9th - 12th Science
| Physical Science Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
Resource
Video
Parent Instructions
Play this BrainPop video first.
Student Instructions
View this BrainPop video first.
Learning Opportunity Objective
To review how the Periodic Table is set up.
|
Resource
Reading Essentials
Parent Instructions
Give students the 16.3 Reading Essentials worksheet.
Student Instructions
Complete the 16.3 Reading Essentials worksheet.
Learning Opportunity Objective
To review how the Periodic Table is set up.
Comments
The online textbook is still available to use. Students should have a link to access if desired.
|
Resource
Reinforcement
Parent Instructions
Give students the 16.3 Reinforcement worksheet.
Student Instructions
Complete the 16.3 Reinforcement worksheet.
Learning Opportunity Objective
To review how the Periodic Table is set up.
Comments
The online textbook is still available to use. Students should have a link to access if desired.
|
| Biology Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
Resource
Pearsonrealize.com
File Submission (if applicable)
Parent Instructions
Please login to www.pearsonrealize.com. Under assignments, students should see a simulation over conducting an investigation to complete. Students username should be their first name followed by their powerschool ID#. The password is Panthers19
Student Instructions
Please login to www.pearsonrealize.com. Under assignments, students should see an Interactivity: Unique Properties of Water. Students username should be their first name followed by their powerschool ID#. The password is Panthers19
Learning Opportunity Objective
Identify the unique properties of water.
Comments
This learning opportunity is for the week of April 13-17.
|
Resource
Pearsonrealize.com
File Submission (if applicable)
Parent Instructions
Please login to www.pearsonrealize.com. Under assignments, students should see an interactivity over understanding macromolecules. Students are to complete the interactivity. Students username should be their first name followed by their powerschool ID#. The password is Panthers19
Student Instructions
Please login to www.pearsonrealize.com. Under assignments, students should see an interactivity over macromolecules. Please complete the simulation. Student username should be their first name followed by their powerschool ID#. The password is Panthers19
Learning Opportunity Objective
Students will be able to identify the four macromolecules.
Comments
This learning opportunity is for the week of April 13th-17th.
|
Resource
Pearsonrealize.com
File Submission (if applicable)
Parent Instructions
Please login to www.pearsonrealize.com. Under assignments, students should see a simulation over optimum conditions for enzymes to complete. Students username should be their first name followed by their powerschool ID#. The password is Panthers19
Student Instructions
Please login to www.pearsonrealize.com. Under assignments, students should see a simulation over optimum conditions for enzymes to complete. Students username should be their first name followed by their powerschool ID#. The password is Panthers19
Learning Opportunity Objective
Explain the optimum conditions that enzymes function best in.
Comments
This learning opportunity is for the week of April 13-17th.
|
| Chemistry Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
Resource
See your teacher’s Curve/website for specific Quizizz codes.
File Submission (if applicable)
Parent Instructions
Parents/Students should see their chemistry teacher's Curve/website for specific instructional items. Each week students will be able to access 3 (or more) chapter reviews on Quizizz for content that has previously been covered. This is a way to reinforce previous learning that has taken place in the classroom. You should contact your teacher (email) if you have any questions.
Student Instructions
Students should see their chemistry teacher's Curve/website for specific instructional items. You will be able to access 3 chapter reviews (or more) on Quizizz for content that has previously been covered. This is a way to reinforce previous learning that has taken place in the classroom. You should contact your teacher (email) if you have any questions. Your chemistry teachers strongly encourage you to designate time each day to your academics.
Learning Opportunity Objective
Review of the chemistry concepts found in Chapter 7 (Ionic and Metallic Bonding) through the use of Quizizz.
Comments
The Quizizz reviews are accessed through your teacher's Curve/webpage.
|
Resource
See your teacher’s Curve/website for specific Quizizz codes.
File Submission (if applicable)
Parent Instructions
Parents/Students should see their chemistry teacher's Curve/website for specific instructional items. Each week students will be able to access 3 (or more) chapter reviews on Quizizz for content that has previously been covered. This is a way to reinforce previous learning that has taken place in the classroom. You should contact your teacher (email) if you have any questions.
Student Instructions
Students should see their chemistry teacher's Curve/website for specific instructional items. You will be able to access 3 chapter reviews (or more) on Quizizz for content that has previously been covered. This is a way to reinforce previous learning that has taken place in the classroom. You should contact your teacher (email) if you have any questions. Your chemistry teachers strongly encourage you to designate time each day to your academics.
Learning Opportunity Objective
Review of the chemistry concepts found in Chapter 8 (Covalent Bonding) through the use of Quizizz.
Comments
The Quizizz reviews are accessed through your teacher's Curve/webpage.
|
Resource
See your teacher’s Curve/website for specific Quizizz codes.
File Submission (if applicable)
Parent Instructions
Parents/Students should see their chemistry teacher's Curve/website for specific instructional items. Each week students will be able to access 3 (or more) chapter reviews on Quizizz for content that has previously been covered. This is a way to reinforce previous learning that has taken place in the classroom. You should contact your teacher (email) if you have any questions.
Student Instructions
Students should see their chemistry teacher's Curve/website for specific instructional items. You will be able to access 3 chapter reviews (or more) on Quizizz for content that has previously been covered. This is a way to reinforce previous learning that has taken place in the classroom. You should contact your teacher (email) if you have any questions. Your chemistry teachers strongly encourage you to designate time each day to your academics.
Learning Opportunity Objective
Review of the chemistry concepts found in Chapter 9 (Chemical Names and Formulas) through the use of Quizizz.
Comments
The Quizizz reviews are accessed through your teacher's Curve/webpage.
|
| Physics Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
Resource
joinmyquizizz.com
File Submission (if applicable)
Parent Instructions
Please complete the review quizizz over 2.2 Motion: Speed and Velocity Use the code: 933653
Student Instructions
Please complete the review quizizz over 2.2 Motion: Speed and Velocity Use the code: 933653
Learning Opportunity Objective
Students will review 2.2 Motion: Speed and Velocity
|
Resource
Pearson Online Textbook
Parent Instructions
The students will define and solve problems over speed and velocity. Describing Motion: 2.2 Review the PPT and then complete the problems on page 55 in your online textbook. The answer key is attached.
Student Instructions
The students will define and solve problems over speed and velocity. Describing Motion: 2.2 Review the PPT and then complete the problems on page 55 in your online textbook. The answer key is attached.
Learning Opportunity Objective
The students will describe motion by distinguishing between speed and velocity.
|
File Submission (if applicable)
Parent Instructions
One of the world's fastest trains is Japan's "Shinkansen". Research the top speed reached (in mph), and how the train achieves such high speeds.
Student Instructions
One of the world's fastest trains is Japan's "Shinkansen". Research the top speed reached (in mph), and how the train achieves such high speeds.
Learning Opportunity Objective
Describing Motion: 2.2. Students will perform research where they will learn about the interesting physics of magnets.
|
| Environmental Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
Resource
Multiple, See Attached File
Parent Instructions
This pdf is a WebQuest requiring the use of the internet and two YouTube videos. Students will watch the two films, answering questions about the Phosphorous Cycle.
Student Instructions
Watch the two videos regarding the Phosphorous Cycle. Answer the questions provided. Responses can be typed in an email, word document, or written by hand. Submit responses via email. Please, annotate "Week 3 - Phosphorous Cycle" when submitting your work.
Learning Opportunity Objective
EVSC.LS2: Ecosystems: Interactions, Energy, and Dynamics; 6) Evaluate the interdependence among major biogeochemical cycles (water, carbon, nitrogen, phosphorus) in an ecosystem and recognize the importance each cycle has in maintaining ecosystem stability.
Comments
This optional assignment is a review of the Phosphorous Cycle.
|
Resource
Multiple, See Attached File
Parent Instructions
The attached pdf is a single-page document. Students are required to watch one video and step through a PBS webpage tutorial. The Internet is required for these activities. They will answer questions while watching the video and completing steps on the PBS tutorial page.
Student Instructions
Using the links provided, watch the video and use the PBS web site to answer the questions. The PBS site requires Flash Player, you may have to activate Flash on your web browser. When submitting your responses, I do not need the questions re-written out. Answers can be submitted via email.
Learning Opportunity Objective
EVSC.LS2: Ecosystems: Interactions, Energy, and Dynamics; 6) Evaluate the interdependence among major biogeochemical cycles (water, carbon, nitrogen, phosphorus) in an ecosystem and recognize the importance each cycle has in maintaining ecosystem stability.
Comments
This optional assignment is a review of the Nitrogen Cycle.
|
Resource
Multiple, See Attached File
Parent Instructions
This worksheet requires the use of the internet. Students will use a web site at Science Learning Hub for a self-paced tutorial on the Carbon Cycle. Then, watch two YouTube videos. Afterwards, they will answer a series of questions and draw an illustration. If the document can not be printed, students may write out and draw their illustration on another sheet of paper.
Student Instructions
Walkthrough the Science Learning Hub, the first link on the worksheet, tutorial on the Carbon Cycle. Then, watch the two videos. Answer the provided questions while considering the differences and similarities between photosynthesis and cellular respiration. Consider: How are these cycles dependent and independent from each other and how does the Carbon Cycle come into play?
Learning Opportunity Objective
EVSC.LS2: Ecosystems: Interactions, Energy, and Dynamics; 6) Evaluate the interdependence among major biogeochemical cycles (water, carbon, nitrogen, phosphorus) in an ecosystem and recognize the importance each cycle has in maintaining ecosystem stability.
Comments
When submitting this optional assignment, please, label or reference the "Carbon Cycle".
|
| Ecology Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
File Submission (if applicable)
Parent Instructions
Students, if possible, should print and complete Crossword. All terms and definitions have been covered in class content. This assignment is an optional way to review course material.
Student Instructions
Print, if possible, and complete Crossword. Terms cover function and definition of many terms covered through the entire unit thus far. You can use our review slides in Google Classroom, your notes, and alternative internet searches. You can scan or take a pic of the competed Crossword. Submit via email.
Learning Opportunity Objective
ECO.LS2: Ecosystems: Interactions, Energy, and Dynamics, ECO.ESS3: Earth and Human Activity & ECO.LS4: Biological Change: Unity and Diversity
|
File Submission (if applicable)
Parent Instructions
Students should print, if possible this two-page pdf. Through matching and reflection, students will identify differences between Habitats and Niches. Submission of completed work is requested through email. Completed documents can be scanned or via pics from cell phone. Thank you
Student Instructions
Print, if possible, and complete the worksheet. If not possible, students can type responses in a word document or hand write the answers and scan the answer sheet. Please, when submitting work, write or reference the title "Habitats and Niches" This activity is not about getting the answers right. Focus on your instinct and reflecting on what your current level of understanding is. When you submit your answers, I will respond with the completed answer sheet at the end of the week. Upon reviewing the correct responses, you will see the difference and formulate a new understanding.
Learning Opportunity Objective
ECO.LS2: Ecosystems: Interactions, Energy, and Dynamics; 15) Compare types of competition and construct an explanation for the importance of niche differentiation in response to competition.
Comments
Go with your fist impressions on this optional assignment. This is a review of how we classify differences in habitat and niche.
|
File Submission (if applicable)
Parent Instructions
This pdf should be printed and used to convert data into a graph. Then, students will reflect on graph, interpret the results, and answer questions about the meaning.
Student Instructions
Using the data provided, you will convert the data into a graphical representation. Then, answer the questions using the data presented. Reflect on your understanding of the material while answering the questions. Using your understanding of the experimental and scientific method, consider all possible variables and potential interpretations of the data.
Learning Opportunity Objective
ECO.LS2: Ecosystems: Interactions, Energy, and Dynamics; 13) Analyze data regarding exponential and logistic population growth patterns. Use the data to create mathematical models to make predictions regarding carrying capacity.
Comments
When submitting this optional work, please, annotate in the email the title "Graphing and Data Analysis". You can email an attachment, a scan, or even a pic of the assignment. Thank you
|
| Human A&P Week 3 | ||
| Lesson 1 | Lesson 2 | Lesson 3 |
|
Resource
File Submission (if applicable)
Parent Instructions
We will continue review the Main structures of the next System/The NERVOUS SYSTEM When you go to Quizlet.com you need to go to anatomybhs then anatomy then the student can then choose which activity to do to review the main structures.
Student Instructions
We will continue review the Main structures of the next System/the NERVOUS SYSTEM When you go to Quizlet.com you need to go to anatomybhs then anatomy then the student can then choose which activity to do to review the main structures.
Learning Opportunity Objective
TLW review the structures of the NERVOUS SYSTEM using the QUIZLET.COM APP
|
Resource
File Submission (if applicable)
Parent Instructions
We will continue review the Main structures of the next System/The NERVOUS SYSTEM/SYNAPSE STRUCTURE DRAWING When you go to Quizlet.com you need to go to anatomybhs then anatomy then the student can then choose which activity to do to review the main structures.
Student Instructions
We will continue review the Main structures of the next System/The NERVOUS SYSTEM/THE SYNAPSE When you go to Quizlet.com you need to go to anatomybhs then anatomy then the student can then choose which activity to do to review the main structures
Learning Opportunity Objective
TLW review the structures of the NERVOUS SYSTEM/ THE SYNAPSE using the QUIZLET.COM APP
|
Resource
File Submission (if applicable)
Parent Instructions
We will continue review the Main structures of the next System/ The NERVOUS SYSTEM/The EYE AND THE EAR STRUCTURE DRAWINGS When you go to Quizlet.com you need to go to anatomybhs then anatomy then the student can then choose which activity to do to review the main structures.
Student Instructions
We will continue review the Main structures of the next System/ The NERVOUS SYSTEM/The EYE AND THE EAR STRUCTURE DRAWINGS When you go to Quizlet.com you need to go to anatomybhs then anatomy then the student can then choose which activity to do to review the main structures.
Learning Opportunity Objective
TLW review the structures of the NERVOUS SYSTEM/THE EYE/THE EAR STRUCTURES of the body using the QUIZLET.COM APP
|