6A Science Homework

Please complete section 4 "Humans in Space" in your ne package.

Grade 6 Brochure Assignment Due Monday November 5th

Please review all the success criteria listed on an earlier post.

DON"T FORGET TO INCLUDE YOUR SOURCES!

Grade 8 Problem Solving Success Criteria

Knowledge

• All components of the assignment are complete
• The solution is correct
• All computations are correct

Thinking and Investigation

• Solution is explained step by step
• Student has checked their work (they show how they did)
• A clear plan is evident – student shows that they have thought out their process
• Solution is justified

 Communication

• Explanations are clear and easy to read
• Work is well organized
• Word problems are answered in full sentences
• Work is titled and named
• The work submitted is a clean, final draft

Application

• Correct formulas are used
• A variety of strategies are used
• All work is shown
• Highlight the given information
• When possible, a diagram, table, or chart is used

Grade 8 Math Chapter 2 Test: Tuesday October 30th

Please review your quizzes!

Grade 8 Math Assignment Due Date Wednesday October 31st

An Unexpected Inheritance

Suppose that you have inherited $10 000.00 from a distant relative. According to his will, you must put 65% of your inheritance into a savings account for your post-secondary education. You may spend the remaining amount of money on exactly 5 items of your choice, with the following conditions;

• You must research and find the best interest rate available for the money you are investing
• You must find the best buy for each item

How will you use your inheritance?

1. How much money will you invest? How much money do you have to spend?

2. Where will you invest your money for your education? Investigate a minimum of 3 banks.

3. How much money will you have in your savings account in five years? How much of this money will be interest? Be sure to compound your interest yearly.

4. Make a list of 5 items that you would like to buy with the remaining money.

5. Research using the Internet or another source to find the best buy for each item on your list.

6. For one item, show the highest and lowest price and determine the difference between the two prices. Show the difference as a percent.

7. Verify, through calculations, that you can purchase all the items on your list with your money. Remember to include 13% tax.

8. What is the ratio of spending money to savings? Create and solve another problem

9.  that involves ratios.

Assessment

Please review the math problem solving success criteria to help guide you.

Grade 7 Chapter 2 Test: Thursday November 8th

The section 2.1 and 2.2 notes are already on the blog! Go and find them!

Grade 7: What are limiting factors?

This link provides a quick review.

http://homestudy.ihea.com/wildlife/09limits.htm

Grade 6 Brochure Success Criteria

Grade 6 Brochure Project Success Criteria

1. A minimum of 5 of the 7 literary techniques are creatively used – a slogan MUST be one of them.

1. There is only 1 printed image, and at least 2 other drawn images – you may have more.

  

3. Images should be:
1. in colour
2. drawn carefully and neatly
3. on topic
4. accurately drawn

4. At least 15 accurate facts are included

5. Creative ways were used to attract attention, for example a theme (a sports planet)

6. Creativity is used in the slogan and in writing about the planet

7. Front page includes student name, planet name and an image

8. All the steps of the writing process have been followed; submit your:

1. Notes
2. First draft
3. Final draft
4. Sources

PLEASE NOTE: There is no longer a presentation component.

Grade 6 Interplanetary Travel Agent Project Outline: Rough Draft Due Monday October 29th

Interplanetary Travel Agent Project

Scenario

You are a travel agent located in the nearby Andromeda Galaxy. You have been asked by your superiors to boost the travel business in your galaxy. You have decided to look beyond your own galaxy and into the Milky Way. The first destination you decide to investigate is a cute little solar system that has 8 planets and one dwarf planet. Upon doing some research you learned the names of these planets to be:

a)      Mercury

b)      Venus

c)       Earth

d)      Mars

e)      Jupiter

f)       Saturn

g)      Uranus

h)      Neptune

i)        Pluto *dwarf planet

Your travel agent partner, Glockenspiel, has told you he wants to investigate the little blue planet called “Earth”. This means that you have to choose one of the other 8 planets to investigate first. The first thing you need to do is make an interesting brochure to give to your clients. So, pick a planet and let’s take off!

Marking

1) Be sure to use effective writing strategies when writing your brochure. Your work comes alive when you use:

Alliteration: Using more words in a row that start with the same letter (e.g., Visit fun, fabulous, far-out Neptune!)

Similes: A comparison using like or as (e.g., The surface of the Moon is cratered like a pepperoni pizza!)

Exaggeration or Hyperbole: Say things about your planet that stretch the truth (e.g., If you visit Venus you will have the best time in the Universe!)

Slogan or Rhymes: (E.g., Visit the Earth and you’ll say; that just made my whole day!)

Descriptive Words: Use descriptive words in place of simple words (e.g., Visit Saturn’s ultra awesome radical rings). A thesaurus helps you find new words!

Short Sentences:  At times, short sentences make a strong impact (e.g., Visit now!)

Sentences with Questions: (e.g., Are you tired of the same dull summer vacations?)

Providing a number of effective writing strategies will help you earn a higher level.

2) Accuracy is Important.

For example, the slogan “Fun in the Sun” would not work if you were promoting Pluto since it is so far from the Sun. You may want to say instead that Pluto is a “Nice quiet place to get away from it all!”

3) Follow the Writing Process

The steps for you to follow are:

1) Brainstorming              2) Research        3) Rough Draft                   4) Editing             5) Final Copy

Your final copy should be a neat, colourful, attractive brochure that would encourage someone to visit your planet.

Assignment Requirements

Your brochure must:

a)      Include a minimum of 15 facts about your planet (place small numbers next to each fact please)

b)      Be very neat! You don’t have to be an artist to be neat.

c)       Be creative! This project provides you with that opportunity!

d)      Include relevant illustrations about your planet. Only one of the images can be computer generated or photocopied; please draw the rest by hand.

e)      Include the planet name, your name, and an image on the front page.

Presentation

You are expected to give a brief oral presentation about your planet; between 2 and 3 minutes in length. During the presentation you are to share important features about your planet.

You will be assessed on the following:

• the quality of content
• volume, pace, tone of voice, expression
• preparedness

Have fun space travelers! I know your projects will be out of this world!

Grade 7 Carbon Cycle Game

Check out this game! It helps you understand how a carbon atom (an abiotic element) cycles through our world.

http://www.windows2universe.org/earth/climate/carbon_cycle.html

Grade 7 Section 2.2 Cycling Matter Notes

2.2 Cycling Matter

·       Matter moves from biotic elements into abiotic elements in a cycle.

·       Decomposers are the engine of this cycle

Many abiotic elements move through cycles:

·       Water

·       Carbon

·       Oxygen

·       Nitrogen

·       Hydrogen

·       Phosphorus

The cycling of matter is a series of steps that allows abiotic elements to be used over and over again.

1.   Abiotic elements (nutrients) are absorbed and used by producers; this forms organic matter (the plants)

2.   Consumers eat the plants and absorb the organic matter and nutrients

3.   Consumers digest food and produce organic waste

4.   Decomposers break down organic waste into abiotic elements that producers can use

5.   The cycle begins again

This cycle allows for a constant supply of abiotic elements for organisms in an ecosystem.

·       The cycling of matter is continuous

·       Ecosystems are changed in small ways through this cycle

·       Examples of these changes are:

o     Plants grow and die

o     Animals build nests and abandon them

o     Animals reproduce

o     Organic matter piles up

Practise Quizzes for Test

Here are 3 additional practise quizzes for the test this Thursday.


http://www.sciencesource.ca/quizzes/quiz_01_1SLjG2.htm

http://www.sciencesource.ca/quizzes/quiz_01_2vRCiM.htm

http://www.sciencesource.ca/quizzes/quiz_01_35YRu2.htm

Have fun!

Study Guide for Grade 7 Test on Thursday

Study Guide for Grade 7 Test

Key Terms

□   abiotic

□   bacteria

□   biotic

□   carnivores

□   chlorophyll

□   community

□   consumers

□   decomposers

□   detritivores

□   ecosystem

□   food chain

□   habitat

□   herbivores

□   nutrients

□   omnivores

□   organic matter

□   oxygen

□   photosynthesis

□   populations

□   predator

□   prey

□   producers

□   scavengers

□   species

·        Examples of biotic – biotic, abiotic – biotic, and biotic – abiotic interactions

·        The process of photosynthesis

·        The five basic needs of living things

·        The roles of producers

·        Predator-prey relationships

·        Food chains

Grade 7 Notes Section 2.1

The Transfer of Energy in Ecosystems

Energy Transfer

• Food chains show how energy is transferred through an ecosystem
• The energy transfer in ecosystems begins with the Sun and producers

For example:

Sun                  Producers                     Herbivore and Omnivores                 Carnivores and Omnivores

• Only stored energy is transferred to the organisms at the next level
• About 10% of energy consumed by an organism is stored in its tissues
• A lot of energy consumed is used for living, growing, and given off as heat

Types of Consumers

	Primary Consumers	Secondary Consumers	Tertiary Consumers
What they eat	Producers	Primary Consumers	Secondary Consumers
Also known as	Herbivores and Omnivores	Carnivores and Omnivores	Carnivores and Omnivores
Examples	Rabbits Cows	Foxes Raccoons	Owls Wolves, Bears

Energy Pyramids

·        Energy pyramids show the amount of energy transferred in a food chain

·        There are fewer organisms as you  move up the pyramid

·        Only 10% of energy is passed on to the next level

·        Less energy passed on means fewer organisms

Food Webs

·        Food webs show interconnected food chains

·        They show a complex network of feeding relationships

·        More accurate model than a simple food chain

Grade 7 Chapter 1 Test - Thursday October 18th

This test will cover section 1.1, 1.2, and 1.3 in the textbook.

Try these online practise quizzes!

http://wps.pearsoned.ca/ca_school_ist7-8preview/99/25479/6522653.cw/content/index.html

http://www.sciencesource.ca/resources/gr7_matchquiz_ch01/

http://www.sciencesource.ca/resources/gr7_labelquiz_ch01/

NOTE THE TEST IS NOW ON THURSDAY!

Grade 7 Sampling Quiz Thursday October 11th

You will be asked 5 multiple choice questions relating to our investigation. You will also be required to perfrom calculations similar to those you did in class.

Grade 7 Ecosystem Investigation Outline - Due Friday October 12th

Ecosystem Investigation

Group Submission

Please submit the following in a group report:

1. Your completed recording sheet – Please rewrite a clean version, not the sheet that was used outdoors

2. A sheet of completed calculations

3. The Problem (see page 16 in Sciencepower 7)

4. A list of materials you used

5. Please include the answers to the following questions in complete sentences:

a.       Aside from grass, which organism was the most common? Why do you think it was so common?

b.      List 3 factors (abiotic or biotic) that allow the plants to survive in the lawn ecosystem.

c.       List 3 factors (abiotic or biotic) that allow the animals to survive in the lawn ecosystem.

d.      What scavengers, detritivores, and decomposers did you find in the ecosystem? What role do they play in keeping the ecosystem healthy?

e.      Explain what would happen in your lawn ecosystem if all the producers (plants) were removed from the site?

f.        Explain what would happen in your lawn ecosystem if all the consumers (insects, animals) were removed from the site?

g.       Explain what would happen in your lawn ecosystem if only the scavengers, detritivores and decomposers were removed from the site?

The group submission is due: _____________________________________________

Independent Submission

Instructions:

a)      Each student must work on the following questions independently

b)      The submitted work must be neatly written or typed

c)       All answers must be written in detailed sentences where possible

1.       Research some biotic factors (plants and animals) that are part of ecosystems in Southern Ontario. You can begin here:

http://www.discover-southern-ontario.com/Canadian-animals.html

a.       List 5 producers (think of common plants and trees)

b.      List 5 herbivores

c.       List 2 omnivores

d.      List 3 carnivores

e.      List 1 scavenger

f.        List 1 detritivore

g.       List 1 decomposer

2.       Create 5 food chains based on your list in question 1. The food chains should be no less than 3 organisms in length.

3.       What would happen to a food chain if one of the parts were removed? Use one of your food chains in question 2 to help explain your answer.

4.       Based on what you know about ecosystems, list as many abiotic factors in ecosystems as you can.

5.       Using your lists of biotic and abiotic factors, describe the following:

a.       2 biotic-biotic interactions

b.      2 abiotic-abiotic interactions

c.       2 biotic-abiotic interactions

The independent submission is due: _____________________________________________