Log in to Quizzizz to complete the test review D A Y J anua r y 2 9, 1 8 Learning Target: 7.11A—Examine organisms or their structures such as insects or leaves and use dichotomous keys for identification. 7.11B—Explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb. 7.11C—Identify some changes in genetics traits that have occurred over several generations through natural selection and selective breeding such as Galapagos Medium Ground Finch or domestic animals. 7.12A—Investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants. By the end of class today, students will be able to use a dichotomous keys, explain migration, hibernation, and storage of food in a bulb, identify natural selection versus selective breeding, and explain why fish have gills, birds have hollow bones, and xylem in plants. Supplies: Natural selection and Adaptations Workbook Agenda Pencil Chromebook Science Starter: Log in to Quizzizz to complete the test review Code is

Tell me something GOOD. Social Contract Rater—Effort (all classes) DCA tomorrow All work due tomorrow Videos (Migration/Hibernation) Avian/Human Skeleton Adaptation Foldable Dichotomous Keys pgs. 9, 10, 11, 14) Notes pgs. 19-24 Natural Selection Gizmo—pgs. 25-27 Review pgs. 41-44 Launch---MAKE GOOD CHOICES

T U E S D A Y J anua r y 3 0, 2 1 8 Learning Target: 7.11A—Examine organisms or their structures such as insects or leaves and use dichotomous keys for identification. 7.11B—Explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb. 7.11C—Identify some changes in genetics traits that have occurred over several generations through natural selection and selective breeding such as Galapagos Medium Ground Finch or domestic animals. 7.12A—Investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants. By the end of class today, students will be able to use a dichotomous keys, explain migration, hibernation, and storage of food in a bulb, identify natural selection versus selective breeding, and explain why fish have gills, birds have hollow bones and plants have xylem. Supplies: Natural selection and Adaptations Workbook Agenda Pencil Chromebook or paper test Science Starter: Study for DCA

6. Launch---MAKE GOOD CHOICES Tell me something GOOD. Social Contract Rater—Effort (all classes) Turn in all work regarding Natural Selection and Adaptations DCA—Natural Selection and Adaptation Remember to answer all questions If taking DCA on computer then be sure to turn in the paper test too. Take your time. Do your best…I know you will do fabulously! After the test… Pick up the stimulus and response workbook Look at definitions for: pgs. 4-6 external stimulus, internal stimulus, response, stimulus c. Pg. 3—Read the scenarios and label stimulus and response. 6. Launch---MAKE GOOD CHOICES

2. Stimulus and Response Workbook Learning Target: 7.11A—Examine organisms or their structures such as insects or leaves and use dichotomous keys for identification. 7.11B—Explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb. 7.11C—Identify some changes in genetics traits that have occurred over several generations through natural selection and selective breeding such as Galapagos Medium Ground Finch or domestic animals. 7.12A—Investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants. W E D N S A Y J anua r y 3 1, 2 1 8 Learning Target: Investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight. By the end of class today, students will be able to distinguish between an external stimulus, internal stimulus and response. Supplies: DCA Agenda Pencil Stimulus and Response Workbook Science Starter: DCA Data 2. Stimulus and Response Workbook

8. Launch---MAKE GOOD CHOICES Tell me something GOOD. Social Contract Rater—Effort (all classes) DCA Data Hopewell DCA score-- Mrs. Hinds Classes— 1st Period- 3rd Period- 5th Period- 7th Period- 9th Period- Mrs. Rothenhausler’s Classes-- Mr. Crellin’s Classes— Stimulus and Response Workbook external stimulus, internal stimulus, response, stimulus pg. 3—Read the scenarios and label stimulus and response. Stimulus and Response pg. 1—7.13A Answer the 3 questions Video 7. Tropism Notes 8. Launch---MAKE GOOD CHOICES

Stimulus and Response Workbook Learning Target: Investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight. T H U R S D A Y F e b r ua y 1, 2 1 8 By the end of class today, students will be able to distinguish between an external stimulus, internal stimulus and response. Supplies: Chromebook Agenda Pencil Stimulus and Response Workbook Science Starter: Stimulus and Response Workbook Pgs. 14-16 Tropisms

6. Launch---MAKE GOOD CHOICES Tell me something GOOD. Social Contract Rater—Effort (all classes) pg. 13—Tropism definitions Video—Tropisms Pgs. 14-16 in the workbook and use the link on my website for Plants in motion 6. Launch---MAKE GOOD CHOICES