Willow Wood Junior High School

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Welcome to the second semester of 7th grade Accelerated Science!!! Parents, if you have not done so, please look below my picture on the right side of this page. Click on "Subscribe" and follow the instructions. This will insure that you receive important announcements for this class throughout the remainder of the school year.
 
You may contact me by email reginagoodson@tomballisd.net or by calling 281.357.3030 x1252. Please allow at least 24 hours for a response to emails or phone calls. If I do not respond within 24 hours, I may be absent or out of the classroom, and will return your call when I return to campus.
 
If you desire a parent-teacher conference, please contact me by email or phone to set up an appointment.  
 

Recent Posts

Last Days of School - Accelerated Science

We are nearing the end of the school year!! If you are interested in how we are finishing out the year in Science, please check out the Class Calendar (click on calendar link to your right). Grades will be taken through May 25th.  Students have turned in their last major grade and those will be updated in the computer when they have been graded.  Several daily grades will also be added.  Grades will be finalized by 3:30pm on Tuesday, May 29th.

TEST: RELATIONSHIPS, DIVERSITY AND MATTER CYCLES IN ECOSYSTEMS Monday, 4/30

RELATIONSHIPS, DIVERSITY & MATTER CYCLES IN ECOSYSTEMS TEST CONCEPTS (posted on 4/23 and revised on 4/24)

7th Grade Accelerated Science

Review:

All notes/ activities/ lab information in Science Binder pgs.43-52

Textbook reference:  7th grade book pgs.144-149, 382-389, 406-415, 442-445, 446-451

Objectives:

  • Define heredity as the passing of genetic instructions from one generation to the next generation
  • Compare results of uniform or diverse offspring from sexual reproduction using Punnett Squares
  • Describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems
  • Identify how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition
  • Explain how short- and long-term environmental changes affect organisms and traits in subsequent populations
  • Describe how biodiversity contributes to the sustainability of an ecosystem
  • Describe how different environments support different varieties of organisms

Vocabulary:

  • Probability
  • Punnett Square
  • Phenotype
  • Genotype
  • Homozygous dominant
  • Homozygous recessive
  • Heterozygous
  • Producer
  • Consumer
  • Predator
  • Prey
  • Parasite
  • Host
  • Food chain
  • Food web
  • Evaporation
  • Condensation
  • Precipitation
  • Nitrogen fixation
  • Biodiversity
  • Extinction
  • Habitat destruction
  • Natural selection
  • Variation
  • Behavioral adaptation
  • Structural adaptation
  • Physiological adaptation

TEST: PLANTS Wednesday, April 4, 2018

PLANT TEST CONCEPTS

7th Grade Accelerated Science

Review:

All notes/ activities/ lab information in Science Binder pgs.35-42

Textbook reference:  7th grade book pgs.106-115, 178-203

Objectives:

  • Describe photosynthesis and cellular respiration in terms of: function, reactants, products, energy conversion, organisms, and location in the cell.
  • Identify and describe basic vascular plant structures (root, stem, flower, leaves) and functions
  • Explain plant responses to stimuli in the environment
  • Define turgor pressure and identify the appearance of cells and plants as it changes.

 Vocabulary:

  • Roots
  • Stems
  • Leaves
  • Stomata
  • Xylem
  • Phloem
  • Wilting
  • Geotropism
  • Phototropism
  • Hydrotropism
  • Tropism
  • Homeostasis
  • Turgor pressure
  • Photosynthesis
  • Cellular respiration
  • Autotrophic
  • Heterotrophic
  • Eukaryotic
  • Multicellular
  • Chloroplasts
  • Chlorophyll
  • Mitochondria

TEST: OCEAN RESOURCES & FRESHWATER Wednesday, 3/7/18

OCEAN RESOURCES & FRESHWATER TEST

Review:

All notes/ activities/ lab information in Science Binder pgs.24-32

FACT SHEETS (Ocean Currents, Surface water, Groundwater)

Textbook reference:  8th grade book pgs.480-487, 7th grade book pgs.490-509, 518

Objectives:

  • Recognize human dependence on ocean systems
  • Explain how human activities such as runoff, artificial reefs, or use of resources have modified ocean systems
  • Recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents
  • Describe the effects of human activity on groundwater and surface water in a watershed

Vocabulary:

  • Deep currents
  • Surface currents
  • Run-off
  • Pollution
  • Impervious
  • Surface Water
  • Groundwater
  • Aquifer
  • Permeable
  • Saturated Zone
  • Water Table
  • Watershed
  • Eutrophication
  • Impermeable
  • Unsaturated Zone
  • Freshwater
  • Artesian Well
  • Tributary
  • Reservoir
  • Pesticides
  • Sewage
  • Sediment
  • Watershed Divide

Topography Review Stations 1-10 Answer KEY

Please see the attached KEY to the stations completed in class on Wednesday, January 24th.  Compare the answer key to your answers.  Include this as part of your review for tomorrow's test.  The test will cover the following:
 

TOPOGRAPHY UNIT TEST

ReviewAll notes/ activities/ lab information and FACT SHEET

Textbook reference:  pp. 328-337, 352-359

Objectives:

  • Explain constructive and destructive forces and how they shape the land
  • Identify depositional and erosional features
  • Explain what the topography of an area includes
  • Identify main types of landforms
  • Interpret topographic maps and satellite views to identify land and erosional features
  • Determine contour line values and calculate the difference between contour intervals
  • Predict how land and erosional features may be reshaped by weathering

District CBA Information

On December 6th and 7th, students completed the District CBA for the Fall Semester of 7th Accelerated Science.  The percentage scores were evaluated using STAAR Science 8 criteria.  When viewing the score in the HAC, please note the following:
 
Percentage was:
below 51      =did not meet grade level standard
52 - 68         =approaches grade level standard (pass)
69 - 82         =meets grade level standard (pass)
83 - 100       =masters grade level standard (commended)   
 
Students received their answer sheet, CBA question booklet, and results in class this week.  

Answer Keys

I collected the 3 assignments listed below and will return them when I have finished grading them.  The answer keys are being provided for students to use as needed for test preparation.  You will find the answer key files below this message.  The answer keys were also shared in Google Classroom earlier today.
 
1) Spectroscope Lab Analysis Questions
2) Spectral Data of Stars Activity
3) WavesTown

TEST: Components of the Universe - Friday, 12/15

Components of the Universe - Test Topics

Textbook Reference: 8th Grade Interactive Science pages 238-269

Classwork/Journal Page References:  Pages 57+ in Science Binder

Main Objectives Covered:

  • Understand the parts of a wave and how they are measured
  • Sequence the electromagnetic spectrum by energy, wavelength, and frequency
  • Describe how different wavelengths of the electromagnetic spectrum such as light and radio waves are used to gain information about distances and properties of components in the universe
  • Use spectroscope data to identify the elemental composition of stars
  • Describe components of the universe, including stars, nebulae, and galaxies, and use models such as the Herztsprung-Russell diagram for classification
  • Describe the life cycle of a star and how different fates depend on the star’s mass
  • Recognize that the Sun is a medium-sized star near the edge of a spiral-shaped galaxy of stars and that the Sun is many thousands of times closer to Earth than any other star
  • Model and describe how light years are used to measure distances and sizes in the universe
  • Describe how scientific data are used as evidence to develop scientific theories to describe the origin of the universe including the red and blue shift.

Classifying Stars by Temperature & Brightness

Students received this packet in class today.  They were given instructions on setting up the graph.  All stars from Tables 1 and 2 should be plotted by Monday, 12/11.  The discussion questions will be assigned next week.  Students, be sure to read and follow the directions in the packet when plotting the stars!!!

Info for Accelerated Science

1) We began a new unit today....Components of the Universe.  Each student received a Unit Plan, which gives an overview of the entire unit.  As always, I recommend they study new material for 10-15 minutes, 5 days a week.  
 
2) Also, the class calendar has been updated through Friday, December 1st. You may access the calendar from the menu, located on the right side of this page.
 
3) Students will take a District Curriculum Based Assessment (CBA) next week (12/6).  Students are not given a review prior to the CBA, as it covers material taught this semester.  The CBA will cover the following:
 

8.5A – Describe the structure of atoms

8.5B – Identify that protons determine an element’s identity and valence electrons determine its chemical properties

8.5C – Interpret the arrangement of the Periodic Table to explain how properties are used to classify elements

8.5D – Recognize that chemical formulas are used to identify substances; Determine the number of atoms of each element in chemical formulas containing subscripts

8.5E – Investigate how evidence of chemical reactions indicate new substances with different properties are formed

8.5F – recognize whether a chemical equation contains coefficients is balanced or not and how that relates to the law of conservation of mass

8.6A – demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion

8.6B – Differentiate between speed, velocity and acceleration*

8.6C – investigate and describe applications of newton’s laws of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches

7.7A – contrast situations where work is done with different amounts of force to situations where no work is done such as moving a box with a ramp and without a ramp or standing still

Earth, Sun and Moon Test 11/15/2017

Earth Moon Sun Test Concepts

Textbook Reference: 8th Grade Interactive Science pages 208-225

Classwork/Journal Page References:  Pages 43-54 in the Classwork section of Science Binder

Main Objectives Covered:

  • describe how Newton’s first law of inertia and gravitational forces keep celestial bodies in orbit in relation to their masses
  • model and describe how the tilted Earth rotates on its axis, causing day and night, and revolves around the Sun causing changes in seasons
  • model and describe how the moon rotates and revolves around the Earth causing changes in Earth’s view of the moon
  • recognize and predict the sequence of events in the lunar cycle
  • relate the position of the Moon and Sun to their effect on ocean tides
  • identify and distinguish between neap and spring tides; diurnal and semi-diurnal tide patterns

Motions of the Earth Vocabulary

Use the 8th grade Interactive Science textbook glossary, and pages 208-215, to complete the vocabulary assignment.  See attached file. This assignment may be done on your own notebook paper, or you may print the file. This will be a page in the Science binder so you must create a hard copy of some kind.