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11.15.13 Vocabulary . we will create a wordwall using our new science vocabulary. Describe what inherited traits are and where they can be found inside a cell. . S. P. Homeostasis. A stable and balanced internal system. . P. stimuli. Something that causes a response in an organism. P.

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11 15 13 vocabulary
11.15.13 Vocabulary
  • we will create a wordwall using our new science vocabulary.
  • Describe what inherited traits are and where they can be found inside a cell.

S

homeostasis

P

Homeostasis
  • A stable and balanced internal system.
stimuli

P

stimuli

Something that causes a response in an organism

response

P

Response
  • A reaction to a stimulus
phototropism

P

phototropism
  • Plants tend to grow towards the light
fight or flight

P

Fight or flight
  • Automatic defense response in organisms when they encounter a dangerous situation
wilting

P

wilting
  • When a plant gets droopy because of the lack of turgor pressure
turgor pressure

P

Turgor pressure
  • The water pressure in the vacuole of a cell that allows plants to stand upright.
create the chart and fill it in

A

Create the Chart and fill it in

C

Create a word wall – Word and picture on the front Definition on the back

slide11

E

Describe why homeostatsis is important for the survival of an organism.

Minimum of 4 sentences!

11 15 13 stimuli and response
11.15.13 Stimuli and Response

We will know living organism must maintain balanced stable system by reading our books

S- List at least 5 things that all living things have in common.

slide14

P- define the Terms to learn on Page 170

A- While we read list the six characteristics of living things.

C- draw and describe 4 situations in which an organism responds to a stimulus in order to maintain homeostasis.

e fight or flight
E – fight or flight
  • Fight or flight is a response that allows organisms to respond to dangerous situations.
  • Describe one situation in which an organism would fight and one where its response would be to flee.
11 18 13 stimuli edu
11.18.13 Stimuli Edu
  • We will know living organism must maintain balanced stable system by using edusmart

S- place these in order from smallest to largest:

Organs Tissue cell Organism Organ system

slide17

P- Define the following in your own words:

  • Homeostasis
  • Stimuli
  • Response

(13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:

(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

slide18

A- Take your own notes you may use them on the quiz

C- Quiz

E- Explain why vomiting and having a fever can be a good thing. Use complete sentences.

11 19 13 stimuli and response lab
11.19.13 stimuli and response Lab
  • We will describe how plants respond to stimuli by completing lab.

S- DRAW and Describe these combinations as elements or compounds or mixtures. Justify your answer.

B

A

C

slide20

P-

Title: Which sensory is faster?

Purpose: We will determine if our sight or touch will respond faster to a stimulus.

Research: (Record notes from Edusmart)

Hypothesis: If I use the sensory ____(sight or touch), then I will respond faster to the dropping ruler because…

slide21

A

Procedures:

  • Place the ruler just above your partners thumb and forefinger. (the zero end should be closest to your partner’s hand)
  • Drop the ruler, record the number your partner catches the ruler at. Record in the data chart
  • Repeat dropping the ruler this time start with the ruler touching on of the fingers. Record your data.

Data Chart:

slide22

C- create a bar graph of your data.

Be sure to label your axis with independent and dependent variables.

E- Write a conclusion to your lab.

Include:

1. what did you do?

2. What did you observe?

3. what can you learn from your graph?

4. was your hypothesis valid or invalid? Explain!

11 20 13 stimuli reading
11.20.13 Stimuli Reading
  • We will know living organism must maintain balanced stable system by completing reading and activities
  • S-Draw and label the type of cell and some of the organelles (only the ones that are missing)

.

Type of cell:

Type of cell:

slide24

P- While you read complete the following

  • Give 4 examples of homeostasis
  • Complete the chart
slide25

A/C-Create a graphic organizer to help you remember what you read about how both plants and animals respond to stimuli. Be prepared to present to the class!

  • E- Draw a picture of how your body maintains homeostasis. Then explain your picture using your vocabulary words!
11 21 13 homeostasis video
11.21.13 Homeostasis Video

S- Use the graph to answer

  • What is the independent variable?
  • What two things are being measured?
  • What is the average temperature for September?
  • What is the average rain fall for June?
slide27

P- Explain how stimuli and response are the mechanisms that maintain homeostasis in an organism. Be sure to give an example.

(13) Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:

(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and

(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

slide29

E- The table shows the results of a series of hourly blood-glucose tests. When the glucose level in the blood is high, such as after a meal, the pancreas releases the hormone insulin into the blood. The insulin then signals the liver to take the glucose from the blood. How much did blood-glucose levels decrease from 1 PM and 5 Pm in mb/1000 mL. What was the average blood-glucose level?

12 6 12 cells to organism edu
12.6.12 Cells to organism EDU
  • We will recognize the levels of organization in plants and animals including cells, tissues, organs, Organ systems and organisms by completing edusmart
  • S- Draw and match the picture with the vocabulary words: Nucleus, cell, chromosome, DNA, Gene

2.

5.

1.

3.

4.

slide31

P- Take your own notes

  • A- interactivity
  • C- Quiz
  • E- Complete the chart
12 7 12 human body msb
12.7.12 Human Body MSB
  • We will recognize the organization of a plant by creating a poster.

S- Sally found this substance C6H12O6. Help Sally determine the following information

  • Is it a compound or a element?
  • Is it organic?
  • What elements are present in it?
  • How many total atoms does she have?
slide33

P- According to the cell theory, all cells extract energy. Describe what organelle does this and why that organelle would be found in all cells.

slide34

A- write down the functions of the human body while you watch the magic school bus… be sure to explain!

c think pair shair
C- THINK PAIR SHAIR
  • What will we be learning next?
  • What are you looking forward to?
  • What do you already know about the human body?

E describe how living systems at all levels of organization demonstrate a complementary nature of structure and function