Lynée Zajac Beck M.Ed.

Shadow Ridge Middle School

Denver, Colorado

Extensions - Biology Review Unit 

Name _______________________________  Period ________     Date Due: 9/26 Tuesday 

    Directions Choose the assignments you would like to do to learn the essential questions. Each assignment has a point value based on the amount of time and effort necessary to complete the task. Work will be collected during the oral defense on the last two days of the unit. Work turned in without an oral defense will be counted at 59% of its value. As always, if you have questions ask or email.  

    Late work will only be accepted at 59% of its value. If you must be absent on the due date, make arrangements with your teacher before then, email the work to Ms. ZB or ask someone to bring it to school for you on the due date.
    Essential Questions
    1. What is the structure and characteristics of an organism?
    2. How do living things interact with each other and the environment?
    3. Explain the interrelationships between matter and energy in living systems.
    4. How does the human body function?
    5. How do organisms change over time?
    Grading Scale 54-60 = A            (9-10 pts/day)

    48-53 = B          (8 pts/day)

    42-49 = C            (7 pts/day)

    36-41 = D            (6 pts/day)

       <36 = Not Yet!
 
 
 

Document the assignments you work on each day

9/18 Monday 

Unit work day

C200 computer lab avail

Ecology Video avail

 9/19 Tuesday

Unit work day

Bill Nye Video avail

 9/20 Wednesday

Unit work day

Mitosis Notes avail

 9/21 Thursday-

Unit work day

 9/22 Friday –

C200 computer lab avail 
 
 
 
9/25 Monday

Oral Defenses (A-M)

Unit work day 
 
 

 9/26 Tuesday

Oral Defenses (N-Z)

Unit work day 
 
 
 

      
 
 
 
 
 
 
 

Vocabulary 

Ecology

Consumer

Producer

Scavenger

Food web

Photosynthesis

Respiration

Biosphere

Adaptation

Carbon cycle 
 
 

Cells

Mitosis

Meiosis

Cytoplasm

Endoplasmic Reticulum

Cell wall

Cell membrane

Mitochondria

Ribosome

Vacuoles

Nucleus 
 

Human Body

Digestive System

Skeletal System

Endocrine System

Immune System

Respiratory System

Circulatory System

Nervous System

Reproductive System

Muscular System

Organ

Tissue 

Genetics

Dominant trait

Recessive Trait

Human Genome

DNA

RNA

Chromosome

Inherit

Gene 
 
 
 

 

** Must do at least one assignment from each section!

Ecology
  1. Take notes on pages 482-501 (10)
  2. Ecology Video and WS (10)
  3. Make vocabulary flashcards or a foldable (5)
  4. Research the Bird Flu, it’s history, how it is spread, what has been done about it, what better options exist for controlling or removing it. Write a 2-3 page (typed) report. Use the A Layer Assignment Sheet to log your sources. (10)
  5. Choose a biome to research in Chapter 19. Craft a poster with a scene from the biome, draw, color and label various plants and animals. (10)
  6. Construct a crossword puzzle that teaches the Carbon Cycle. Information packet available for checkout. (10)
  7. Make a diorama of a food web. Use color and label organisms. (5)
Cells
  1. Take notes on pages 45-52, 92-103 (10)
  2. Mitosis Notes WS (5)
  3. Make vocabulary flashcards or a foldable  (5)
  4. Create a Venn diagram to compare and contrast mitosis and meiosis  (5)
  5. Draw a labeled and colored diagram of an animal and a plant cell  (10)
  6. Design a publication to sell a cell. See rubric for requirements. (5)
  7. Create a 10 question worksheet on cells. Write answers on the back of your worksheet. (5)
  8. Create a flipbook that shows and labels the stages of mitosis and meiosis.  (10)
  9. Bill Nye Video and WS (10)
Human Body
  1. Chapter 22 Review pg 622-623 (10)
  2. Chapter 23 Review pg 648-649 (10)
  3. Make vocabulary flashcards or a foldable (5)
  4. Create FAQ on human body systems. See the rubric for requirements. (5)
  5. Draw a detailed human/animal body and label the different systems working in the body. (10)
  6. Create a “wanted” poster for an organ. Include details and colored pictures! (5)
  7. Write lyrics about the human body systems to a well known song. Sing it to the class or to Ms. ZB (5)
  8. Complete the Human Body Adventure packet (online, will probably need to finish at home). (10)
Genetics
  1. Take notes on pages 104-109, 124-130 (10)
  2. Make vocabulary flashcards or a foldable (5)
  3. Develop an accurate 3-D model of DNA using material from home. It must have a minimum of 10 base pairs and be double helix. Present to class. (10)
  4. Should food be genetically engineered? Write a paper (1-2) pages outlining arguments for and against producing genetically modified foods. Use at least 2 resources and give examples. Use the A Layer Assignment Sheet to log your sources. (10)
  5. Research a genetic disorder. Write a 2-3 page report (typed) describing the disease and its effects, what chromosome it is linked to and whether it is dominant or recessive, and what any medical strides have been made to fight this disease. Use the A Layer Assignment Sheet to log your sources. (10)
  6. RAFT: Write a letter to Mendel as a pea plant about his experiments and discoveries (5)
  7. WS: Genetics Challenge (10)
  8. Article for checkout: Mice With Human Brain Cells. Read the article and write a response log. See rubric for requirements. (5)
 
 
 

 

 
 
 
 
 

Creative story

3D model of a cell

Adaptation Monster

Ecology ppt

Evolution trans ppt and docs

Insect adaptations ppt

Oh Deer

Lily pad puzzle

These lessons focus on biological science. The genetics lesson makes use of the Virtual Fly Lab in which student teams explore the traits of a virtual fly. The Biomes and Ecosytems lesson engages student research teams in an exploration of one of eight biomes which are actually expedition sites including the Galapagos, Mt. Everest, the Nile and the Amazon. In the Cells lesson, students go on a scavenger hunt to find out about cells. Genetics     Biomes and Ecosystmes    Prokaryotic and Eukaryotic Cells

Environmental Sci/Ecology   But It’s Just a Bottle of Water... 
Lindsey May, Jessica Kotke, and Charles R. Bomar, University of Wisconsin—Stout  
Teaching Notes for "But It’s Just a Bottle of Water..." Designed for an introductory non-majors environmental science course, this case explores the environmental effects associated with the production, consumption, and recycling of bottled water. In addition, students learn about state and federal regulations associated with the extraction of ground water and its potential impact on the environment, identify potential safety hazards with drinking water, both chemical and biological; become aware of the mosaic of state recycling laws that exist and how states circumvent the recycling process; and examine the economic and ecological costs of drinking bottled water.