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  Riverton Street Charter School Middle School Division

7th Grade Science 052918 Mr. Hankins

5/29/2018

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Review Aquatic Ecosystems:

Two types of Aquatic Ecosystems:
1. Freshwater Ecosystems
2. Marine Ecosystems
Freshwater Ecosystems:
  • Most of the earth is covered with water, however, only a small portion is freshwater.
  • Freshwater ecosystems include:
  1. Streams
  2. Rivers
  3. Ponds
  4. Lakes

  • Streams & Rivers:
    • Streams begin with cold and clear water flowing rapidly.
    • Animals that live here are adapted to the strong current, insects and small animals have hooks and suckers that cling them to rocks.
    • Trout have streamlined bodies that allow them to swim in rapid moving water.
    • Not many producers can grow in the fast current, therefore first level consumers feed off of leaves and seeds that fall into the streams.
    • Rivers are formed from many streams feeding into one body of water.
    • Rivers are slower moving and warmer.
    • Plants take root in the pebbles at the bottom, which provide food for insects and homes for frog and other animals.
    • These consumers provide food for many larger consumers.

  • Ponds & Lakes:
    • Ponds and lakes are bodies of standing, or still, fresh water.
    • Lakes are generally larger than ponds.
    • Ponds are shallow enough for sunlight to reach the bottom and allow plants to grow.
    • Organisms include insects, turtles, frogs, snails, toads, and fish.
    • Scavengers like catfish live near the bottom.
    • Bacteria and other decomposers feed on the remains of other organisms.
    • Lakes contain algae as their major producers.

  • Marine Ecosystems: Marine (of or relating to the sea or the plants and animals that live in the sea)
    • 4 types of marine ecosystems
  1. Estuary
  2. Intertidal Zone
  3. Neritic Zone
  4. The Open Ocean
  • Estuary:
    • where the freshwater of a river meets the salt water of the ocean.
    • Many animals use the calm waters or estuaries for breeding grounds.
  • Intertidal Zone
    • Between the highest tide line and the lowest tide line
    • Tide (the regular upward and downward movement of the level of the ocean that is caused by the pull of the sun and the moon on the earth)
    • Organisms must be able to withstand pounding waves and sudden changes in water levels and temperature due to high and low tides.
    • Animals such as barnacles and sea stars cling to rocks. Clams and crabs burrow in the sand.
  • Neritic Zone
    • The edge of the continent extends into the ocean for a short distance creating a continental shelf.
    • The neritic zone is a region of shallow water that extends over the continental shelf.
    • Sunlight passes through the shallow water which allow photosynthesis to occur to grow many producers such as algae and coral reefs.
    • The producers provide food for a zone rich in living things.
  • The Open Ocean
    • The surface zone, light penetrates only a few hundred which allows algae to grow on the surface - to feed many marine animals.
    • The deep zone is almost totally dark.
    • Most animals in the deep zone feed on the remains on organisms that sink down from the surface zone.
    • The deepest parts are home to a variety of very weird alien like looking creatures whose eyes glow in the dark.

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Science Tuesday May 29, 2018

5/29/2018

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Ms. Scott:
6th Grade:  Complete the properties of waves adapted reading - due Thursday May 30, 2018.
properties_of_waves_adapted_reading.pdf
File Size: 61 kb
File Type: pdf
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Brandeis:  Work on ecosystems project.
ecosystem_project.pdf
File Size: 228 kb
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Science Friday May 25, 2018

5/25/2018

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Ms. Scott:
6th Grade:  Read what are waves pages 510 - 514 in the textbook. Insert vocabulary with definitions. Copy and answer questions 1 & 2 on page 514 in textbook. 
waves_510-514.pdf
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Brandeis:  Complete the regents practice questions for Tuesday May 29, 2018. Start working on ecosystems project due June 1, 2018. 
ecosystem_project.pdf
File Size: 228 kb
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7th Grade Science - Mr. Hankins 5/25/18

5/25/2018

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Review lesson on Biomes. See notes below:

Section 4 - Biomes and Aquatic Ecosystems
Ecosysystem: The community of organisms that live in a particular area, along with non living surroundings.
Biome: A group of land ecosystems with similar climates and organisms
Aquatic: Living or found in or near water

Key Terms:
Biome:         a group of land ecosystems with similar climates and organisms
Canopy:        a leafy roof formed by tall trees
Understory:        a layer of shorter plants that grow in the shade of a forest canopy
Desert:        an area that receives less than 25 centimeters of precipitation per year.
Grassland:        an area that is populated mostly by grasses and other non woody plants, receiving 25 to 75 centimeters of rain per year.
Savanna:        a grassland close to the equator that receives as much as 120 centimeters of rain per year.
Deciduous Tree:    trees that shed their leaves and grow new ones each year.
Coniferous Tree:    a tree that produces the seeds in cones and that has needle-shaped leaves.
Tundra:        an extremely cold, dry biome
Permafrost:        soil that is frozen all year
Estuary:        a habitat in which the freshwater of a river meets the salt water of an ocean    
Intertidal Zone:    the area between the highest high-tide line and lowest low-tide line
Neritic Zone:        the region of shallow ocean water over the continental shelf

Biomes
  • There are 6 major biomes that most ecologists study:
  1. Rain Forest:
  2. Desert:
  3. Grassland:
  4. Deciduous Forest:
  5. Boreal Forest:
  6. Tundra:

  • It is mostly the climate - temperature and precipitation - in an area that determines its biome.
  • Why? It is the climate that limits the species of plants that can grow in an area. The species of plants determine the kinds of animal organism that live there.

Rain Forest:     an area that receives plenty of rain in this biome, that creates a large variety of plant life.
  • Two types:
  1. Temperate:    plenty of rain however the temperature is moderate
  2. Tropical:    plenty of rain with very high temperature

  • Trees in the rain forest form several distinct layers:
  1. Canopy - is the leafy roof of the forest
  2. Understory - second layer of shorter trees and vines that grow well under the shade of the canopy
  3. Forest Floor - very dark, little sunlight reaches, so very little plant life.

Desert:    an area that receives less than 25 centimeters of rain per year.
  • The amount of evaporation exceeds the precipitation
  • Organisms must adapt in order to survive in this biome.

Grassland Biomes:    an area that is populated mostly by grasses and other non woody plants
  • Receive more rain than desert - 25 to 75 cm of rain per year, but still not enough to for trees to grow. Commonly known as a prairie.
  • Savanna - a grassland that receives up to 120cm rain per year. Scattered shrubs and small trees grow.
  • Grasslands are home to many of the largest animals, i.e., elephants, bison, antelopes, zebras, rhinoceroses, giraffes, and kangaroos. They graze to maintain the grasslands (mow the lawns), and keep young trees and bushes from competing with the grass for water and sunlight.

Deciduous Forest:
  • Receive enough rain, at least 50 centimeters of rain per year.
  • Temperatures vary greatly - usually there are 4 seasons
  • The growing season lasts about 5 to 6 months.
  • The variety of plants create many different habitats.
  • Winter time, many animals will hibernate (a reduced body activity similar to sleep where animals rely on stored fat in their bodies to survive).

Boreal (Taiga) Forest:
  • Filled with spruce and fir trees
  • Chilly fall air.
  • Coniferous tree - trees that produce their seeds in cones and have leaves shaped like needles.
  • Very cold winters.
  • Coniferous trees have adapted to the cold climate and have developed thick, waxy needles that prevent water from evaporating.
  • The food chain consists of animals that feed off the producers, coniferous tree seeds. I.e., squirrels, insects, and birds.
  • Herbivores eat the tree bark and new shoots (the part of a new plant that is just beginning to grow above ground). I.e., hares, moose, and beavers.
  • Predators include wolves, bears, owls, and lynxes.

Tundra:
  • Extremely cold and dry.
  • Very little precipitation, not much more than a desert.
  • Most of the soil has been frozen for years.
  • Permafrost is the term to describe frozen soil.
  • During summertime, the frozen soil thaws at the top layer.
  • Rainwater cannot soak into permafrost, therefore causing puddles and marshy areas.
  • Producers include mosses, grasses, shrubs, and dwarf trees.
  • Most plant growth occurs in the short summer.
  • The sun does not set during midsummer North of the Arctic Circle.
  • The animals include lots of insects in the summer, which birds migrate north in order to feed on them.
  • Caribou, foxes, wolves and arctic hares grow thick fur coats in the harsh winter. Caribou feed of lichens (a small plant that grows on rocks and walls) that are under the snow. The wolves feed off of the weak Caribou in the herd.

Mountains & Ice:
  • These are not part of any major biome.
  • Mountain climate, plant and animal life can change from its base and its summit.
  • For instance, the base might resemble grasslands, the middle sections might resemble deciduous and boreal forests, the summit might resemble a treeless tundra.
  • Ice covers many parts of the lands on earth, i.e., Antarctica and Greenland.
  • Organisms on ice covered land include penguins, polar bears, and leopard seals. ​


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Science Thursday May 24, 2018

5/24/2018

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Ms. Scott:
6th grade:  Read the Transfer of Heat on pages 479 – 483 in textbook. Copy and answer section assessment questions 1 – 3 on page 483 – due Friday. Study for exam Tuesday on energy. Make sure you know the difference between potential and kinetic energy, the types of energy, energy transfer and energy transformations.
transfer_of_heat_479-483.pdf
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Brandeis:  Complete the student workbook - niches and community interactions 51 - 53. Use textbook pages 99 - 104 for assistance.
ml_bio_pg_99_-_niches___community_interactions.png
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ml_bio_pg_100_-_niches___community_interactions.png
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ml_bio_pg_101_-_niches___community_interactions.png
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ml_bio_pg_102_-_niches___community_interactions.png
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ml_bio_pg_103_-_niches___community_interactions.png
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ml_bio_pg_104_-_niches___community_interactions.png
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8th Grade:
Cal Tech & Johns Hopkins:  June 2016 Grade 8 Science Exam Part 1
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Science 7th Grade - Mr. Hankins

5/23/2018

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Study Section 3 of Chapter 22 - Biogeography (see study notes posted below)

Biogeography - The study of where organisms live (bio=life, geo=earth, graphy=description of)

Key terms:
Biogeography:    The study of where organisms live
Continental drift:    The very slow motion of continents
Dispersal:        The movement of organisms from one place to another
Exotic species:    An organism that is carried into a new location by people
Climate:        The typical weather pattern in an area over a long period of time    


Key points:

Continental drift:
  • Drift (a slow or gradual movement or change from one place to another)
  • What led to worldwide distribution of species?
  • One factor is continental drift.
  • Continents are part of huge blocks of solid rock, called plates, that make up Earth’s surface.
  • These plates move very slowly over millions of years… or “drift” over time.
  • The continents used to be part of one land mass called the Pangea (approx 225 million years ago).
  • Over millions of years, the land masses drifted apart. Therefore, species in one location were separated by oceans of space.

Dispersal:
  • Caused by three things:
  1. Wind
  2. Water
  3. Living things
  • Many animals move into new areas on their own, but plants and small animals need assistance.
  • Wind can disperse seeds, the spores (a cell made by some plants that is like a seed and can produce a new plant) of fungi, insects, and other small light organisms.
  • Water transports objects that float, such as coconuts, branches and leaves. This acts as boats or rafts for dispersal.
  • Living things can act as dispersal agents (a person or thing that causes something to happen) for other organisms. I.e., a bird eats berries in one area and deposit the seed via it’s waste in another area.
  • Humans can act as dispersal agents either intentionally or unintentionally. Ie., when humans bring corn or tomato plants to another area. Or “exotic” insects or mammals are carried unintentionally on human transportation vehicles.

Limits to Dispersal:
  • Three factors:
  1. Physical Barriers:    ie, water, mountains, and deserts. They are hard to cross and limit movement.
  2. Competition:        a new species must compete with existing species in their new area. They must find their niche. In some cases, the species can’t coexist and one species become extinct or displaced.
  3. Climate:        the weather of an area (see figure 12 on page 755) can limit dispersal. Ie. certain organisms can exist in cold and windy climates. Other organisms cannot disperse to these areas because they can’t exist in the climate.
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Science Wednesday May 23, 2018

5/23/2018

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Ms. Scott:
6th grade:  Read the Transfer of Heat on pages 479 – 483 in textbook. Copy and answer section assessment questions 1 – 3 on page 483 – due Friday. Study for exam Friday on energy. Make sure you know the difference between potential and kinetic energy, the types of energy, energy transfer and energy transformations.
transfer_of_heat_479-483.pdf
File Size: 5994 kb
File Type: pdf
Download File

Brandeis:  Complete the 10 percent rule worksheet.  Study for assessment Friday on energy flow through ecosystems. 
10_rule_worksheet.pdf
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Cal Tech and Johns Hopkins: 
Lesson 40 Climate and Weather
lesson_40_climate_and_weather.pdf
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Science Tuesday May 22, 2018

5/22/2018

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Ms. Scott:
6th Grade: Read Temperature, Thermal Energy & Heat pages 472 – 477. Insert vocabulary with definitions. Copy and answer questions 1 – 5 on page 477 – due Wednesday 5.23.18. Study for exam Friday on energy. Make sure you know the difference between potential and kinetic energy, the types of energy, energy transfer and energy transformations.
472-477.pdf
File Size: 6087 kb
File Type: pdf
Download File

Brandeis:  Complete the Biosphere Chapter assessment questions 1 – 4, 8 – 11, 14 – 18, 20 – 24 on pages 90 & 91 in textbook. (Copy the questions, respond to the short answer in complete sentences) due Wednesday 5.23.18. Study for assessment Friday on energy flow through ecosystems.
90-91.pdf
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Science Monday May 21, 2018

5/21/2018

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Ms. Scott:
6th Grade: Read Temperature, Thermal Energy & Heat pages 472 – 477. Insert vocabulary with definitions. Copy and answer questions 1 – 5 on page 477 – due Wednesday 5.23.18. Study for exam Friday on energy. Make sure you know the difference between potential and kinetic energy, the types of energy, energy transfer and energy transformations.
472-477.pdf
File Size: 6087 kb
File Type: pdf
Download File

Brandeis:  Complete the Biosphere Chapter assessment questions 1 – 4, 8 – 11, 14 – 18, 20 – 24 on pages 90 & 91 in textbook. (Copy the questions, respond to the short answer in complete sentences) due Wednesday 5.23.18. Study for assessment Friday on energy flow through ecosystems.
90-91.pdf
File Size: 2114 kb
File Type: pdf
Download File

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Science Friday May 18, 2018

5/18/2018

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Ms. Scott:
Brandeis:  Read Cycles of Matter pages 79 – 86 in textbook. Insert vocabulary with definitions. Copy and answer questions 1 – 5 on page 86 in textbook. Complete student workbook Cycles of matter pages 39 - 43 due Monday 5.21.18. ​
ml_bio_pg_79_-_cycles_of_matter.png
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