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Mrs. Terry Clarke

Practice Coding

Use "Clever" or the internet to sign on to and have fun with the coding games.


Google also has some activities you might enjoy.

Model of Heat Energy Transfer with CER

Your model will be used as an assessment of what you know from reading about Heat Energy Transfer, the labs we completed on heat transfer, and your knowledge of models.


Be sure you use different colors to demonstrate different types of heat transfer, that your arrows go in the direction of the heat transfer, that you've colored and labeled your models, and that you have stated a Claim, supported by the evidence from your lab and reading, and reasoned how this applies to heat transfer and/or the natural world.

Claim - How would the transfer of heat energy affect weather or weather systems?

Make a claim describing how heat energy (radiation, convection, and/or conduction) might affect weather or weather systems.  Use your article on Heat Energy to help you make the claim.  This can be written on a separate piece of paper or on the back of the model you drew.

Model of Heat Energy Transfer

Create a colored, labeled model of the lab you were assigned to make a group poster (either the blue ice/red hot water lab OR the metal versus wood cube and ice cube lab).  Your model should be neatly drawn showing a "before" picture and a "During Heat Energy Transfer" picture.  Make sure you label the type of heat energy transfer that occurred as well as, with arrows, show which way the heat energy transferred.  Provide as much detail as you can demonstrating your understanding of what happened in your model.

Inquiry Lab - Melting Ice

Finish transferring your models, neatly, to the Lab Inquiry Form.  Explain what is happening in your models (don't try to explain why here; you are just telling me the facts of your observations of what happened to the ice when you tested the melting rate of the ice on metal versus wood).  On the back of the form, copy your claim from last night's homework.  Finally, state the evidence and how it supports your claim using your observations as well as the article on "Heat Energy".  You must use both for your evidence.  Stop there.  We will discuss reasoning on Friday.

Thermal Energy Transfer Lab

1. Write this question on the back of your "Conversational Roundtable":  How do the materials (an object is made of) affect how thermal energy is transferred?


2. Then, use this sentence starter to answer the question using what you know about thermal energy transfer:


     Materials (or what something is made of) do affect the transfer of thermal energy because .......


****Use what you know about thermal (heat) energy transfer to complete the sentence above**************

Conversational Round Table - Heat Energy

Please use your homework from last night (summarizing the information from the front "Heat Energy" and summarizing one type of heat energy from the back) to complete your two sections of the conversational round table to share with your group tomorrow.  If you did not complete your homework or did not bring it to class, you will have to complete all four sections, NOT including the summary.

1st box : what is energy?

2nd box - Conduction

3rd Box - Convection

4th Box - Radiation.


CER Organization of Living Things

Based on our discussion today, please edit your CER to include:


1) A direct quote from the article that supports your claim regarding the relationship between structure and function.

2) Explain, in your own words, what the quote from the article means and how it supports your claim

3) Using at least two of the body systems that we have finished studying, compare their structures to the jobs they do for the body and support how their structure facilitates the process they perform.

16 - 4" squares for body system book

Tuesday and Wednesday night: Use two of the 4" x 4" squares to draw a labeled model of two different body systems.  It should be colored with the major organs, tissues, or parts identified (about 4-5 labels).


Use two of the 4" x 4" squares to list two body systems (one on each square).  Neatly label the name of the system, the major function of the system, two or three interesting details, and the major tissues and/or organs of the system.


We will be completing two more of each tomorrow in class so that you'll only have two to do tomorrow night!

CER Cell Differentiation

Complete questions #1-8 all (not including the outline box on the back of the summary).  Then, on the back, answer the question (make a Claim), provide evidence (at least three direct quotes) directly from the summary, and reason why the evidence you chose is important to support your claim.

4 Square Study Guide

In your journal, using your homework and classwork, create a comparison of prokaryotic to Eukaryotic cells and their major features.  In addition, state the features that they both have.


Then, create a model of a plant cell and an animal cell, label the major organelles, their function and in the bubble, list the major differences between plant cells and animal cells.

Prokaryotic Same Eukaryotic








Below, draw a picture of a plant cell and an animal cell, labeling the major organelles
Plant Cell Different Animal Cell









Plant Cell as a System

Using your homework "Living in Cells" and your journal, "Parts of a System", draw, color, and label a plant cell.  Label these parts and explain each of their functions in the cell:


Cell Wall, Chloroplast, Mitochondria, Endoplasmic Reticulum (ER), Nucleus, Cell Membrane, Vacuole.


Then, label the cell as a system:  What is the input, the output, the boundary, the process (think of the purpose of the organelles), and the feedback.

Venn Diagram comparing Prokaryotic to Eukaryotic Cells

Label and color the two cells:  if they have a cell membrane, flagella, nucleoid region, nucleus, cytoplasm, ribosome, cell wall or mitochondria.


On the second page, write down the features both types of cells have in common and the features of each type of cell that are different using the work you completed on prokaryotic and eukaryotic cells.

Two Experiments, September 12

Do water molecules move?  Write your claim


2 Experiments


1) Put water in a clear glass and set on a flat surface.  When still, add one to two drops of food color to the water (as close to the surface as possible).  Check to see what happens, every three minutes.  Write down your observations each time you check.  You can draw a model of what happened to the food color.  Collect data for 10 minutes.


2)  Place a shallow bowl or cup of water on a flat surface.  When still, add ground pepper to the surface.  Write down or model what the pepper flakes do.  Then, using a toothpick or paperclip end, dip the end into dish soap (just need a little bit; not a big drop).  Place the end with the dish soap into the pepper flakes.  Write down your observations.


Analyze your results to determine if you have enough evidence to support your claim.  Then, based on what you know and what you saw, write a conclusion that includes your reasoning about how the evidence supports your claim. 


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