Rudyard Kipling Elementary School

Moving Forward

Kipling Elementary School is a Chicago Public School educating students from Kindergarten through 8th grade.

Week Nov 21- Dec 2, 2016

12-2-16        Science Moby Max Assignments

Directions- Read the items carefully as you answer the questions in Moby Max the finished items are due by midnight Tuesday 12-6-16. Each grade will complete the following assignments in alignment with our standards for next week.

6th Grade – Topic: Layers of Earth, Plate Tectonics, Earthquakes

7th Grade – Topic: What causes diseases?, The Body Defenses

8th Grade – Energy (3 assignments) 

12-2-16    Science - Peer Edit   Science Writing   Rubric = A

Students and teacher worked together to create the Peer Edit Science Writing Rubric. 

1.   Use correct sentence structure (begin sentences with capital letters, only capitalize proper nouns, & use correct punctuation)

2.   Do not begin sentences with conjunctions (also, however, because, until, therefore, so, yet, since, nor, though, & but)

3.   Answer the questions you have been asked

4.   Restate the questions (use clear reasoning to support your answers as you organize your thoughts clearly)

5.   Use scientific vocabulary (language)

6.   Indent when writing a paragraph

7.   Use written & oral words to encourage as you motivate your peer to be a great writer

8.    Write on your peers paper suggestions for improvement

 

 

 

_______________________________________________________________________________

 

12-2-16    7th Grade

MS-LS1-5 / Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Bell Ringer - Directions - Take out 2 sheets of notebook paper, proper heading, title, “Genetic Disorders”. You will answer the following questions following your SWR. Think and gather your responses from your prior knowledge.

  1. Explain a genetic disorder.

  2. Identify 3 genetic disorders.

  3. How do you think one acquires a genetic disorder?

Directions- View the video below as you take notes. Titled, “Mutations and Human Genetic Disorders”.

https://www.youtube.com/watch?v=LOX_59RSF68

 

Genetics Part 4: Mutations

https://www.youtube.com/watch?v=hiRt2uy0dpY

 

Read, listen, discuss, and take notes title, “Genetic Disorders”.

Ck-12 - Genetic Disorders

http://www.ck12.org/Biology/Genetic-Disorders/

 

 

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12-1-12  7th Grade Room 118 / Teacher and students discussed Mendel’s findings. We used real world examples as students discussed recessive and dominant traits for tallness. Students discussed with their team the right combinations of the parents for the offspring.

View the links as you take notes in your science notebook. 

https://www.youtube.com/watch?v=zwibgNGe4aY

 

https://www.youtube.com/watch?v=J1wuttlsJTY

 

8th Grade 12-1-16 MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

You may revisit the links below if you like or need to improve your notes. Due 12-2-16

https://www.youtube.com/watch?v=CmttxT1Wl1M

View the video as you take notes remember to include subheadings and bulleted key details.

What is heat?

Directions- View the video as you prepare to take your test.

http://study.com/academy/lesson/what-is-heat-definition-lesson-quiz.html

View the video and take notes.

https://www.youtube.com/watch?v=d22Qg-Y3gXE&list=PLuctuM3Lc2IC0Bk_xMgnLFPQZpHVljVXY

Directions- Use the information from the discussions and video in your notes to create a poster.

Rubric A= You will include the following:

  1. A title that grabs the reader’s attention

  2. Explain work as it relates to science.

  3. Describe heat energy.

  4. How do potential and kinetic energy differ?

  5. Explain how energy is measured.

  6. Explain 4 different kinds of energy

  7. Include 2 illustrations with captions or pictures with captions.

  8. Explain Law of Conservation of Energy

  9. Include 3 interesting fun facts that you didn’t know before today’s class.

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11-30-16 8th Grade

Chemical Heat

MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

8th Homework - Visit the link below reread, highlight, as you take notes. You will also read the real world article as you discuss the answers to the questions with your family. Remember your quiz is Thursday.

http://www.ck12.org/chemistry/Chemical-Heat/lesson/Heat-CHEM/?referrer=concept_details

 

 

 

11-30-16  7th Grade Homework - Revisit and reread the links below to prepare for your test on Thursday.

Gregor Mendel

https://www.youtube.com/watch?v=cWt1RFnWNzk

Mendel Genetics & Heredity Animation

https://www.youtube.com/watch?v=-mRphwIVEcM

How Mendel's pea plants helped us understand genetics -

https://www.youtube.com/watch?v=Mehz7tCxjSE

Revisit the link below as you read think about Mendel crossing F1 and F2 generation plants. Reread your notes and the items you highlighted.

http://www.ck12.org/life-science/Mendels-Pea-Plants-in-Life-Science/lesson/Mendels-Pea-Plants-MS-LS/?referrer=featured_content

 

7th Grade 11-30-16  MS-LS1-5 / Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Bell Ringer - Create a poster that explains the accomplishments of Mendel to genetic factors that influence the growth of organisms. All posters must include the following:

Rubric = A Stars will complete 1-4

  1. A title that grabs the reader’s attention

  2. Information about Mendel the scientist

  3. Include a detailed explanation of his use of pea plants

  4. Include a detailed explanation of what we learned from him using pea plants

  5. Explain dominant and recessive allele

  6. An illustration with caption

Exit Ticket:

Answer the following questions on your own notebook paper.Use your SWR.

  1. What is a "simple" trait?

  2. What is a heterozygote? How is this different than a homozygote?

  3. You breed a plant with yellow wrinkled peas with a plant with yellow smooth peas. Both individuals are homozygous for both traits. What will the peas of the next generation look like?

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8th 11-29-16 MS-PS1-6.  Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Bell Ringer = Directions take out 2 blank sheets of paper take notes as you view the video.

Types of systems (Isolated, Closed, Open) - Overview

http://www.ck12.org/chemistry/Chemical-Potential-Energy/enrichment/Types-of-systems-Isolated-Closed-Open-Overview/?referrer=concept_details

Making Tradeoffs - Read World Reading

http://www.ck12.org/chemistry/Chemical-Potential-Energy/rwa/Making-Tradeoffs/?referrer=concept_details&conceptLevel=&conceptSource=ck12

Chemical Potential Energy Practice = Assessment

http://www.ck12.org/chemistry/Chemical-Potential-Energy/asmtpractice/Chemical-Potential-Energy-Practice/?referrer=concept_details

Place in your science notebook information from the readings. 

 

http://www.ck12.org/chemistry/Chemical-Potential-Energy/lesson/Chemical-Potential-Energy-CHEM/?referrer=featured_content

 

Making Tradeoffs - Read World Reading

http://www.ck12.org/chemistry/Chemical-Potential-Energy/rwa/Making-Tradeoffs/?referrer=concept_details&conceptLevel=&conceptSource=ck12

 

 

Chemical Potential Exit Ticket - Place answers on the half sheet.

1.  The two basic types of energy are:

a)    chemical and kinetic

b)   thermal and potential

c)    potential and kinetic

d)    solar and thermal

2.  One form of energy can be converted to another, but all energy must be accounted for in the conversion.

a)    True

b)   False

3.  A book sitting on a high shelf falls to the floor.  What best describes the energy conversion during the fall?

a)    Gravitational potential energy is converted to kinetic energy.

b)   Kinetic energy is converted to thermal energy.

c)    Chemical potential energy is mechanical energy.

d)    Gravitational potential energy is converted to chemical potential energy.

4.  What is chemical potential energy?

 

 

7th 11-29-16

MS-LS1-5 / Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Bell Ringer- Listen, take notes, discuss, and answer questions. Place your notes in your science notebook.

Gregor Mendel

https://www.youtube.com/watch?v=cWt1RFnWNzk

Mndel Genetics & Heredity Animation

https://www.youtube.com/watch?v=-mRphwIVEcM

How Mendel's pea plants helped us understand genetics -

https://www.youtube.com/watch?v=Mehz7tCxjSE

Revisit the link below as you read think about Mendel crossing F1 and F2 generation plants. Reread your notes and the items you highlighted.

http://www.ck12.org/life-science/Mendels-Pea-Plants-in-Life-Science/lesson/Mendels-Pea-Plants-MS-LS/?referrer=featured_content

Exit Ticket – Mendel Pea Plants – ESS2-2 / Directions - Place the letter that represents the answer you have selected.

1.         When Mendel crossed a short plant with a tall plant, what were the F1 results?

a)         all short

b)        all tall

c)         half short, half tall

d)        75% tall, 25% short

 

2.         When Mendel crossed the F1 generation from his first experiment, what was the result?

a)         3 tall plants for every short one

b)        3 short plants for every tall one

c)         an equal number of short and tall plants

d)        all medium sized plants

 

3.         Why did Mendel study pea plants?

a)         Because he could control the mating between plants.

b)        Because they have easily identifiable traits.

c)         Because both self-pollination and cross-pollination is possible.

d)        all of the above

 

4.         In a cross between purple flowered-plants and white flowered-plants, what was observed in the F2 generation?

a)         3 white plants for every purple plant

b)        3 purple plants for every white plant

c)         half white plants and half purple plants

d)        all blended-color lavender (light purple) plants

 

5.          How did Mendel cross-pollinate plants?

a)         He moved pollen from one flower to the stigma of another.

b)        He moved stigma from one flower to the pollen of another.

c)         He moved eggs from one flower to the stigma of another.

d)        He moved pollen from one flower to the eggs of another.

 

 

 

 

 

 

 

6th 11-29-16   MS ESS2-2 / Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

Bell Ringer - Title= Forces in the Earth’s Crust

Read pages 107-109 as you complete the following:

  1. Relate Cause and Effect

  2. Fig 5

  3. Assess Your Understanding

Independent- You will revisit the information in this section, place your answers on notebook paper, as you answer p. 125 Lesson 1 numbers 1-5 only write the answers on your paper titled, “Forces in Earth’s Crust”.

 

Today we will explore “Faults”. Click the link below as you access ck-12, read the information, highlight, and take notes.

http://www.ck12.org/earth-science/Faults/lesson/Faults-HS-ES/?referrer=concept_details

6th Grade Homework - Read carefully as you study and discuss with family. Orally answer questions with your family to ensure you understand the information. Read, highlight, as you take notes for Faults 2.

Folds and Faults Study Guide will help you prepare for your test.

 

 

 

6th 11-28-16   MS ESS2-2 / Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.   Earthquake Characteristics

 

 6th Grade Homework Room 118. Read pages 104-107 as you discuss and complete the following in your text:

  1. Fig 2

  2. Fig 2 - If the images didn’t have arrows on them, how could you tell in which direction the hanging wall at a normal fault had moved?

  3. Apply It

  4. Assess Your Understanding

 

http://www.ck12.org/ngss/middle-school-earth-and-space-sciences/earth%E2%80%99s-systems

Bell Ringer = EQC- Vocabulary / Directions in your Science notebook write and define the following words:

  1. Fault

  2. Focus

  3. Stress

Read pages 102-103 - 4. How do forces acting on rock cause tension? 5. How do forces acting on rock cause compression? 6. How do forces acting on rock cause shearing?

Peer Partner Groups of 2 or 3 read pages 104-107 as you discuss and complete the following in your text:

  1. Fig 2

  2. Fig 2 - If the images didn’t have arrows on them, how could you tell in which direction the hanging wall at a normal fault had moved?

  3. Apply It

  4. Assess Your Understanding

Exit Ticket- Directions - Place the answers to the following questions on your own notebook paper titled, “Earthquake Characteristics” - ESS-2-2.

  1. How can Earth’s crust be changed over time?

  2. Which kind of change is shown in Fig 3? How do you know?

  3. Which kind of stress causes folding of the crust?

  4. Identify 3 mountain ranges formed by folding?

_______________________________________________________________________________

 

8th 11-28-16  MS PS1-6  

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Bell Ringer- Place your responses in complete sentences on notebook paper.

Explain Endothermic and Exothermic Reactions on your notebook paper.

Title: Chemical Potential Energy  

Directions- Write the questions on your notebook paper be prepared to answer them once we are done with our whole class discussions.

  1. What is chemical potential energy?

  2. How is gasoline used as kinetic energy?

  3. How is dynamite used as kinetic energy?

Today we will explore Chemical Potential Energy. You will take notes  on the next blank page in your science notebook titled, “Chemical Potential Energy”.

Place in your science notebook information about potential & kinetic energy place your findings in your notes.

http://www.ck12.org/chemistry/Chemical-Potential-Energy/lesson/Chemical-Potential-Energy-CHEM/?referrer=featured_content

Chemical Potential Exit Ticket - Place answers on the half sheet.

1.  The two basic types of energy are:

a)    chemical and kinetic

b)   thermal and potential

c)    potential and kinetic

d)    solar and thermal

2.  One form of energy can be converted to another, but all energy must be accounted for in the conversion.

a)    True

b)   False

3.  A book sitting on a high shelf falls to the floor.  What best describes the energy conversion during the fall?

a)    Gravitational potential energy is converted to kinetic energy.

b)   Kinetic energy is converted to thermal energy.

c)    Chemical potential energy is mechanical energy.

d)    Gravitational potential energy is converted to chemical potential energy.

4.  What is chemical potential energy?

 

 

 

7th 11-28-16

MS-LS1-5  Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

Bell Ringer -  ESS2-2/ Mendel Pea Plants

1.   True or False: Inheritance is the study of genetics.

2.   True or False: Eye color, hair color and the shape of your ears can be inherited.

3.   Who is known as the father of genetics? Provide the full name.

4.   List three Pea Plant traits studied by Mendel.

5.   What is genetics? What is studied in genetics?

Directions = SGI / Tech Specialist ensure that each group has 2 chromebooks.

Work with your group as you complete your SGI. Remember to use the resources you have at ck12.

_______________________________________________________________________________

 

 

 

8th Grade 11-22-16

11-22-16   MS-PS1-6.

Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.

Exothermic Reactions:

Bell Ringer: Create the chart on your own notebook paper.

Explain exothermic reaction from your prior knowledge no book no notes.

1.What is an exothermic reaction?

2. Why are the products of an exothermic reaction likely to be warmer than the reactants?

What I think…

Information I now know:

http://www.ck12.org/physical-science/Exothermic-Reactions-in-Physical-Science/lesson/Exothermic-Reactions-MS-PS/?referrer=concept_details

Read, highlight, and take notes until the timer sounds.

View the videos:

The Sci Guys: Science at Home - SE1 - EP7: Hot Ice - Exothermic Reactions and Supercooled solutions

https://www.youtube.com/watch?v=znsPa1BSaIM

Endothermic and Exothermic Reactions

https://www.youtube.com/watch?v=L-G7pLufXAo

Independently complete the Exothermic Reactions Practice and discuss with your peer do not get out of your seat.

 

Quiz: Directions on your own paper only write the answer as you restate the questions.

Exothermic Reactions Quiz

1.  Define an exothermic reaction.

2.  Give the general equation for an exothermic reaction.

3.  True or false: In an exothermic reaction, the reactants have more stored chemical energy than the products.

4.  True or false: In an exothermic reaction, it takes more energy to break bonds in the reactants than is released when new bonds form in the products.

5.  Would you expect the products of an exothermic reaction to be warmer or cooler than the reactants? Why?

 

 

7th Grade 11-22-16 Ms LS1-5 / Construct a scientific explanation based on evidence for how environmental  and genetic factors influence the growth of organisms.  

Bell Ringer - Place your answers on your own notebook paper folding the paper vertically in half. Explain what you already know about Punnett Squares and Mendel’s contributions to science. Explain how genetic factors influence the growth of organisms.

What I think… Place this on the left of your chart. 

Information I now know: Place this on the right of your chart. 

Students will access the link below click read the pdf, take notes in the document, highlight,

Mendel’s Pea Plants      Ck12.org

http://www.ck12.org/life-science/Mendels-Pea-Plants-in-Life-Science/lesson/Mendels-Pea-Plants-MS-LS/?referrer=concept_details

Access - Real World pdf - You will complete with your small groups the following:

http://www.ck12.org/life-science/Mendels-Pea-Plants-in-Life-Science/rwa/Of-Monks-and-Peas/?referrer=concept_details

11-22-16 7th  Ms LS1-5 / Construct a scientific explanation based on evidence for how environmental  and genetic factors influence the growth of organisms.  

 Green Group= 2 groups

Watch a video about this great person at the following link:

https://www.theguardian.com/science/video/2012/jul/18/gregor-mendel-genesis-genetics-video?intcmp=239

Take notes in your science notebook as you discuss with your team.

  1. In the 19th century, botanists were working on breeding plants to improve agricultural crops. What did these botanists notice could happen to traits they were trying to isolate?
  2. What three factors does Sir Paul Nurse feel were key to Mendel's success?

Yellow Group = 2 groups

  1. Why did Gregor Mendel stop doing research? What was the scientific opinion of his work at the time?
  1. Gregor Mendel has been criticized by some for "cherry picking" his data. This stems from the claim that he simply discarded data which didn't fit rather than trying to integrate all his data into his theory. What do you think of this criticism and the choices Mendel made in conducting his research and presenting his data?

http://anthro.palomar.edu/mendel/mendel_1.htm

 

Red Group =  1 group

  1. Read the document highlight  and take notes.
  1. What is one possible reason why the experiments on heredity in 1900-1901 received wider acceptance and recognition than Mendel's initial work? Does your reason align with the scientific process? Why or why not?

 

ET= This must be completed independently. You will also complete the right portion of your chart. 

Directions - You will complete Mendel's Pea Plants Practice independently.

http://www.ck12.org/life-science/Mendels-Pea-Plants-in-Life-Science/asmtpractice/Mendels-Pea-Plants-in-Life-Science-Practice/?referrer=featured_content

 

 

6th Grade   11-22-16  MS ESS2-2 / Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

 

Bell Ringer Earthquakes MS ESS2-2

Directions- Take your notebook paper and fold it in half vertically.

What I think… Place this to the left.

Information I now know: Place this to the right. 

 

Place your answers on your own notebook paper. How does an earthquake occur? How does an earthquake affect the Earth’s surface? ET= Return to the questions and now complete the right side using the knowledge gained during the day's lesson. 

 

Earthquake Characteristics:

Directions- Click the link below log in read the pdf as you prepare to answer questions. 

http://www.ck12.org/earth-science/Earthquake-Characteristics/lesson/Earthquake-Characteristics-HS-ES/?referrer=concept_details

 

 

Youtube Video:

https://www.youtube.com/watch?v=wUwpHGNRGOY

https://www.youtube.com/watch?v=oBS7BKqHRhs