From the green book:
Chapters 1 and 3
study all quizzes, section reviews, and chapter reviews.
From the red book:
Chapter 1 sections 1 and 2 read section 4
Chapter 3 section 4
study all the section reviews.
miércoles, 28 de octubre de 2009
domingo, 18 de octubre de 2009
domingo, 11 de octubre de 2009
miércoles, 23 de septiembre de 2009
missing answers
number 13 d is ecosystem, and number 25 d is the energy flowing from the grasshopper to coyote.
sorry that they didn't come out in the page. I don't know what happened.
sorry that they didn't come out in the page. I don't know what happened.
domingo, 30 de agosto de 2009
lunes, 24 de agosto de 2009
miércoles, 19 de agosto de 2009
lunes, 18 de mayo de 2009
PROJECT
Model-Making Lab DATASHEET FOR LABBOOK
Build a Lung
When you breathe, you actually pull air into your lungs because your diaphragm muscle causes your chest to expand. You can see this is true by placing your hands on your ribs and inhaling slowly. Did you feel your chest expand? In this activity, you will build a model of a lung by using some common materials. You will see how the diaphragm muscle works to inflate your lungs. Refer to the diagrams in the textbook as you construct your model.
MATERIALS
• bag, trash, small plastic
• balloon, small
• bottle, top half, 2 L
• clay, golf-ball-sized piece
PROCEDURE
1. Attach the balloon to the end of the straw with a rubber band. Make a hole through the clay, and insert the other end of the straw through the hole. Be sure at least 8 cm of the straw extends beyond the clay. Squeeze the ball of clay gently to seal the clay around the straw.
2. Insert the balloon end of the straw into the neck of the bottle. Use the ball of clay to seal the straw and balloon into the bottle.
3. Turn the bottle gently on its side. Place the trash bag over the cut end of the bottle. Expand a rubber band around the bottom of the bottle to secure the bag. You may wish to reinforce the seal with tape. Before the plastic is completely sealed, gather the excess material of the bag into your hand, and press toward the inside of the bottle slightly. (You may need to tie a knot about halfway up from the bottom of the bag to take up excess material.) Use tape to finish sealing the bag to the bottle with the bag in this position. The excess air will be pushed out of the bottle.
ANALYZE THE RESULTS
1. What can you do with your model to make the “lung” inflate?
2. What do the balloon, the plastic wrap, and the straw represent in your model?
3. Using your model, demonstrate to the class how air enters the lung and how air exits the lung.
APPLYING YOUR DATA
Do some research to find out what an “iron lung” is and why it was used in the past. Research and write a report about what is used today to help people who have difficulty breathing.
Build a Lung
When you breathe, you actually pull air into your lungs because your diaphragm muscle causes your chest to expand. You can see this is true by placing your hands on your ribs and inhaling slowly. Did you feel your chest expand? In this activity, you will build a model of a lung by using some common materials. You will see how the diaphragm muscle works to inflate your lungs. Refer to the diagrams in the textbook as you construct your model.
MATERIALS
• bag, trash, small plastic
• balloon, small
• bottle, top half, 2 L
• clay, golf-ball-sized piece
PROCEDURE
1. Attach the balloon to the end of the straw with a rubber band. Make a hole through the clay, and insert the other end of the straw through the hole. Be sure at least 8 cm of the straw extends beyond the clay. Squeeze the ball of clay gently to seal the clay around the straw.
2. Insert the balloon end of the straw into the neck of the bottle. Use the ball of clay to seal the straw and balloon into the bottle.
3. Turn the bottle gently on its side. Place the trash bag over the cut end of the bottle. Expand a rubber band around the bottom of the bottle to secure the bag. You may wish to reinforce the seal with tape. Before the plastic is completely sealed, gather the excess material of the bag into your hand, and press toward the inside of the bottle slightly. (You may need to tie a knot about halfway up from the bottom of the bag to take up excess material.) Use tape to finish sealing the bag to the bottle with the bag in this position. The excess air will be pushed out of the bottle.
ANALYZE THE RESULTS
1. What can you do with your model to make the “lung” inflate?
2. What do the balloon, the plastic wrap, and the straw represent in your model?
3. Using your model, demonstrate to the class how air enters the lung and how air exits the lung.
APPLYING YOUR DATA
Do some research to find out what an “iron lung” is and why it was used in the past. Research and write a report about what is used today to help people who have difficulty breathing.
PROJECT
MODEL-MAKING
Performance-Based Assessment
OBJECTIVE
You’ve read about circulation and respiration in the human body. Now you will have a chance to model the blood flow in the human heart! In this activity you will use the materials provided to build a model of the heart and lungs and to illustrate blood flow.
KNOW THE SCORE!
As you work through the activity, keep in mind that you will be earning a grade for the following:
• how well you work with the materials (30%)
• how well you know the correct structure of the heart and lungs and can illustrate the blood flow between chambers (40%)
• how well you complete the analysis (30%)
MATERIALS AND EQUIPMENT
• cardboard tubes, 2
• egg carton
• glue
SAFETY INFORMATION
• Use scissors safely.
• Pipe cleaners can have sharp ends.
PROCEDURE
1. Cut the egg carton apart so that you have 8 “cups.” Glue pairs of them together facing each other so that you have four chambers. Label two of the chambers “atrium” and two of the chambers “ventricle.” Label the atria “left” and “right.” Label the ventricles “left” and “right.”
2. Secure the chambers together with the pipe cleaners. Use red pipe cleaners to represent oxygen-rich blood and blue pipe cleaners to represent oxygen-poor blood. Show the blood flow into each atrium, between the atria and the ventricles, and out of each ventricle. Attach the atria and ventricles together with the white pipe cleaners.
3. What are blood vessels that carry blood away from the heart called?
4. What are blood vessels that carry blood toward the heart called?
5. Use the cardboard tubes to represent lungs. Connect them to the heart, again with the red and blue pipe cleaners in the correct places to represent blood vessels carrying oxygen-rich and oxygen-poor blood. Do arteries always carry oxygen-rich blood? Explain.
ANALYSIS
To answer the following questions, position your model so that it has the same orientation as the heart in your body.
6. Which side of the heart has oxygen-poor blood flowing through it?
7. Which side of the heart has oxygen-rich blood flowing through it?
8. Describe the pathway of blood going to and coming from the lungs.
9. Which of the chambers has the strongest pumping action, and why is this necessary?
Performance-Based Assessment
OBJECTIVE
You’ve read about circulation and respiration in the human body. Now you will have a chance to model the blood flow in the human heart! In this activity you will use the materials provided to build a model of the heart and lungs and to illustrate blood flow.
KNOW THE SCORE!
As you work through the activity, keep in mind that you will be earning a grade for the following:
• how well you work with the materials (30%)
• how well you know the correct structure of the heart and lungs and can illustrate the blood flow between chambers (40%)
• how well you complete the analysis (30%)
MATERIALS AND EQUIPMENT
• cardboard tubes, 2
• egg carton
• glue
SAFETY INFORMATION
• Use scissors safely.
• Pipe cleaners can have sharp ends.
PROCEDURE
1. Cut the egg carton apart so that you have 8 “cups.” Glue pairs of them together facing each other so that you have four chambers. Label two of the chambers “atrium” and two of the chambers “ventricle.” Label the atria “left” and “right.” Label the ventricles “left” and “right.”
2. Secure the chambers together with the pipe cleaners. Use red pipe cleaners to represent oxygen-rich blood and blue pipe cleaners to represent oxygen-poor blood. Show the blood flow into each atrium, between the atria and the ventricles, and out of each ventricle. Attach the atria and ventricles together with the white pipe cleaners.
3. What are blood vessels that carry blood away from the heart called?
4. What are blood vessels that carry blood toward the heart called?
5. Use the cardboard tubes to represent lungs. Connect them to the heart, again with the red and blue pipe cleaners in the correct places to represent blood vessels carrying oxygen-rich and oxygen-poor blood. Do arteries always carry oxygen-rich blood? Explain.
ANALYSIS
To answer the following questions, position your model so that it has the same orientation as the heart in your body.
6. Which side of the heart has oxygen-poor blood flowing through it?
7. Which side of the heart has oxygen-rich blood flowing through it?
8. Describe the pathway of blood going to and coming from the lungs.
9. Which of the chambers has the strongest pumping action, and why is this necessary?
martes, 21 de abril de 2009
martes, 14 de abril de 2009
vocabulary activity
Vocabulary activity
A Hunt with Heart
After you finish reading the chapter, try this puzzle!
Solve the clues below. Then use the clues to complete the puzzle on the next page.
1. system that transports materials to and from the body’s cells
2. a connective tissue made up of cells, cell parts, and plasma
3. the fluid part of blood
4. largest lymph organ
5. upper portion of the throat
6. system that collects extra cellular fluid and returns it to your blood
7. lymph organ just above the heart that produces lymphocytes
8. fluid and particles absorbed into lymph capillaries
9. type of blood circulation between the heart and the lungs
10. the smallest blood vessels in the body
11. your voice box
12. expressed in millimeters of mercury (mm Hg)
13. cell fragments that clump together to form a plug that helps reduce blood loss
14. organs that are found along the lymphatic vessels that filter particles from lymph
15. process that is made up of breathing and cellular respiration
16. type of blood circulation between the heart and the rest of the body
17. dome-shaped muscle involved in breathing
18. upper heart chambers
19. blood vessels that direct blood away from the heart
20. made up of groups of lymphatic tissue located inside your throat, at the back of your nasal cavity, and at the back of your tongue
21. system consisting of the lungs, the throat, and the passageways that lead to the lungs
22. lower heart chambers
23. blood vessels that direct blood toward the heart
24. tiny sacs on the bronchiole branches of the lungs
25. your windpipe
26. the two tubes that connect the lungs with the trachea
copyright HOLT, RINEHART AND WINSTON.
Labels: SIXTH GRADE
A Hunt with Heart
After you finish reading the chapter, try this puzzle!
Solve the clues below. Then use the clues to complete the puzzle on the next page.
1. system that transports materials to and from the body’s cells
2. a connective tissue made up of cells, cell parts, and plasma
3. the fluid part of blood
4. largest lymph organ
5. upper portion of the throat
6. system that collects extra cellular fluid and returns it to your blood
7. lymph organ just above the heart that produces lymphocytes
8. fluid and particles absorbed into lymph capillaries
9. type of blood circulation between the heart and the lungs
10. the smallest blood vessels in the body
11. your voice box
12. expressed in millimeters of mercury (mm Hg)
13. cell fragments that clump together to form a plug that helps reduce blood loss
14. organs that are found along the lymphatic vessels that filter particles from lymph
15. process that is made up of breathing and cellular respiration
16. type of blood circulation between the heart and the rest of the body
17. dome-shaped muscle involved in breathing
18. upper heart chambers
19. blood vessels that direct blood away from the heart
20. made up of groups of lymphatic tissue located inside your throat, at the back of your nasal cavity, and at the back of your tongue
21. system consisting of the lungs, the throat, and the passageways that lead to the lungs
22. lower heart chambers
23. blood vessels that direct blood toward the heart
24. tiny sacs on the bronchiole branches of the lungs
25. your windpipe
26. the two tubes that connect the lungs with the trachea
copyright HOLT, RINEHART AND WINSTON.
Labels: SIXTH GRADE
Lab for seveth grade
Science lab for April 15th 2009
TITULO :Ley de Conservación de la Masa Durante un Cambio Químico
OBJETIVO :Comprobar la ley de la conservación de la masa.
MATERIALES:
•Balanzas
•3 Frascos con Tapas.
•1 Pipeta Graduada.
REACTIVOS
•Solución de Cloruro de Calcio (CaCl2) al 10 %
•Solución de Carbonato de Sodio ( Na2CO3) al 10 %
•Solución de Ácido Sulfúrico (H2SO4) al 10 %
FUNDAMENTO TEORICO:La teoría de la conservación de la materia fue enunciada por el químico francés Antonio Lavoisier, haciendo uso de una balanza y estableciendo que al efectuarse una reacción química, la masa total del sistema reaccionante no cambia.
Para poder comprobar dicha ley se necesita conocer la masa inicial de las sustancias que entran en la reacción y luego al finalizar esta se debe pesar nuevamente la masa de los productos.
Cuando Lavoisier experimento y comprobó lo anterior quedo sin validez la teoría de Flogisto.
PROCEDIMENTO EXPERIMENTAL
1. Pesar cada uno de los frascos completamente vacío, limpio y seco. Anotando el peso de
cada uno de ellos.
2. Depositar en uno de los frascos 10 ml. de una solución de ácido sulfúrico (H2SO4).
3. En cada uno de los frascos restantes coloque 5 ml de las soluciones de Carbonato de
Sodio en uno y Cloruro de Calcio en el otro, tápelo y péselo nuevamente.
4. Vierta con cuidado la solución que es Cloruro de Calcio en el frasco que contiene la
solución de Carbonato de Sodio. Agite lentamente, observe y anote lo sucedido.
5. Tape el frasco con el contenido anterior y péselo en una balanza. Anotando dicho peso.
6. Retire el frasco de al balanza y adicione la solución de ácido sulfúrico y agite suavemente observando y anotando los cambios, siga agitando lentamente hasta cuando la reacción haya finalizado. Si el frasco se calienta espere que se enfríe a temperatura ambiente y luego péselo para determinar el peso total de la mezcla.
CALCULOS:
Los cálculos y resultados se harán en base a los datos siguientes:
a) Peso total antes de la primera mezcla.
b) Peso total después de la primera mezcla.
c) Peso total después de la segunda mezcla.
PREGUNTAS
1. Que puede usted responder acerca del cambio de masa que sucede en una reacción
química. ?
2. Se cumplió o no, la ley de la conservación de la materia.
3. En que consistió la teoría del Flogisto.
You only have to bring the flasks (jars with lids) not too big.
TITULO :Ley de Conservación de la Masa Durante un Cambio Químico
OBJETIVO :Comprobar la ley de la conservación de la masa.
MATERIALES:
•Balanzas
•3 Frascos con Tapas.
•1 Pipeta Graduada.
REACTIVOS
•Solución de Cloruro de Calcio (CaCl2) al 10 %
•Solución de Carbonato de Sodio ( Na2CO3) al 10 %
•Solución de Ácido Sulfúrico (H2SO4) al 10 %
FUNDAMENTO TEORICO:La teoría de la conservación de la materia fue enunciada por el químico francés Antonio Lavoisier, haciendo uso de una balanza y estableciendo que al efectuarse una reacción química, la masa total del sistema reaccionante no cambia.
Para poder comprobar dicha ley se necesita conocer la masa inicial de las sustancias que entran en la reacción y luego al finalizar esta se debe pesar nuevamente la masa de los productos.
Cuando Lavoisier experimento y comprobó lo anterior quedo sin validez la teoría de Flogisto.
PROCEDIMENTO EXPERIMENTAL
1. Pesar cada uno de los frascos completamente vacío, limpio y seco. Anotando el peso de
cada uno de ellos.
2. Depositar en uno de los frascos 10 ml. de una solución de ácido sulfúrico (H2SO4).
3. En cada uno de los frascos restantes coloque 5 ml de las soluciones de Carbonato de
Sodio en uno y Cloruro de Calcio en el otro, tápelo y péselo nuevamente.
4. Vierta con cuidado la solución que es Cloruro de Calcio en el frasco que contiene la
solución de Carbonato de Sodio. Agite lentamente, observe y anote lo sucedido.
5. Tape el frasco con el contenido anterior y péselo en una balanza. Anotando dicho peso.
6. Retire el frasco de al balanza y adicione la solución de ácido sulfúrico y agite suavemente observando y anotando los cambios, siga agitando lentamente hasta cuando la reacción haya finalizado. Si el frasco se calienta espere que se enfríe a temperatura ambiente y luego péselo para determinar el peso total de la mezcla.
CALCULOS:
Los cálculos y resultados se harán en base a los datos siguientes:
a) Peso total antes de la primera mezcla.
b) Peso total después de la primera mezcla.
c) Peso total después de la segunda mezcla.
PREGUNTAS
1. Que puede usted responder acerca del cambio de masa que sucede en una reacción
química. ?
2. Se cumplió o no, la ley de la conservación de la materia.
3. En que consistió la teoría del Flogisto.
You only have to bring the flasks (jars with lids) not too big.
lunes, 13 de abril de 2009
Cardivascular system vocabulary
Blood pressure: The force that blood exerts against the walls of a blood vessel.
Systolic pressure: The pressure of blood when the ventricules contrac.
Diastolic pressure: When the pressure of the blood is sufficient to keep the arteries open even with the ventricles relaxed.
Hypertension: High blood pressure, or blood pressure that is higher than normal.
Pulmonary circulation: when blood travels between the heart and the lungs.
Systemic circulation: when blood travels between the heart and all other body tissues.
BLOOD
Plasma: the liquid component of blood.
Red blood cells(erythrocytes): a solid part of blood incharge of oxygen transportation.
Hemoglobin: an iron-containing protein. this is the molecule that actually transports oxygen, and carbon dioxide.
White blood cells (leukocytes): a solid part of blood incharge of defending the body against disease.
Platelets: a solid part of blood incharge of the formation of blood clots.
LYMPHATIC SYSTEM
Lymph: the fluid of the lymphatic system.
Lymphocyte: a type of white blood cell occurring in two primary forms, T cells and B cells.
Systolic pressure: The pressure of blood when the ventricules contrac.
Diastolic pressure: When the pressure of the blood is sufficient to keep the arteries open even with the ventricles relaxed.
Hypertension: High blood pressure, or blood pressure that is higher than normal.
Pulmonary circulation: when blood travels between the heart and the lungs.
Systemic circulation: when blood travels between the heart and all other body tissues.
BLOOD
Plasma: the liquid component of blood.
Red blood cells(erythrocytes): a solid part of blood incharge of oxygen transportation.
Hemoglobin: an iron-containing protein. this is the molecule that actually transports oxygen, and carbon dioxide.
White blood cells (leukocytes): a solid part of blood incharge of defending the body against disease.
Platelets: a solid part of blood incharge of the formation of blood clots.
LYMPHATIC SYSTEM
Lymph: the fluid of the lymphatic system.
Lymphocyte: a type of white blood cell occurring in two primary forms, T cells and B cells.
martes, 31 de marzo de 2009
ACHIEVEMENTS FOURTH BIMESTER 7
SEVENTH GRADE ACHIEVEMENTS
7. Determina ecosistemas y analiza el equilibrio dinámico entre las comunidades.
INDICATORS
• Relate and explain the water cycle, the carbon cycle, and the nitrogen cycle.
• Synthesise the different type of interactions and explain how the environment affects them.
• Describes how habitat destruction affects Biodiversity.
• Explains how biodiversity can be maintained.
7. Determina ecosistemas y analiza el equilibrio dinámico entre las comunidades.
INDICATORS
• Relate and explain the water cycle, the carbon cycle, and the nitrogen cycle.
• Synthesise the different type of interactions and explain how the environment affects them.
• Describes how habitat destruction affects Biodiversity.
• Explains how biodiversity can be maintained.
ACHIEVEMENTS FOURTH BIMESTER
SIXTH GRADE ACHIEVEMENTS
6. Identifica la estructura y órganos que forman el sistema circulatorio en seres vivos como medio de adquisición de energía
INDICATOR
• Identify the organs that make up the Circulatory, and Lymphatic systems.
7. Identifica la estructura y órganos que forman el sistema respiratorio en los seres vivos como medio de adquisición de energía.
INDICATOR
• Identify the organs that make up the Respiratory Systems.
6. Identifica la estructura y órganos que forman el sistema circulatorio en seres vivos como medio de adquisición de energía
INDICATOR
• Identify the organs that make up the Circulatory, and Lymphatic systems.
7. Identifica la estructura y órganos que forman el sistema respiratorio en los seres vivos como medio de adquisición de energía.
INDICATOR
• Identify the organs that make up the Respiratory Systems.
domingo, 18 de enero de 2009
ACHIEVEMENTS THIRD BIMESTER 7
AREA: CIENCIAS NATURALES Y EDUCACION AMBIENTAL
ASIGNATURA: SCIENCE GRADO: SEPTIMO INTENSIDAD HORARIA SEMANAL: 4 HORAS
PROFESOR(A): ISABEL SHAW GONZALEZ BIMESTRE: III
LOGRO: 5. Describe las características, funciones, y estructuras del sistema Óseo de los humanos y otros tipos de animales y explica como este sistema se ha adaptado.
TEMAS: SKELETAL SYSTEM
INDECADORES DE LOGRO: 1. Identify the major organs of the skeletal system.
2. Relate and differentiate the skeletal system of vertebrates and invertebrates.
3. Compare the types of joints.
SUBTEMA: THE SKELETAL SYSTEM
LOGRO: 6. Describe las características, funciones, y estructuras del sistema Muscular de los humanos y otros tipos de animales y explica como este sistema se ha adaptado.
TEMA: MUSCULAR SYSTEM.
INDICADORES DE LOGRO: Describe the functions, and structures of muscles
SUBTEMA: THE MUSCULAR SYSTEM
ACHIEVEMENTS THIRD BIMESTER
AREA: CIENCIAS NATURALES Y EDUCACION AMBIENTAL
ASIGNATURA: SCIENCE GRADO: SEXTO
INTENSIDAD HORARIA SEMANAL: 4 HORAS
PROFESOR(A): ISABEL SHAW GONZALEZ BIMESTRE:III
LOGRO: 4. Clasifica los seres vivos de acuerdo con sus características en diferentes reinos.
TEMAS: Classification
INDECADORES DE LOGRO: Classify living things according to their characteristics into different kingdoms
SUBTEMA: · 1. SORTING IT ALL OUT
2. DOMAINS AND KINGDOMS
LOGRO: 5. Determina la función y estructura del sistema digestivo de diferentes organismos.
TEMA: THE DIGESTIVE SYSTEM
INDICADOR DE LOGRO: Compare and Contrast the digestive systems of different organisms
SUBTEMA: 1. BODY ORGANIZATION
2· THE DIGESTIVE SYSTEM
ASIGNATURA: SCIENCE GRADO: SEXTO
INTENSIDAD HORARIA SEMANAL: 4 HORAS
PROFESOR(A): ISABEL SHAW GONZALEZ BIMESTRE:III
LOGRO: 4. Clasifica los seres vivos de acuerdo con sus características en diferentes reinos.
TEMAS: Classification
INDECADORES DE LOGRO: Classify living things according to their characteristics into different kingdoms
SUBTEMA: · 1. SORTING IT ALL OUT
2. DOMAINS AND KINGDOMS
LOGRO: 5. Determina la función y estructura del sistema digestivo de diferentes organismos.
TEMA: THE DIGESTIVE SYSTEM
INDICADOR DE LOGRO: Compare and Contrast the digestive systems of different organisms
SUBTEMA: 1. BODY ORGANIZATION
2· THE DIGESTIVE SYSTEM
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