdom Eubacteria. 19. An organism that is a prokaryote, unicellular, has no peptidoglycan in its cell wall, and can live in harsh climates such as deep ocean trenches is classified into Kingdom Archaebacteria. 20. An organism that is a unicellular eukaryote, that lives mainly in aquatic environments and moves with cilia, flagella or pseudopods is classified into Kingdom Protistae. 21 .An organism that is a multicellular eukaryote, a cell wall of chitin, and is a heterotroph that sexually reproduces with spores, is classified into Kingdom Fungi. 22. An organism that is a multicellular eukaryote, a cell wall of cellulose, an autotroph, and reproduces sexually with pollen, is classified into Kingdom Plantae. 23. An organism that is a multicellular eukaryote, lacks a cell wall, and is a heterotroph is classified into Kingdom Animalia. Ecology 24. Living (biotic factors) and nonliving (abiotic factors) factors affect an organism's ability to survive in its habitat. The interaction of the biotic and abiotic factors creates an ecosystem. 25. The levels of organism within an ecosystem are: Organisms ^Population -> Community ->Ecosystem -> Biome ^Biosphere 26. All o f t h e members of one species living in an area makes up a population. All the different populations that live together in an area creates a community. 27. The largest population an environment can support is called the carrying Capacity. 28. Symbiosis is a relationship between two different species. Mutualism is a symbiotic relationship in which both organisms benefit from the interaction, (ex. Bees and flowers).Commensalism is a symbiotic relationship in which one organism benefits and the other is neither harmed nor gains a benefit (ex. Whale and barnacles). Parasitic is a symbiotic relationship in which one organism benefits while the other organism is harmed (ex. Tape worm and human). 29. A food chain is a path of energy from one organism (feeding level) to another. It is the relationship between animals in a habitat and the foods they eat. A food web is an overlapping network of food chains found in a community. 30. Energy pyramids represent the loss of energy along a food chain. 31 .An autotroph is a producer that creates its own food from another energy source. Photoautotroph's obtain energy from the sun, chemoautotroph's obtain energy from chemical reactions.

32. A heterotroph is a consumer that cannot make it's own food and therefore must eat other organisms. They can be divided into: primary consumers (herbivores) which eat autotrophs, secondary consumers (carnivores) eat heterotrophs and tertiary consumers ( carnivores and omnivores). 33. A decomposer is an organism that breaks down waste and the remains of dead organisms. 34. Biomes are large geographic areas with similar climates. 35. The tundra is at the northern most latitude. It has a layer of permafrost, so the soil is not deep enough to anchor trees. The climate is dry and cold. 36. The Coniferous forest/Taiga is found at northern latitudes and mountainous regions. It has long cold winters, and is most easily recognized by the pine trees that inhabit this biome. 37. The Deciduous forest is common on coastlines. It has 4 very distinct seasons and trees that can lose their leaves in the winter. 38. The Grasslands/Savannah is what we are here in Austin. The temperature range is not extreme, but there are wet and a dry season. Since water is not readily available there are not a lot of tees. . The climate is dry and cold. 39. Deserts can be hot or cold, but they all receive very little rainfall. Plants and animals that are able to survive in this harsh climate are able to conserve water extremely well. 40. The Rainforest is found near the equator. It is warm all year, and receives a steady rainfall. The Rainforest is known for its biodiversity. 41 .The largest biome on earth is the water biome, including marine and fresh water. 42. Ecological succession is the gradual change from one community to another. Primary succession happens when the starting community is barren (usualiyjust bare rock). Secondary succession is when a community evolves from a previously disturbed community. 43. The three types of resources are: 1) Renewable- natural resource that can be used and replaced over a short amount of time. 2) Nonrenewable- cannot be replaced over thousands or millions of years, and 3) inexhaustible a resource that cannot be used up. 44. The three R's of conservation are reduce your use of natural resources in many ways, reuse items whenever possible, and recycle. Adaptations & Genetics 45. Heredity is the passing on of biological characteristics (traits) from one generation to the next. 46. DNA is the name o f t h e molecule that codes for traits. When DNA is wrapped around a protein rod, it is called a chromosome. Genes are segments of DNA that code for a trait.

47. An adaptation is an inherited trait that changes the species in structure or function to enable it to live in its surroundings and be better suited for the environment. 48. Natural selection is a process by which the organisms best suited to their environment tend to leave the most descendants - "survival of the fittest." 49.Selective breeding is the controlled breeding of organisms that have a certain trait. 50.Asexual reproduction requires only one parent and results in the offspring having the same genetic make-up as the one parent. An advantage of asexual reproduction is that offspring are produced quickly. A disadvantage is that there is little variety within a species to withstand a dramatic change in the environment. 51.Sexual reproduction requires two parents and results in the offspring receiving half of the DNA from one parent and the other half from the DNA from the second parent. The offspring of sexual reproduction are more diverse. An advantage of sexual reproduction is that there is a larger variety within an offspring. A disadvantage of sexual reproduction is that a lot of energy is spent finding a mate and reproducing. 52. Genotype is the gene makeup of a trait. Phenotype is the physical appearance of a trait. 53. Dominant genes show in the phenotype when they are inherited. Recessive genes only show in the phenotype when they are inherited from both parents. 54. A homozygous genotype is when both o f t h e inherited genes are the same (both dominant or recessive; ie TT, tt). Heterozygous genotype is when one o f t h e inherited gene is dominant, and the other is recessive (ie Tt) 55. A Punnett Square is a graphic way to see possible combinations of gene pairs. Animal Systems 56. Cells are the basic unit of life. Cells that have the same job are grouped together to form a tissue. Different tissues working together are grouped into organs. Organs that work together create an organ system. Sets of organ systems work together in an organism. 57. Homeostasis is the regulation o f t h e body's internal environment. 58. A stimulus brings the body out of homeostasis, and can be internal or external. The response tries to bring the body back into homeostasis. 59. The skeletal system has five functions: gives a body structure and support, helps movement provides protection of major organs, stores minerals and fat, makes blood cells 60. A joint is where two or more bones come together. The immobile joints are called fixed joints. The four types of movable joints are pivot, hinge, ball-and-socket and gliding.

61. Tendons connect muscles to bones. Ligaments connect bones to bones. 62. The function of tlie muscular system Is to contract (shorten) to move bones and body parts. 63. The types of muscles are: 1) skeletal which are voluntary and move bones and joints 2) smooth muscle is involuntary and controls movement of internal organs and 3) cardiac muscle is involuntary and located only in the heart. 64. The function o f t h e integumentary system is to, 1) protect the body from invasion of bacteria and viruses (protection), 2) reduce and control water loss, 3) production of vitamin D, 4) regulate/maintain body temperature 65. The structures o f t h e integumentary system (skin) includes the epidermis (dead skin cells on the surface), the endodermis (produces new skin cells), dermis (where nerves, sweat and oil glands, and blood vessels are located) hair, and nails. 66. The function ofthe circulatory system are: 1) bring oxygen to cells, 2) bring food to cells, 3) take waste away from cells, 4) fight invaders and 5) deliver chemical messages. 67. The structures o f t h e circulatory system include the heart, veins, arteries, capillaries and blood. 68. Arteries carry blood away from the heart. Capillaries exchange nutrients, oxygen, and wastes in cells. Veins return blood to the heart. 69. The four parts of blood are the Red blood cells. White blood cells, platelets and plasma. Red blood cells carry oxygen and carbon dioxide, white blood cells fight infections and platelets form clots. Plasma carries nutrients, blood cells, and other substances. 70. The function ofthe respiratory system filters, warms and moistens air that enters the body, and provides a way for the body to exchanges carbon dioxide for oxygen. 71 .The major structures of the respiratory system are the lungs, nose, mouth, trachea, bronchioles, larynx, pharynx, diaphragm and alveoli. 72. The function of the urinary system is to remove waste from the body by cleaning the blood. The major organ is the kidney. 73. The structures that can remove waste from the body include the kidneys, skin, lungs, liver and large intestines. 74. The 6 major nutrients are: proteins, fats, carbohydrates, vitamins, minerals and water. 75. The function of the digestive system is to take food into the body, break it down into nutrients, absorb the nutrients into the blood stream, and get rid o f t h e waste. 76. The structures o f t h e digestive system include the mouth, esophagus, stomach, small intestine, large intestine, and rectum.

77. Cellular respiration is the process of breaking down glucose to release energy that the body can use. It is represented by the following equation: 60^ + C^H^^Og ^ 6Hp +6C0^ Oxygen + glucose yields water + carbon dioxide 78. The function ofthe nervous system is to receive sensory information about the body and the body's environment and then reacts to the message by sending a response. The structures o f t h e nervous system include 1) the brain 2) the spinal cord and 3) nerves. 79. The function ofthe endocrine system is to send and receive hormones to regulate body functions such as growth, metabolism, blood sugar levels, and stress. 80. The function of reproductive system is to continue a species, by creating new living organisms. Plants 81 .Plants vary greatly in size and shape and are either vascular (have xylem and phloem) or nonvascular. 82. Germination is the process by which a plant or fungus emerges from a seed or spore. 83. Xylem is a vascular tissue that carries water upward from the roots to other parts of the plant. Phloem is vascular tissue that carries the sugar made during photosynthesis to other parts o f t h e plant. 84. Photosynthesis is when radiant energy (sunlight) is used to produce chemical energy (sugar) and oxygen. Photosynthesis provides the food for most organisms on Earth. The equation for photosynthesis is: QQQ + 6H^O -"""^"V CgH,^0g + 6 0^ Carbon dioxide + water yields sugar + oxygen 85. A response of a plant to outside stimuli is called a tropism. Stimuli include light (phototropism), gravity (geotropism), and touch (thigmotropism). 86. Turgor pressure is a force exerted outward on a cell wall by the water contained in the cell. This force gives the plant rigidity, and may help to keep it up right. Cells 87. The cell theory states: a. All organisms are made of one or more cells b. The cell is the basic unit of all living things c. All cells come from existing cells 88. An Organelle is a specialized cellular part (such as a mitochondrion, lysosome, or ribosome) that is similar to an organ and performs a function for the cell. 89. The cell membrane controls what enters and leaves the cell. It is the outer-most covering for animal cells.

90.A Cell Wall the usually rigid nonliving permeable wall that surrounds the plasma membrane and encloses and supports the cells of most plants, bacteria, fungi, and algae. 91 .The Nucleus is a membrane bound organelle that contains the DNA of the cell and functions as the command center for the cell controlling all other functions. 92. Cytoplasm is a homogeneous, generally clear jelly-like material that fills cells in which the organelles are suspended and held together by a fatty membrane. 93. The Mitochondrion is the powerhouse o f t h e cell burning glucose to release the energy to power all other cell functions. The mitochondria is where cellular respiration occurs 94. Endoplasmic Reticulum is an organelle that carries proteins and other materials from one part o f t h e cell to another. 95. Ribosomes is an organelle that produces protein. 96. Golgi Body (golgi apparatus) is an organelle that receives proteins and other newly formed material from the ER and packages and distributes them, or releases them out o f t h e cell. 97. A Chloroplast contains the green pigment Chlorophyll and is an organelle that is found in plants, some bacteria, and algae and has the function of performing Photosynthesis to make glucose. 98. A Vacuole is an organelle that is a storage area of a cell. Lysosome is a type of vacuole that can break down food or old cell parts. 99. When a molecule moves from an area of higher concentration to an area of lower concentration diffusion has occurred. When the molecule that is diffusing is water it is called osmosis.

Building Science Vocabulary "Need to Know" Latin & Greek Word Parts: Roots, Prefixes and Suffixes
# 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 Meaning awithout abaway amphi both sides container angio anthro human aqua water arbor tree archae ancient, old aster star avi bird bas id i pedistal bio life bryo swell cami meat cephia head chiro hand chondro cartilage cili small hair circumaround corpus body cosmo universe derm skin din whirling dipio double dorm sleep echino spiny endowithin equequal eu good, new exo off, outside stomach gastro geo land grav heavey gymno naked helio sun helmenthes worm hemihalf heterodifferent homosame water hydro hymen membrane hyperover hypounder ichthy fish interbetween isoequal litho rock moon luna mare sea meta change Root Example abiotic aboral amphibian angiospermae antropology aquarium aboratum archaeology astronomy aviary basidiomycota biology bryophyta carnivore cephlapoda chiropractor chondrictheyes ciliophora circumfrence corpuscle cosmic epidermis sarcodina diplopoda dormant echinodermata endoskeleton equinox eubacteria exhale gastrology geology gravity gymnospermae heliocentric platyhelmenthes hemisphere heterozygous homogeneous hydrometer hymenoptera hyperactive hypodermic osteichthyes interstate isosceles lithosphere lunar marine metamorphosis
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51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100

root micromono morph mycota nemato noct nucleo omnioral ortho oste paleo ped phillos phobo phoro phyta pinna platy poda polypostpreprimproptera sarc sci scope scribe sed semispermae sphere spir struct subsuperteleterra therm tracheo transtremato trib valva vis vitae volv vera

meaning very small one form fungus thread night nut, kernal all mouth straight, upright boney ancient foot love hate movement plant wing flat foot many after before first forward wing flesh to know to see to write to settle half seed round breath to build under, inferior above distant, far land heat tube across hole to give folding door to see life to roll to eat

example microscope monoplane metamorphic basidiomycota nematoda nocturnal nucleus omnivorous oral orthopedic osteocyte paleontology pedal hydrophillic hydrophobic ciliophora chlorophyta pinnaped platyhelmenthes cephlapoda polygon postpone prehistoric primary produce chiroptera sarcodina science microscope inscribe sediment semicircle sperm spherical respiration construct submarine superior telescope terrestrial thermometer trachea transfer trematoda tributary bivalva visible vital revolve carnivore

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