INTERVENTION

Complete the diagnostic test below.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Use artificial selection to develop a new variety of insects.
• Distinguish between the processes of natural and artificial selection.
• Compare the rates at which natural and artificial selection occur.
• Explore how the rate of mutations is related to the rate of adaptation to an environment.

VOCABULARY

artificial selection, breed, chromosome, evolution, fitness, genotype, mutation, natural selection,

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Interpret a weather station symbol.
• Describe the characteristics of a hurricane.
• Observe weather conditions near and within a hurricane.
• Use air pressure, cloud cover, wind direction, and wind speed readings to predict the position and motion of a hurricane.

VOCABULARY

air pressure, Coriolis effect, eye, hurricane, knot, meteorologist, precipitation

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

INTERVENTION

Complete the diagnostic test below.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Predict the color of moth that will survive better on various colors of tree trunks.
• Understand how camouflage can promote survival.
• Explain the process of natural selection.

VOCABULARY

biological evolution, camouflage, Industrial Revolution, lichen, morph, natural selection, peppered moth

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

Part 3 : Activity A – Light trees & Activity B – Dark trees

Complete the activity below in the notebook or on the paper you received.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Determine the feeding dependencies in a forest ecosystem.
• Learn the roles of producers, consumers, and decomposers in the carbon cycle.
• Determine which consumers are decomposers.
• Interpret pictographs and line graphs.

VOCABULARY

consumer, decomposer, inorganic, organic, organism, population, producer

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

Part 3 : Activity A – Trees & Activity B – Bears

Complete the activities below in the notebook or on the paper you received.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Determine the feeding dependencies in a forest ecosystem.
• Learn the roles of producers, consumers, and decomposers in the carbon cycle.
• Determine which consumers are decomposers.
• Interpret pictographs and line graphs.

VOCABULARY

consumer, decomposer, inorganic, organic, organism, population, producer

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

Part 3 : Activity A – Trees & Activity B – Bears

Complete the activities below in the notebook or on the paper you received.

INTERVENTION

Complete the diagnostic test below.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Predict the color of moth that will survive better on various colors of tree trunks.
• Understand how camouflage can promote survival.
• Explain the process of natural selection.

VOCABULARY

biological evolution, camouflage, Industrial Revolution, lichen, morph, natural selection, peppered moth

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

Part 3 : Activity A – Light trees & Activity B – Dark trees

Complete the activity below in the notebook or on the paper you received.

INTERVENTION

Complete the diagnostic test below

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Predict the color of moth that will survive better on various colors of tree trunks.
• Understand how camouflage can promote survival.
• Explain the process of natural selection.

VOCABULARY

biological evolution, camouflage, Industrial Revolution, lichen, morph, natural selection, peppered moth

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

Part 3 : Activity A – Light trees

Complete the activity below in the notebook or on the paper you received.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• Determine the feeding dependencies in a forest ecosystem.
• Learn the roles of producers, consumers, and decomposers in the carbon cycle.
• Determine which consumers are decomposers.
• Interpret pictographs and line graphs.

VOCABULARY

consumer, decomposer, inorganic, organic, organism, population, producer

ASSIGNMENT

Part 1 : Vocabulary

Search the vocabulary above and write it down in your notebook. Make sure you understand all the words.

Part 2 : Gizmo warm-up

Visit explore learning. Complete the warm-up below.

Part 3 : Activity A – Trees

Complete the activity below in the notebook or on the paper you received.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• know how to create a revision sheet based on the Cornell note form or TRF
• be able to search reliable information about a subject 
• question the sources they may find
• partner with their classmates to share what they learned

VOCABULARY

Cf. the unit overview

ASSIGNMENT

Part 1 : Vocabulary

In your notebook, list the unknown vocabulary that you find in the unit overview. Search for the definition and make sure you understand the meaning.

Search for reliable videos about these notions and watch a couple of them. Write the references in your notebook.

Part 2 : Revision sheet

Using the TRF or Cornell note form, ask questions to better understand the unit and big ideas. Search for information in your handbook and write down in your notebook where exactly you can find the lesson (what chapter? what page?…).

Part 3 : Sharing

Partner with a classmate to share what you just learn to make sure you understand the essential questions of the unit and the main vocabulary. Refine your notes based on your conversation. Search on explore learning some simulations that could be interesting to master the notions.

UNIT OVERVIEW

LEARNING OBJECTIVES

Students will…

• know how to create a revision sheet based on the Cornell note form or TRF
• be able to search reliable information about a subject
• question the sources they may find
• partner with their classmates to share what they learned

VOCABULARY

Cf. the unit overview

ASSIGNMENT

Part 1 : Vocabulary

In your notebook, list the unknown vocabulary that you find in the unit overview. Search for the definition and make sure you understand the meaning.

Search for reliable videos about these notions and watch a couple of them. Write the references in your notebook.

Part 2 : Revision sheet

Using the TRF or Cornell note form, ask questions to better understand the unit and big ideas. Search for information in your handbook and write down in your notebook where exactly you can find the lesson (what chapter? what page?…).

Part 3 : Sharing

Partner with a classmate to share what you just learn to make sure you understand the essential questions of the unit and the main vocabulary. Refine your notes based on your conversation. Search on explore learning some simulations that could be interesting to master the notions.