active reading note-taking guide science grade 7
TRANSCRIPT
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ConsultantDouglas Fisher, Ph.D.
Active Reading Note-taking Guide
Science Grade 7
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Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Science Grade 7. Any other reproduction,for use or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027
ISBN-13: 978-0-07-879438-4ISBN-10: 0-07-879438-2
Printed in the United States of America
1 2 3 4 5 6 7 8 9 047 10 09 08 07
About the Consultant
Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiatedinstruction, and curriculum design as well as books, such as ImprovingAdolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well asgraduate-level courses on English language development and literacy.He also has taught classes in English, writing, and literacy development to secondary school students.
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Science Grade 7 iii
Note-Taking Tips ........................................ v
Using Your Science Notebook ............... vi
Chapter 1 Cell Structure and Function
Chapter Preview ....................................... 11-1 ............................................................... 21-2 ............................................................... 61-3 ............................................................... 9Wrap-Up ................................................. 12
Chapter 2 From a Cell to an Organism
Chapter Preview ..................................... 132-1............................................................. 142-2............................................................. 17Wrap-Up ................................................. 20
Chapter 3 Reproduction of Organisms
Chapter Preview ..................................... 213-1............................................................. 223-2............................................................. 253-3............................................................. 283-4............................................................. 31Wrap-Up ................................................. 34
Chapter 4 Genetics
Chapter Preview ..................................... 354-1............................................................. 364-2............................................................. 39Wrap-Up ................................................. 44
Chapter 5 The Process of Evolution
Chapter Preview ..................................... 455-1............................................................. 465-2............................................................. 49Wrap-Up ................................................. 52
Chapter 6 Evolution—Evidence of Change
Chapter Preview ..................................... 536-1............................................................. 546-2............................................................. 576-3............................................................. 606-4............................................................. 63Wrap-Up ................................................. 66
Chapter 7 The Age of Earth
Chapter Preview ..................................... 677-1............................................................. 687-2............................................................. 71Wrap-Up ................................................. 74
Chapter 8 The History of Life on Earth
Chapter Preview ..................................... 758-1............................................................. 768-2............................................................. 798-3............................................................. 82Wrap-Up ................................................. 86
Chapter 9 The Musculoskeletal Systemand Levers
Chapter Preview ..................................... 879-1............................................................. 889-2............................................................. 91Wrap-Up ................................................. 94
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iv Science Grade 7
Chapter 10 The CardiopulmonarySystem and Pressure
Chapter Preview ..................................... 9510-1 .......................................................... 9610-2 .......................................................... 99Wrap-Up ............................................... 102
Chapter 11 The Eye and Light
Chapter Preview................................... 10311-1 ........................................................ 10411-2 ........................................................ 10711-3 ........................................................ 11011-4 ........................................................ 113Wrap-Up ............................................... 116
Chapter 12 The Ear and Sound
Chapter Preview................................... 11712-1 ........................................................ 11812-2 ........................................................ 121Wrap-Up ............................................... 124
Chapter 13 The Human ReproductiveSystem
Chapter Preview................................... 12513-1 ........................................................ 12613-2 ........................................................ 129Wrap-Up ............................................... 132
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Science Grade 7 v
Your notes are a reminder of what you learned in class. Taking goodnotes can help you succeed in science. These tips will help you takebetter notes.
• Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes.
• Write your notes as clearly and concisely as possible. The followingsymbols and abbreviations may be helpful in your note-taking.
• Use a symbol such as a star (★) or an asterisk (*) to emphasisimportant concepts. Place a question mark (?) next to anything thatyou do not understand.
• Ask questions and participate in class discussion.
• Draw and label pictures or diagrams to help clarify a concept.
Word or Symbol orPhrase Abbreviation
for example e.g.
such as i.e.
with w/
without w/o
Word or Symbol orPhrase Abbreviation
and +
approximately �
therefore �
versus vs
Note-Taking Tips
Note-Taking Don’ts
• Don’t write every word. Concentrate on the main ideas and concepts.
• Don’t use someone else’s notes—they may not make sense.
• Don’t doodle. It distracts you from listening actively.
• Don’t lose focus or you will become lost in your note-taking.
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vi Science Grade 7
Using Your Science Notebook
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The Cardiopulmonary System and Pressure 99
The Cardiopulmonary System and PressureLesson 2 Pressure and the Body
Grade 7 Science Content Standards—6.j. Students know that contractions of the heart generate blood pressureand that heart valves prevent backflow of blood in the circulatory system. Also covers: 5.b, 7.a, 7.c, 7.e
Name Date
ReviewVocabulary
AcademicVocabulary
NewVocabulary
Accept all reasonableresponses.
atmosphere
pressure
hypertension
shock
volume
Predict three topics that will be discussed in Lesson 2 by scanningthe headings.
1. what pressure is
2. how the pulmonary system uses pressure
3. what blood pressure is
Define atmosphere using your book or a dictionary.
mixture of gases that surrounds Earth
Use your book or a dictionary to define the following terms. Thenwrite a scientific sentence using each term.
amount of force per unit area; The ball filled with air is firm
because of air pressure.
dangerous rise in blood pressure caused by blockages in
or the hardening of blood vessels; Hypertension is a disease.
condition in which a large amount of blood is lost, usually in a
short time; A serious injury can cause shock.
Use a dictionary to define the term volume as it is used in thefollowing sentence.
The volume of the lungs expands, and the pressure in the alveoli decreases.
amount of space inside something
The Musculoskeletal System and Levers 87
Construct the Foldable as directed at the beginning of this chapter.
The Musculoskeletal System and Levers
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about the musculoskeletal system and levers in the first column.Then list three things that you would like to learn about the topic in the second column.
Name Date
Write a paragraph about the activities you perform that require your muscles and bones to work together.
Accept all reasonable responses.
Science Journal
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Grade 7 Science Content Standards—5.a: Students know plants and animals have levels of organizationfor structure and function, including cells, tissues, organs, organ systems, and the whole organism. Also covers: 5.c, 6.h, 6.i, 7.a, 7.c, 7.d
K WWhat I know What I want to find out
Accept all reasonableresponses.
Lesson 2 The Cell (continued)
Name Date
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8 Cell Structure and Function
Compare and contrast prokaryotic cells and eukaryotic cells by completing the Venn diagram with at least eight facts.
Model a typical prokaryotic cell and a typical eukaryotic cell inthe spaces below. Use the following terms to label your diagrams:• cell membrane • cell wall • organelles • ribosomes• mitochondria • hereditary material • flagella
Eukaryotic Cell
Diagrams should show a cell with organelles and
with the hereditary materialcontained in a nucleus.
Prokaryotic Cell
Diagrams should show a cell with no nucleus or organelles, but with
hereditary material.
Prokaryotic EukaryoticBoth
Cell TypesI found this information
on page .CA SE, pp. 64–65
Accept all reasonableresponses.
Summarize three main ideas from this section.
Accept all reasonable responses. Cells can be either eukaryotic or prokaryotic. The
prokaryotic is the earlier, simpler cell. Eukaryotic cells make up protists, fungi, plants
and animals. Both types of cell contain hereditary material and have a cell membrane.
SUMMARIZE IT
This note-taking guide is designed tohelp you succeed in learning sciencecontent. Each chapter includes:
Language-Based Activities Activities cover the content
in your science book includingvocabulary, writing, note-taking,
and problem solving.
Science Journal Write about what
you know.
Anticipation Guide/KWL ChartsThink about what you already know
before beginning a chapter and identify what you would like
to learn from reading.
Summarize It Each note-taking page ends
with an activity that asks you to reflect on your notes and
identify key concepts. Vocabulary DevelopmentEach lesson begins with vocabulary
words that you will use as you study it.Academic Vocabulary helps you to score
higher on standardized tests.
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Science Grade 7 vii
Identify the criteria used to select a species as an index fossil andexplain the reason for each of the criteria.
Identify units of geologic time in the diagram of the PhanerozoicEon below. Define what the names of the three eras mean.
Paleozoic era:“ancient life”
period
Phanerozoic Eon
epoch
Lesson 1 Geologic Time and Mass Extinctions (continued)
Development ofthe Geologic
Time ScaleI found this information
on page .CA SE, p. 316
I found this informationon page .
CA SE, p. 317
Name Date
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The History of Life on Earth 77
Index Fossils
Criteria Reasons
hard body parts preserved easily in rock
geographically widespread easily found, correlates different areas and times
lived in many types of preserved in many typesenvironments of sedimentary rocks
existed for only a short time allows rock layers to be before becoming extinct divided into brief periods
Summarize two main ideas of the above section of this lesson.
Accept all reasonable responses. By studying the types of fossils found in a rock
layer, paleontologists can determine its period in the geologic time scale. Geologic
time is divided into units of eons, eras, periods, and epochs.
SUMMARIZE IT
94 The Musculoskeletal System and Levers
The Musculoskeletal System and Levers Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the table by filling in the third column. Accept all reasonable responses.
Name Date
After reading this chapter, write one or two summary sentences for each lesson to illustrate the chapter’s main ideas.
Accept all reasonable responses. Muscles, tendons, and bones work in a coordinated
fashion to produce movement. Levers are simple machines that make work easier.
Parts of the musculoskeletal system function as levers.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
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K W LWhat I know What I want to find out What I learned
Outline information about one-celled organisms.
I. Prokaryotes
A. do not have membrane-bound organelles
B. have specialized membranes for some processes
II. Eukaryotes
A. have nucleus and organelles with specialized functions
B. more complex than cells in many-celled eukaryotes
Create a concept map with information about cell differentiation.
Sequence the levels of organization from cells to organ systems.Give an example of each level below its box in the chart.
Lesson 2 Levels of Organization (continued)
One-CelledOrganisms
I found this informationon page .
CA SE, pp. 98–99
Many-celledOrganisms
I found this informationon page .
CA SE, pp. 100–102
Accept all reasonableresponses.
I found this informationon page .
CA SE, pp. 103–105
Name Date
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18 From a Cell to an Organism
Summarize two main ideas of the above sections.
Accept all reasonable responses. Cells in many-celled organisms differentiate to
perform many different functions.Cells join with other cells to form tissues, organs,
and organ systems.
SUMMARIZE IT
CellDifferentiation
Chapter Wrap-UpThis brings the information together for you. Revisiting what you thought
at the beginning of the chapter providesanother opportunity for you to discuss
what you have learned.
Note-Taking Based on the Cornell Two-Column Format
Practice effective note-taking through the use of graphic organizers, outlines,
and written summaries.
Review Checklist This list helps you assess whatyou have learned and prepare
for your chapter tests.
Graphic OrganizersA variety of visual organizers help you to analyze and summarize information
and remember content.
Cell Structure and Function 1
Construct the Foldable as directed at the beginning of this chapter.
Cell Structure and Function
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Imagine you are a computer technician assigned to color this cell. What color would you choose for the nucleus? Why?
Science Journal
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Grade 7 Science Content Standards—1.a: Students know cells function similarly in all living organisms.Also covers: 1.b, 1.c, 2.e, 7.d
Cell Structure and Function 1
• The cell is the smallest unit of life.
• Every cell has a covering called a cell membrane.
• Cells have cytoskeletons made of bone.
• Photosynthesis supplies Earth’s atmosphere with oxygen.
Before You Cell Structure and FunctionRead
2 Cell Structure and Function
NewVocabulary
ReviewVocabulary
Name Date
Cell Structure and FunctionLesson 1 Cells and Life
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Grade 7 Science Content Standards—1.a: Students know cells function similarly in all living organisms.
AcademicVocabulary
cell
process
Scan the headings in Lesson 1 of this chapter. Identify two topicsthat will be discussed.
1.
2.
Define cell, using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
large molecule that does not dissolve in water
instrument that uses light and has one or more lenses that enlargean image
large molecule made of folded chains of amino acids
states that all organisms are made up of one or more cells, the cell is the basic unit of life, and all cells come from other cells
long chain of molecules called nucleotides
keeping internal conditions within certain limits
molecule made of one or more sugar molecules
Use your book or a dictionary to define process as it is used in science.
Complete the sentence below to summarize early ideas aboutliving things.
Before cells could be seen by using , people
believed that .
Compare and contrast the light microscope and the electronmicroscope by completing the Venn diagram with at least sevenfacts.
Light Microscope Electron MicroscopeBoth
Lesson 1 Cells and Life (continued)
Early Ideas About Cells
I found this informationon page .
MicroscopesI found this information
on page .
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Cell Structure and Function 3
Summarize two main ideas from the above sections.SUMMARIZE IT
Summarize the 3 key statements of the cell theory.
Organize information about the characteristics of life.
Characteristics of Life
Lesson 1 Cells and Life (continued)
The Cell TheoryI found this information
on page .
Characteristicsof Life
I found this informationon page .
Name Date
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4 Cell Structure and Function
The Cell Theory
Summarize the main ideas of the above sections.SUMMARIZE IT
Analyze the role of water in the body. List three main reasonsthat water is important to body functions.
1.
2.
3.
Distinguish between the 4 basic types of substances found incells. Describe each substance and its function.
Lesson 1 Cells and Life (continued)
Chemistry of a Cell
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Cell Structure and Function 5
Substance Description Function
Proteins
Nucleic acids
Lipids
Carbohydrates
Summarize the main ideas of the above sections of this lessonwith two bullet points.
SUMMARIZE IT
Name Date
Cell Structure and FunctionLesson 2 The Cell
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Grade 7 Science Content Standards—1.a: Students know cells function similarly in all living organisms.Also covers: 1.b, 1.c, 2.e, 7.d
6 Cell Structure and Function
ReviewVocabulary
AcademicVocabulary
NewVocabulary
organism
modify
Skim Lesson 2. Write three questions that come to mind. Look foranswers as you read the lesson.
1.
2.
3.
Define organism, using your book or a dictionary.
Read each definition below. Write the correct vocabulary term onthe blank in the left column.
protective outer covering of all cells that regulates the interactionbetween the cell and the environment
thick fluid made mostly of water; contained within the cell membrane
rigid structure that encloses, supports, and protects the cells of plants, fungi, and some bacteria
structure within the cytoplasm of some cells that has a specificfunction
organelle found inside many cells; contains genetic material usedfor making all the molecules of the cell
organelle that transforms unusable energy in food molecules into a usable form
small structure within the cell that builds proteins
organelle that uses light energy to make sugar
Use a dictionary to define modify as it would be used in science.
Lesson 2 The Cell (continued)
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Cell Structure and Function 7
Draw a cell, and label the following structures: cell membrane,cell wall, flagellum or cilia, cytoplasm, and cytoskeleton.
Organize information about cell functions and organelles.
Cell Shape andMovement
I found this informationon page .
Cell OrganellesI found this information
on page . Function Organelle What It Does
Control center
Manufacturing
Energyprocessing
Processing,transportingand storing
Rephrase the main ideas of the above sections.SUMMARIZE IT
Lesson 2 The Cell (continued)
Name Date
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8 Cell Structure and Function
Compare and contrast prokaryotic cells and eukaryotic cells by completing the Venn diagram with at least eight facts.
Model a typical prokaryotic cell and a typical eukaryotic cell inthe spaces below. Use the following terms to label your diagrams:• cell membrane • cell wall • organelles • ribosomes• mitochondria • hereditary material • flagella
Eukaryotic CellProkaryotic Cell
Prokaryotic EukaryoticBoth
Cell TypesI found this information
on page .
Summarize three main ideas from this section.SUMMARIZE IT
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Cell Structure and Function 9
NewVocabulary
ReviewVocabulary
Cell Structure and FunctionLesson 3 Cells and Energy
Grade 7 Science Content Standards—1.d: Students know that mitochondria liberate energy for the work that cells doand that chloroplasts capture sunlight energy for photosynthesis. Also covers: 1.b
AcademicVocabulary
energy
cellular respiration
ATP
glycolysis
fermentation
photosynthesis
evidence
Predict two topics that will be discussed in this lesson after readingits title and headings.
1.
2.
Define energy using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to define evidence to show its scientificmeaning.
Lesson 3 Cells and Energy (continued)
Name Date
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10 Cell Structure and Function
Create a flow chart to show the substances used and producedduring cellular respiration.
Analyze what happens in lactic acid fermentation and alcoholicfermentation. Complete the outline.
I. Lactic acid fermentation
A. does not need
B. produces and
C. produces ATP molecules than cellular respiration
II. Alcoholic fermentation
A. releases
B. produces and
C. produces ATP molecules than cellular respiration
oxygen
glucose molecule
CellularRespiration
I found this informationon page .
I found this informationon page .
Summarize the main ideas of the above sections.SUMMARIZE IT
Lesson 3 Cells and Energy (continued)
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Cell Structure and Function 11
Sequence the steps in the process of photosynthesis. Completethe flowchart.
Organize information about the importance of photosynthesis tohumans by completing the graphic organizer.
Importance of Photosynthesis
and other pigments absorb
.
powers that take
place in .
, , and
are used to make .
is released into the .
PhotosynthesisI found this information
on page .
I found this informationon page .
Summarize two main ideas from the above sections.SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
12 Cell Structure and Function
Cell Structure and FunctionChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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• The cell is the smallest unit of life.
• Every cell has a covering called a cell membrane.
• Cells have cytoskeletons made of bone.
• Photosynthesis supplies Earth’s atmosphere with oxygen.
Cell Structure and Function After You Read
After studying the chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
From a Cell to an Organism 13
Construct the Foldable as directed at the beginning of this chapter.
From a Cell to an Organism
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about cells and organisms in the first column. Then list three things that you would like to learn about cells and organisms in the second column.
Name Date
Predict what other functions the root might have for the new plant.
Science Journal
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Grade 7 Science Content Standards—5.a: Students know plants and animals have levels of organization for structure andfunction, including cells, tissues, organs, organ systems, and the whole organism. Also covers: 1.c, 1.e, 1.f
K WWhat I know What I want to find out
14 From a Cell to an Organism
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
From a Cell to an OrganismLesson 1 The Cell Cycle and Cell Division
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Grade 7 Science Content Standards—1.e. Students know cells divide to increase their numbers through a processof mitosis, which results in two daughter cells with identical sets of chromosomes. Also covers: 1.c
eukaryotic cell
establish
Scan the What You’ll Learn statements for Lesson 1 of your book.Predict three topics that will be discussed.
1.
2.
3.
Define eukaryotic cell using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
process by which a cell nucleus divides
pair of similar chromosomes
copy of a chromosome made during the cell cycle
identical cells formed during cell division
phase of the cell cycle during which the cell prepares to reproduce
first phase of mitosis
phase of mitosis during which chromosomes move to the middle of the cell
final phase of mitosis
phase of mitosis during which sister chromatids begin to separate
Use a dictionary to define establish.
Summarize the main ideas of the above sections.SUMMARIZE IT
Model the phases of the cell cycle as a circle graph. Label eachsection of your graph.
Sequence and describe the stages of interphase.
Analyze the importance of mitosis and cell division. List fourfunctions that mitosis and cell division perform.
1.
2.
3.
4.
Lesson 1 The Cell Cycle and Cell Division (continued)
The Cell CycleI found this information
on page .
I found this informationon page .
Mitosis and Cell Division
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From a Cell to an Organism 15
Stage Description
G1 The cell grows and carries out its usual functions.
S
G2
Summarize two main ideas of the above section.SUMMARIZE IT
Complete the table about the phases of mitosis.
Draw a cell during each phase of mitosis.
Contrast cytokinesis in cells with and without cell walls.
TelophaseAnaphaseMetaphaseProphase
Lesson 1 The Cell Cycle and Cell Division (continued)
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16 From a Cell to an Organism
Phase What Happens
DNA of replicated chromosomes twists into coils;membrane around nucleus breaks apart.
Metaphase
Sister chromatids begin to separate and move toopposite ends of the cell.
Telophase
From a Cell to an Organism 17
ReviewVocabulary
Name Date
From a Cell to an OrganismLesson 2 Levels of Organization
NewVocabulary
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Grade 7 Science Content Standards—5.a. Students know plants and animals have levels of organization for structureand function, including cells, tissues, organs, organ systems, and the whole organism. Also covers: 1.f
AcademicVocabulary
prokaryotic cell
cell differentiation
stem cell
tissue
organ
organ system
assign
Skim Lesson 2 of your book. Write two questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
Define prokaryotic cell using your book or a dictionary.
Use your book or a dictionary to define the vocabulary terms.Then use each term in a sentence that shows its scientificmeaning.
Use your book or a dictionary to define assign.
Outline information about one-celled organisms.
I. Prokaryotes
A.
B.
II. Eukaryotes
A.
B.
Create a concept map with information about cell differentiation.
Sequence the levels of organization from cells to organ systems.Give an example of each level below its box in the chart.
CellDifferentiation
Lesson 2 Levels of Organization (continued)
One-CelledOrganisms
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Many-celledOrganisms
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18 From a Cell to an Organism
Summarize two main ideas of the above sections.SUMMARIZE IT
From a Cell to an Organism 19
Summarize a main idea from this section in your own words.SUMMARIZE IT
Lesson 2 Levels of Organization (continued)
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Name Date
Distinguish human body systems.
System Name Organs Function
Cardiovascular heart, blood transports blood vessels carrying oxygen,
nutrients, and wastes
Digestive
Endocrine
Integumentary skin protection andhomeostasis
Lymphatic
Muscular muscles movement
Nervous
Reproductive
Respiratory
Skeletal
Urinary
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20 From a Cell to an Organism
Name Date
What are the three most important ideas in the chapter?SUMMARIZE IT
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From a Cell to an OrganismChapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After reading the chapter, write one sentence summarizing amain idea of each lesson.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
K W LWhat I know What I want to find out What I learned
Reproduction of Organisms 21
Construct the Foldable as directed at the beginning of this chapter.
Reproduction of Organisms
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
List four plants that grow from seeds. List other ways you know of that plants can begrown.
Science Journal
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Grade 7 Science Content Standards—2.a: Students know the differences between the life cycles and reproductionmethods of sexual and asexual organisms. Also covers: 2.b, 5.f, 7.d
• Diversity can help a species survive.
• A seed provides a plant with nourishment.
• Animal fertilization occurs only internally.
• Some organisms have only one parent.
Before You Reproduction of OrganismsRead
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Reproduction of OrganismsLesson 1 Sexual Reproduction and Meiosis
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Grade 7 Science Content Standards—2.b: Students know sexual reproduction produces offspring that inherit half theirgenes from each parent. Also covers: 7.d
22 Reproduction of Organisms
eukaryote
sexual reproduction
zygote
meiosis
vary
Scan Lesson 1 of your book. Write two facts you discovered aboutsexual reproduction and meiosis while scanning the lesson.
1.
2.
Define eukaryote using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use your book or a dictionary to define vary. Find a sentence inthe lesson in which the word is used, and write the sentencebelow.
Sentence:
Summarize what occurs during fertilization.
During fertilization, an cell and a
cell to produce a .
Identify the advantages and disadvantages of sexualreproduction. List at least one item in each column.
Compare and contrast diploid and haploid cells. Complete theVenn diagram with at least four facts.
Diploid Cell Haploid CellBoth
Summarize one main idea from the above sections.SUMMARIZE IT
Lesson 1 Sexual Reproduction and Meiosis (continued)
What is sexualreproduction?
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I found this informationon page .
Why is meiosisimportant?
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Reproduction of Organisms 23
Sexual Reproduction
Advantages Disadvantages
Model the stages of meiosis I and meiosis II in the spaces below.Draw or explain each stage.
Contrast meiosis and mitosis.
Mitosis:
Meiosis:
Lesson 1 Sexual Reproduction and Meiosis (continued)
What are thephases ofmeiosis?
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What is the resultof meiosis?
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24 Reproduction of Organisms
Meiosis I
Prophase I Metaphase I
Anaphase I Telophase I
Meiosis II
Prophase II Metaphase II
Anaphase II Telophase II
Summarize one main idea from each section.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
Reproduction of OrganismsLesson 2 Plant Reproduction
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Grade 7 Science Content Standards—2.a: Students know the difference between the life cycles and reproduction methodsof sexual and asexual organisms. Also covers: 2.b, 5.f, 7.d
Reproduction of Organisms 25
fertilization
specific
Predict what you will learn in this lesson by scanning the headings.Write three topics you predict will be covered.
1.
2.
3.
Define fertilization. Use a dictionary or your book for help.
Write the correct term on the blank to the left of each definition.
daughter cell produced by haploid structures in a plant
nutrient-carrying structure formed from tissue in a male reproductive structure of a seed plant
location in which haploid eggs develop in seed plants
plant structure including an embryo, a food supply, and a protective covering
male reproductive organ of a flower
female reproductive organ of a flower
location of one or more ovules
mature plant ovary containing seeds
Use a dictionary to define the term specific.
Summarize alternation of generations in plants.
Create a diagram showing the life cycle of a moss.
Sequence the steps in the development of a plant embryo.Complete the flow chart.
Sperm cells form inside
, and egg cells form
inside .
A develops, containing
.
Lesson 2 Plant Reproduction (continued)
What isalternation ofgenerations?
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How do seedless plants
reproduce?I found this information
on page .
How do seed plantsreproduce?
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26 Reproduction of Organisms
Summarize one main idea for each section above.SUMMARIZE IT
Summarize the reproductive structures found ingymnosperms. Identify each structure and its function.
Male reproductive structures:
Female reproductive structures:
Draw a diagram of a flower showing its reproductive structures.Show and label the structures below.
anther ovary
stamen style
filament pistil
stigma
Sequence the life cycle of an angiosperm.
Lesson 2 Plant Reproduction (continued)
How do flowerlessseed plantsreproduce?
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How do floweringseed plantsreproduce?
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What is anangiosperm’s
life cycle?I found this information
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Reproduction of Organisms 27
1. Pollen grains travel from the anther to the stigma.
2.
3.
4.
5.
6.
7.
8. Seeds grow into new plants and produce flowers.
State the main ideas of the above sections.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Reproduction of OrganismsLesson 3 Animal Reproduction
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Grade 7 Science Content Standards—2.a: Students know the difference between the life cycles and reproduction methodsof sexual and asexual organisms. Also covers: 2.b, 7.c
28 Reproduction of Organisms
organ
gonads
testes
ovaries
metamorphosis
network
Skim Lesson 3. Write three questions that come to mind as youskim. Look for the answers as you read the lesson.
1.
2.
3.
Define organ using its scientific meaning.
Use your book or a dictionary to define the following terms.
Use your book or a dictionary to define network. Then use theterm in a scientific sentence.
Write two sentences to summarize the main ideas of the above sections.
SUMMARIZE IT
Contrast male and female reproductive systems of animals byidentifying the gonads and their functions.
Compare and contrast internal and external fertilization.Sequence the steps in each.
Analyze how animals that use internal and externalreproduction make sure that they reproduce successfully.
Internal fertilization:
External fertilization:
Internal Fertilization External Fertilization
Lesson 3 Animal Reproduction (continued)
What are animalreproductive
organs called?I found this information
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How does animalfertilization
occur?I found this information
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I found this informationon page .
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Reproduction of Organisms 29
Reproductive Organs
Gonads Function
Male
Female
Complete the graphic organizer to summarize how eggs that arelaid outside a mother protect the embryo inside.
Sequence the phases of metamorphosis for a ladybug beetleand a frog.
Define gestation. Then summarize the general relationshipbetween gestation and the size of the animal.
An egg’s covering
Lesson 3 Animal Reproduction (continued)
How do animalembryosdevelop?
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I found this informationon page .
I found this informationon page .
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30 Reproduction of Organisms
Ladybug Beetle Frog
1. 1.
2. 2.
3. 3.
4. 4.
Summarize three main ideas of the above section.SUMMARIZE IT
Reproduction of Organisms 31
ReviewVocabulary
Name Date
Reproduction of OrganismsLesson 4 Asexual Reproduction
NewVocabulary
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Grade 7 Science Content Standards—2..a: Students know the difference between the life cycles and reproduction methodsof sexual and asexual organisms.
AcademicVocabulary
prokaryote
differentiate
Scan Lesson 4 of your book using the checklist below.
Read all of the lesson titles.
Read all of the boldface words.
Look at all of the pictures.
Think about what you already know about asexual reproduction.
Write two facts that you discovered about asexual reproduction asyou scanned the lesson.
1.
2.
Define prokaryote using your book or a dictionary.
Write the correct term in the blank to the left of each definition.
production of offspring by one parent without a sperm and an eggjoining
form of asexual reproduction that produces two cells with identicalDNA; used by bacteria
form of asexual reproduction in which a new organism forms onthe parent organism
form of asexual reproduction that produces new animals frompieces of an animal’s body
method of asexual reproduction developed by scientists and per-formed in laboratories
Use your book or a dictionary to define differentiate.
Lesson 4 Asexual Reproduction (continued)
What is asexualreproduction?
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What are thetypes of asexual
reproduction?I found this information
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I found this informationon page .
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32 Reproduction of Organisms
Advantages of Asexual Disadvantages of AsexualReproduction Reproduction
Write a sentence to summarize each of the above sections.SUMMARIZE IT
Analyze the advantages and disadvantages of asexualreproduction. Summarize three advantages and two disadvantages.
Create a graphic organizer to identify the types of asexualreproduction.
Contrast fission and mitotic cell division.
Sequence the steps that occur in the budding of yeast.
Identify two examples of plant propagation.
Summarize the processes that have been developed for plant andanimal cloning.
Plant Cloning:
Animal Cloning:
A new organism forms by
.
The offspringforms on
.
The offspringeventually
.
Lesson 4 Asexual Reproduction (continued)
What are thetypes of asexual
reproduction?I found this information
on page .
I found this informationon page .
What is cloning?I found this information
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Reproduction of Organisms 33
Summarize the main ideas of the above sections.SUMMARIZE IT
34 Reproduction of Organisms
Reproduction of OrganismsChapter Wrap-UpNow that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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• Diversity can help a species survive.
• A seed provides a plant with nourishment.
• Animal fertilization occurs only internally.
• Many organisms have only one parent.
Reproduction of Organisms After YouRead
After reading this chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
Genetics 35
Construct the Foldable as directed at the beginning of this chapter.
Genetics
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
List the differences and similarities that you observe among this dog and her puppies.
Science Journal
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Grade 7 Science Content Standards—2.c: Students know an inherited trait can be determined by one or more genes.Also covers: 2.d, 7.a, 7.b, 7.c, 7.e
• An individual inherits factors for each traitfrom both parents.
• An inherited trait might not be observed in one generation yet reappear in the next.
• A single gene might affect more than one trait in an organism.
• One type of DNA is inherited only from the male parent.
Before You GeneticsRead
36 Genetics
NewVocabulary
ReviewVocabulary
Name Date
GeneticsLesson 1 Foundations of Genetics
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Grade 7 Science Content Standards—2.b: Students know sexual reproduction produces offspring that inherit half theirgenes from each parent. Also covers: 2.d
AcademicVocabulary
chromosome
heredity
genetics
dominant
recessive
gene
law of segregation
law of independentassortment
allele
phenotype
genotype
homozygous
heterozygous
method
Scan Lesson 1 of the chapter. Read the lesson titles and bold wordsand look at the pictures. Write three facts that you discovered aboutthe topic as you scanned the lesson.
1.
2.
3.
Define chromosome using your book or a dictionary.
Write a paragraph describing heredity. Use as many vocabularyterms in your paragraph as you can.
Use a dictionary to define method.
Summarize the main idea from the above sections.SUMMARIZE IT
Analyze why blending inheritance is NOT the method by whichtraits are passed to offspring. Give at least two facts that supportthis conclusion.
1.
2.
Summarize three things that made Mendel’s experimentalmethods of breeding plants unique.
Organize information about Mendel’s laws of heredity. Includean explanation of each.
Mendel’s Laws of Heredity
Law of Law of
Mendel’s experimental method
.
.
.
Lesson 1 Foundations of Genetics (continued)
Early Ideas AboutHeredity
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Gregor Mendeland His
ExperimentsI found this information
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Mendel’s Laws of Heredity
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Genetics 37
Analyze the relationships among genes, alleles, chromosomes,and DNA. Complete the sentences.
1. A chromosome is made up of .
2. A section of that has information about a
specific trait is called a .
3. A contains two .
Compare homozygous and heterozygous genotypes.
Organize information that Mendel discovered about alleles.
Alleles
Lesson 1 Foundations of Genetics (continued)
ModernDefinitions of
Mendel’s IdeasI found this information
on page .
I found this informationon page .
Importance ofMendel’s Genetic
StudiesI found this information
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38 Genetics
Genotype Information Examplecontained on allele
same
Yy
Summarize the main ideas of the above sections in two bulletpoints.
SUMMARIZE IT
Genetics 39
ReviewVocabulary
Name Date
GeneticsLesson 2 Understanding Inheritance
NewVocabulary
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Grade 7 Science Content Standards—2.b: Students know sexual reproduction produces offspring that inherit half theirgenes from each parent. Also covers: 2.c, 2.d
AcademicVocabulary
soil
Punnet Square
pedigree
incomplete dominance
codominance
multiple alleles
polygenic inheritance
genetic disorder
complex
Skim Lesson 2 and predict three topics that you will study.
1.
2.
3.
Use the word soil in a sentence.
Use your book or a dictionary to define the following terms.
Use a dictionary to define the word complex.
Lesson 2 Understanding Inheritance (continued)
ModelingInheritance
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Name Date
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40 Genetics
Rephrase the main ideas of the above section.SUMMARIZE IT
Analyze the possible offspring of two true-breeding plants, onewith two dominant alleles for yellow seeds (Y) and one with tworecessive alleles for green seeds (y). Predict the percentage ofoffspring that will have each possible genotype and phenotype.
Genotypes:
YY %
Yy %
yy %
Phenotypes:
Green seeds %
Yellow seeds %
Complete a Punnett square to show the possible offspring oftwo heterozygous plants, each with genotype Yy. Then predict the percentage of offspring that will have each genotype andphenotype.
Genotypes:
YY %
Yy %
yy %
Phenotypes:
Green seeds %
Yellow seeds %
Yellow seeds
Y
Y
yYel
low
see
ds
y
Yellow seeds
Y
Gre
en s
eed
s
Y
y
y
Label the generations shown in the pedigree below. Circle theparents in each generation.
Compare and contrast incomplete dominance andcodominance. Complete the Venn diagram with definitions andexamples of each.
Incomplete Dominance CodominanceBoth
Lesson 2 Understanding Inheritance (continued)
ModelingInheritance
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ComplexPatterns ofInheritance
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Genetics 41
Summarize the main ideas of the above sections in two bulletpoints.
SUMMARIZE IT
Analyze how a gene with multiple alleles can produce more thanthree phenotypes, using blood types as an example.
Compare sex-linked inheritance and maternal inheritance bycompleting the Venn diagram with at least four facts.
Sex-linked Inheritance Maternal InheritanceBoth
Since O is
,
these genotypes
result in
phenotypes:
.
Phenotypes
These can produce
possible
genotypes:
.
Genotypes
In blood types,
there are
alleles:
.
Alleles
Lesson 2 Understanding Inheritance (continued)
ComplexPatterns ofInheritance
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I found this informationon page .
Name Date
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42 Genetics
Summarize the main ideas of the above section in three bulletpoints.
SUMMARIZE IT
Classify five genetic disorders humans can inherit. Specify whattype of inheritance causes each disorder.
Model how two heterozygous parents who do not have a geneticdisorder can produce a child who does. Draw a pedigree of twogenerations using C for a dominant allele and c for a recessiveallele that carries a disorder.
Analyze how environment can affect an organism’s phenotype byusing heart disease as an example.
Lesson 2 Understanding Inheritance (continued)
Human GeneticDisorders
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Genes and theEnvironment
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Genetics 43
Disorder Type of Inheritance
Huntington’s disease
Sickle-cell disease
Cystic fibrosis
Hemophilia
Down syndrome
Summarize the main ideas of the above sections.SUMMARIZE IT
44 Genetics
Genetics Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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• An individual inherits factors for each trait from both parents.
• An inherited trait might not be observed in one generation yet reappear in the next.
• A single gene might affect more than one trait in an organism.
• One type of DNA is inherited only from the male parent.
Genetics After YouRead
After reading this chapter, write a summary sentence for eachlesson to illustrate the chapter’s main ideas
SUMMARIZE IT
The Process of Evolution 45
Construct the Foldable as directed at the beginning of this chapter.
The Process of Evolution
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about the process of evolution in the first column. Then list three things that you would like to learn about the topic in the second column.
Name Date
Imagine you are the geologist who discovered the Archaeopteryx fossil. Write aparagraph about how you feel when you first realize what you have found.
Science Journal
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Grade 7 Science Content Standards—3.a: Students know that both genetic variation and environmental factorsare causes of evolution and diversity of organisms. Also covers: 3.b, 3.e, 7.c
K WWhat I know What I want to find out
46 The Process of Evolution
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Process of EvolutionLesson 1 Natural Selection
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Grade 7 Science Content Standards—3.b: Students know the reasoning used by Charles Darwin in reachinghis conclusion that natural selection is the mechanism of evolution. Also covers: 3.a, 7.c
population
diverse
Scan Lesson 1 of your book. Write two facts you discovered aboutCharles Darwin and natural selection while scanning the lesson.
1.
2.
Define population using your book or a dictionary. The use it ina sentence to show its scientific meaning.
Write the correct term on the blank to the left of each definition.
person who studies the natural world
inherited trait that increases an organism’s chance of surviving andreproducing in a particular environment
process in which traits that give animals a better chance for survivalincrease in a population over time
genetic change in a population over time
Use a dictionary to define the term diverse, and then use it in asentence.
Summarize the key observation that Darwin made about animalshe found on his journey, and the conclusion that he drew.
Organize information about variations that Darwin noticed amongsimilar animals in different habitats.
Define selective breeding.
Selective breeding is
Darwin reasoned that perhaps
some of the animals and plants
on the Galápagos
and over time
.
Conclusion
When Darwin compared animals
he found on the Galápagos with
, he saw
that many of them were
.
Observation
Lesson 1 Natural Selection (continued)
Charles DarwinI found this information
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The Process of Evolution 47
Animal Variations Suitable for
Tortoises longer neck,saddle-shaped shell
shorter neck,dome-shaped shell
Finches
Highlight the main idea of this section below.
Charles Darwin thought about why there are so many species of organisms on Earth and explored some of life’s most remarkable diversity around the world. Through his observation, Darwin uncovered an important process that accounts for such variation.
SUMMARIZE IT
Summarize the three strands of thought that Darwin tied togetherin his idea of natural selection.
Rephrase in your own words the four principles on whichDarwin’s theory of natural selection is based. Complete thegraphic organizer.
Principles ofNatural Selection
1. Overproduction: 2. Variation:
3. Inherited variation: 4. Natural selection:
Lesson 1 Natural Selection (continued)
Darwin’s Theoryof NaturalSelection
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48 The Process of Evolution
Darwin’s Theory of Natural Selection
Genetic Population Growth Environmental Variation and the Struggle Factors
to Survive
Summarize the main idea of the above section of this lesson.SUMMARIZE IT
The Process of Evolution 49
ReviewVocabulary
Name Date
The Process of EvolutionLesson 2 Adaptation and Extinction
NewVocabulary
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Grade 7 Science Content Standards—3.a: Students know that both genetic variation and environmental factorsare causes of evolution and diversity of organisms. Also covers: 3.b, 3.e, 7.a, 7.b, 7.c, 7.e
habitat
structural adaptation
camouflage
mimicry
behavioral adaptation
interpret
Scan Lesson 2 of your book using the checklist below.
Read all of the lesson titles.
Read all of the boldface words.
Look at all of the pictures.
Think about what you already know about adaptation and extinction.
Write three facts that you discovered about the topic as you scannedthe lesson.
1.
2.
3.
Define habitat using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use the word interpret in a sentence to show its scientificmeaning.
AcademicVocabulary
Sequence the steps in the process of adaptation, using desertrabbits as an example.
Compare two categories of adaptation.
Behavioral Adaptations Structural AdaptationsBoth
After many generations, of the population will have
, and will have .
Original population includes rabbits with .
Rabbits with are more likely to .
Rabbits with are more likely to .
The are likely to have too.
Lesson 2 Adaptation and Extinction (continued)
AdaptationsI found this information
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Types ofAdaptation
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50 The Process of Evolution
Summarize the main ideas of the above sections.SUMMARIZE IT
Create a graphic organizer to identify the environmental factorsassociated with extinction.
Organize information about the causes of extinction by completingthe matrix below.
Lesson 2 Adaptation and Extinction (continued)
ExtinctionI found this information
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I found this informationon page .
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The Process of Evolution 51
Cause of Description of ProcessExtinction
Summarize the main ideas of the above section.SUMMARIZE IT
52 The Process of Evolution
The Process of EvolutionChapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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K W LWhat I know What I want to find out What I learned
After reading this chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
Evolution—Evidence of Change 53
Construct the Foldable as directed at the beginning of this chapter.
Evolution—Evidence of Change
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Predict how this animal became a fossil. As you read this chapter, check whether theinformation presented supports your prediction.
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Grade 7 Science Content Standards—4.c: Students know Earth processes today are similar to those that occurred in thepast and slow geologic processes have large cumulative effects over long periods of time. Also covers: 4.e
• Fossils are the remains of organisms that lived long ago.
• Earth’s surface has not changed significantly throughout time.
• Closely related species may appear to be very different.
• The smallest category into which organisms are classified is the species.
Before You Evolution—Evidence of Change Read
54 Evolution—Evidence of Change
NewVocabulary
ReviewVocabulary
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Evolution—Evidence of Change Lesson 1 Fossils and Evolution
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Grade 7 Science Content Standards—4.e: Students know fossils provide evidence of how life and environmentalconditions have changed. Also covers: 3.c
AcademicVocabulary
gymnosperm
fossil
paleontologist
permineralization
mold
cast
fossil record
structure
Scan the headings in Lesson 1 of your book. Identify three topicsthat will be discussed.
1.
2.
3.
Define gymnosperm using your book or a dictionary.
Use your book to define the following terms.
Use a dictionary to define structure.
Summarize the main idea of the above sections.SUMMARIZE IT
Identify three examples of fossils.
1. 2. 3.
Organize information about factors which favor fossilization.
Complete the table by describing methods of fossilization.
Factors which favorfossilization
protection fromdestructive agents
hard bodyparts
acidic soils
Lesson 1 Fossils and Evolution (continued)
What are fossils?I found this information
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When do fossils form?
I found this informationon page .
How are fossilsformed?
I found this informationon page .
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Evolution—Evidence of Change 55
Method Description
Permineralization
Replacement
Carbonization
Original material
Create two drawings to show the difference in appearance betweena mold and a cast. Add labels to your drawings as needed.
Summarize the kinds of information scientists learn by studyingfossils.
Identify three explanations for why there are gaps in the fossilrecord.
1.
2.
3.
CastMold
Lesson 1 Fossils and Evolution (continued)
How are fossilsformed?
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What do fossilstell us?
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56 Evolution—Evidence of Change
Summarize the main ideas of the above sections with two bullet points.
SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
Evolution—Evidence of Change Lesson 2 Biological Evidence
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Grade 7 Science Content Standards—3.c: Students know how independent lines of evidence from geology, fossils,and comparative anatomy provide the bases for the theory of evolution.
Evolution—Evidence of Change 57
adaptation
comparative anatomy
homologous structure
embryology
analogous
Scan Lesson 2 of your book. Read the headings and look at theillustrations. Predict three things that will be discussed.
1.
2.
3.
Define adaptation, using your book or a dictionary.
Write a paragraph using all of the vocabulary terms.
Use a dictionary to define analogous.
Model the anatomies of the true fly, the scorpionfly, and theircommon ancestor.
Compare and contrast homologous structures and analogousstructures by completing the Venn diagram.
Homologous Structures Analogous StructuresBoth
Common Ancestor
True Fly Scorpionfly
Lesson 2 Biological Evidence (continued)
ComparativeAnatomy
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58 Evolution—Evidence of Change
Summarize two main ideas of the above sections.SUMMARIZE IT
Define vestigial structure. Then give an example of a vestigialstructure.
Example:
Contrast the development of pharyngeal pouches in fish andhumans by completing the table.
Organize information by listing three types of molecules scientistuse to identify evolutionary relationships among organisms
Molecular data used to identify evolutionary relationships is found in
In vertebrate embryosthey appear as:
In fish they develop into:
In humans they become:
Lesson 2 Biological Evidence (continued)
ComparativeAnatomy
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I found this informationon page .
MolecularBiology
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Evolution—Evidence of Change 59
Summarize two main ideas of the above sections.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Evolution—Evidence of Change Lesson 3 Evolution and Plate Tectonics
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Grade 7 Science Content Standards—4.f: Students know how movements of Earth’s continental and oceanic platesthrough time, with associated changes in climate and geographic connections, have affected the past and presentdistribution of organisms. Also covers: 7.d
60 Evolution—Evidence of Change
lithospheric plate
geographic isolation
convergent evolution
prohibit
Scan the What You’ll Learn statements for Lesson 3 of your book.Identify three topics that will be discussed.
1.
2.
3.
Define lithospheric plate using your book or a dictionary.
Use your book to define the following terms. Then use each termin a sentence to show its scientific meaning.
Use a dictionary to define prohibit.
Create a drawing to show one piece of evidence that supportsAlfred Wegener’s continental drift hypothesis. Write a captionthat explains what your drawing shows.
Caption:
Lesson 3 Evolution and Plate Tectonics (continued)
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Evolution—Evidence of Change 61
Summarize the main idea of the above section.SUMMARIZE IT
Model how the process of geologic isolation can occur. Create threedrawings and write a caption for each drawing.
Contrast the results of convergent evolution and geographicisolation by completing the table.
Lesson 3 Evolution and Plate Tectonics (continued)
GeographicIsolation
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62 Evolution—Evidence of Change
Effect on Species
Appearance Relationship
Convergent Evolution
Geographic Isolation
Summarize the main ideas of the above sections.SUMMARIZE IT
ReviewVocabulary
Name Date
Evolution—Evidence of ChangeLesson 4 Classifying Organisms
NewVocabulary
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Grade 7 Science Content Standards—3.d: Students know how to construct a simple branching diagram to classifyliving groups of organisms by shared derived characters and how to expand the diagram to include fossil organisms.Also covers: 7.d
Evolution—Evidence of Change 63
species
systematics
Scan Lesson 4 of your book. Use the checklist below.
Read all of the headings.
Read all of the boldface words
Look at the charts, graphs, and pictures.
Think about what you already know about classification.
Write three things that you learn about classification.
1.
2.
3.
Define species using your book or a dictionary.
Use your book to define the following term. Then use the term ina sentence to show its scientific meaning.
Complete the graphic organizer to show the categories used in theclassification system developed by Aristotle.
Identify the two parts that make up the scientific name of anorganism.
California black oak: Quercus kelloggii
Sequence the seven levels of Linnaeus’s classification system.
largest smallest
All Things
air
Lesson 4 Classifying Organisms (continued)
HistoricClassification
SystemsI found this information
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I found this informationon page .
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64 Evolution—Evidence of Change
Summarize two main ideas of the above section.SUMMARIZE IT
Organize information by listing the six kingdoms used byscientists.
1. 4.
2. 5.
3. 6.
Summarize how systemics classifies organisms.
Define domain. Then complete the graphic organizer to identifythe three domains that scientists now use to classify organisms.
domain:
The Three Domains
Lesson 4 Classifying Organisms (continued)
HistoricClassification
SystemsI found this information
on page .
Modern Methodsof ClassificationI found this information
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I found this informationon page .
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Evolution—Evidence of Change 65
Summarize the main ideas of the above sections with three bullet points.
SUMMARIZE IT
66 Evolution—Evidence of Change
Evolution—Evidence of ChangeChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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• Fossils are the remains of organisms that lived long ago.
• Earth’s surface has not changed significantly throughout time.
• Closely related species may appear to be very different.
• The smallest category into which organisms are classified is the species.
Evolution—Evidence of Change After YouRead
After studying the chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
The Age of Earth 67
Construct the Foldable as directed at the beginning of this chapter.
The Age of Earth
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about Earth’s history in the first column. Then list three things that you would like to learn about changes on Earth in the second column.
Name Date
Write two paragraphs explaining what a geologist might have to do to answer thequestion.
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Grade 7 Science Content Standards—4.a: Students know Earth processes today are similar to those thatoccurred in the past and slow geologic processes have large cumulative effects over long periods of time.Also covers: 4.b, 4.d, 4.g
K WWhat I know What I want to find out
68 The Age of Earth
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Age of EarthLesson 1 Relative Ages of Rocks
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Grade 7 Science Content Standards—4.a: Students know Earth processes today are similar to those that occurredin the past and slow geologic processes have large cumulative effects over long periods of time. Also covers: 4.c, 4.d
fossil
parallel
Predict three topics that will be covered in Lesson 1. Use thesection headings to help you.
1.
2.
3.
Define fossil, using your book or a dictionary.
Write the vocabulary term that matches each definition below.
principle that states that the processes at work today are the sameprocesses that have been at work in Earth’s past
series of processes that make and change rocks
individual sediment grain
changing of sediments into rock
layers of rocks
principle that states that in undisturbed layers of rock, the layers onthe bottom were deposited before the layers on top
how old something is when compared with something else
Use your book or a dictionary to define parallel as used inscience.
Identify the key realization of James Hutton. Complete thesentence.
James Hutton realized that one process
and another process .
Summarize how scientists use the principle of uniformitarianism.Complete the cause-and-effect diagram.
Classify the three major types of rock. Include at least two factsabout each type of rock.
Igneous:
:
Typesof Rock
:
Scientists observe processes at work on Earth today.
Lesson 1 Relative Ages of Rocks (continued)
The Beginning ofModern Geology
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The Principle ofUniformitarianism
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The Age of Earth 69
Summarize two main ideas from these sections in your own words.
SUMMARIZE IT
Sequence the steps that form sedimentary rock.
Outline Steno’s four principles. Complete the outline below.
I. Principle of Superposition
A.
B.
II. Principle of Original Horizontality
A.
B.
III. Principle of Original Lateral Continuity
A.
B.
IV. Principle of Crosscutting Relationships
A.
B.
Physical and chemical weathering break down rocks into sediments.
Lesson 1 Relative Ages of Rocks (continued)
The Rock CycleI found this information
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Superpositionand the Fossil
RecordI found this information
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70 The Age of Earth
Summarize two main ideas from these sections.SUMMARIZE IT
The Age of Earth 71
AcademicVocabulary
Name Date
The Age of EarthLesson 2 Absolute Ages of Rocks
NewVocabulary
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Grade 7 Science Content Standards—4.d: Students know that evidence from geologic layers and radioactive datingindicates Earth is approximately 4.6 billion years old and that life on this planet has existed for more than 3 billion years.
fossil
radiation
isotopes
radioactive decay
half-life
confirm
Skim Lesson 2. Study the illustrations, and read the headings andboldface words. Write three facts you learned.
1.
2.
3.
Define radiation, using your book or a dictionary.
Use your book or a dictionary to define each term.
Use your book or a dictionary to define confirm.
ReviewVocabulary
Distinguish two ways that scientists tried to measure Earth’s agein the past.
1.
2.
Identify the number of protons and neutrons in each isotope ofcarbon. Also note whether each isotope is stable or unstable.
Sequence the steps that occur during radioactive decay.
Create a graph showing how the amount of a parent isotopechanges after one, two, three, and four half-lives have passed.
A parentisotope isunstable.
Lesson 2 Absolute Ages of Rocks (continued)
What Is Earth’sAge?
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Atoms andIsotopes
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72 The Age of Earth
Isotope Protons Neutrons Stable or Unstable?
Carbon-12
Carbon-13
Carbon-14
Summarize one main idea from each section above.SUMMARIZE IT
Summarize information about the suitability of radiometricdating for different types of rock.
Radiometric dating is often used on
rocks because they usually contain only .
It is more difficult to use to date because
the when rocks melt. It is rarely used to
date .
Sequence materials that geologists have dated by usingradiometric dating. Complete the table.
• rocks from Greenland• zircon grains from Canada• zircon grains from Australia
• meteorites from Antarctica• moon rocks• estimated age of Earth
Lesson 2 Absolute Ages of Rocks (continued)
DeterminingEarth’s Age
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The Age of Earth 73
Item Age (billionsof years)
4.6
zircon grains from Australia
3.62–3.65
Oldest
Youngest
Summarize two main ideas from the above sections.SUMMARIZE IT
74 The Age of Earth
The Age of Earth Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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K W LWhat I know What I want to find out What I learned
After reading the chapter, write one or two sentences for eachlesson to summarize the main ideas of the lesson.
SUMMARIZE IT
The History of Life on Earth 75
Construct the Foldable as directed at the beginning of this chapter.
The History of Life on Earth
Before You ReadBefore you read the chapter, think about what you know about the topic. List some things that you already know about the history of life on Earth in the first column. Then list some things that you would like to learn about the topic in the second column.
Name Date
Write a description of the dinosaur that might have left these tracks. What did it looklike? Where was it going? What happened to it?
Science Journal
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Grade 7 Science Content Standards—4.b: Students know the history of life on Earth has been disrupted by majorcatastrophic events, such as major volcanic eruptions or the impacts of asteroids. Also covers: 4.e, 4.g
K WWhat I know What I want to find out
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The History of Life on EarthLesson 1 Geologic Time and Mass Extinctions
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Grade 7 Science Content Standards—4.b: Students know the history of life on Earth has been disrupted by majorcatastrophic events, such as major volcanic eruptions or the impacts of asteroids. Also covers: 4.e, 4.g
76 The History of Life on Earth
volcano
index fossil
mass extinction
catastrophic event
global
Scan Lesson 1 of the chapter. Write two facts you discovered aboutgeologic time and mass extinctions while scanning the lesson.
1.
2.
Define volcano. Then write a sentence using the term.
Use your book or a dictionary to define the following terms.
Use a dictionary to find the scientific definition of the termglobal. Find a sentence in the lesson in which the word is used,and write the sentence below.
Sentence:
Identify the criteria used to select a species as an index fossil andexplain the reason for each of the criteria.
Identify units of geologic time in the diagram of the PhanerozoicEon below. Define what the names of the three eras mean.
Paleozoic era:“ancient life”
period
Paleogeneperiod
Phanerozoic Eon
epoch
Paleoceneepoch
Lesson 1 Geologic Time and Mass Extinctions (continued)
Development ofthe Geologic
Time ScaleI found this information
on page .
I found this informationon page .
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The History of Life on Earth 77
Index Fossils
Criteria Reasons
hard body parts preserved easily in rock
Summarize two main ideas of the above section of this lesson.SUMMARIZE IT
Summarize how paleontologists identify evidence of a massextinction.
Organize information about the types of catastrophic events thatare capable of causing mass extinctions.
Catastrophic Events
climate change
globalwarming
Lesson 1 Geologic Time and Mass Extinctions (continued)
What are massextinctions?
I found this informationon page .
Possible Causesof Mass
ExtinctionI found this information
on page .
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78 The History of Life on Earth
Summarize the main ideas of the above sections of this lessonwith two bullet points.
SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
The History of Life on EarthLesson 2 Early Earth History
NewVocabulary
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Grade 7 Science Content Standards—4.g: Students know how to explain significant developments and extinctions of plantand animal life on the geologic time scale.
The History of Life on Earth 79
extinct
cyanobacteria
vertebrate
amniote
variety
Skim Section 2. Predict three things that you will learn.
1.
2.
3.
Use extinct in a scientific sentence. Use a dictionary or your book for help.
Use your book or a dictionary to define the following terms.
Use a dictionary to define the term variety.
Summarize the main ideas of the above sections.SUMMARIZE IT
Analyze why Precambrian rocks are difficult for scientists to study,and complete the diagram below.
Sequence Precambrian atmospheric changes.
During the Archean Eon, there was very little and
no protective .
Cyanobacteria used to take in
and release .
The level of and increased. The
helped shield organisms from .
The early organisms that could not tolerate .
favored organisms that
.
Precambrian rocks are difficult to study because
.
.
.
Lesson 2 Early Earth History (continued)
Life on EarthChanges andPrecambrian
TimeI found this information
on page .
I found this informationon page .
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80 The History of Life on Earth
Contrast the 2 theories about what happened to the Edicarianfauna.
Organize key developments in the evolution of organismsduring the Paleozoic Era by labeling the timeline.
occurs.
evolve.
and evolve.
evolve.
evolve.
spread onto land.
occurs.
Fossils of organisms with
appear.
Permian
Devonian
Later
Earlier
Ordovician
Cambrian
Paleozoicera
Mesozoic era
Proterozoic eon
What became of the Edicarian fauna?
or
Lesson 2 Early Earth History (continued)
Life on EarthChanges andPrecambrian
TimeI found this information
on page .
The PaleozoicEra
I found this informationon page .
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The History of Life on Earth 81
Summarize the main idea of this section in a single sentence.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The History of Life on EarthLesson 3 Middle and Recent Earth History
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Grade 7 Science Content Standards—4.e: Students know fossils provide evidence of how life and environmentalconditions have changed. Also covers: 4.g
82 The History of Life on Earth
angiosperm
induce
Skim Lesson 3, and identify the topics that you will study in thislesson.
Define angiosperm.
Write the correct term on the line to the left of each definition.
plant that produces seeds but no flowers
flying reptile
animal with opposable thumbs
generate internal body heat to maintain a constant body temperature
animals that rely on their surroundings and behavior to help themregulate their body temperatures
Use the word induce in a scientific sentence.
Summarize the major changes to Earth’s landscape that markedthe Mesozoic era.
Organize information about the evolution of organisms duringthe Mesozoic era by filling in the table.
Lesson 3 Middle and Recent Earth History (continued)
The Mesozoic EraI found this information
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I found this informationon page .
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The History of Life on Earth 83
Periods of Evolution of OrganismsMesozoic era
Triassic
Jurassic
Cretaceous
Underline the main idea in the passage below.
You might think that mammals did not appear until the dinosaurs became extinct, but that is not true. Mammals existed alongside the dinosaurs throughout the Mesozoic. It is thought that most were small, shrewlike animals.
SUMMARIZE IT
Compare changes in organisms that occurred during the CenozoicEra that helped shape the populations living on Earth today.
Conclude how extinction events of the Cenozoic era differ from theextinction events of earlier eras.
Marine life Animals on land Plants
Cenozoic Era
Lesson 3 Middle and Recent Earth History (continued)
The Cenozoic EraI found this information
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I found this informationon page .
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84 The History of Life on Earth
Summarize the main ideas of this lesson with two bullet points.
SUMMARIZE IT
Tie It TogetherMake a Geologic Time ScaleIn a small group, create your own version of the geologic time scale. On your geologic timescale, indicate when important events occurred—including important evolutionary steps thathave shaped today’s populations as well as events that have resulted in mass extinctions. Youmight want to investigate and add present-day extinctions of specific species.
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The History of Life on Earth 85
86 The History of Life on Earth
The History of Life on EarthChapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After reading this chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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K W LWhat I know What I want to find out What I learned
The Musculoskeletal System and Levers 87
Construct the Foldable as directed at the beginning of this chapter.
The Musculoskeletal System and Levers
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about the musculoskeletal system and levers in the first column.Then list three things that you would like to learn about the topic in the second column.
Name Date
Write a paragraph about the activities you perform that require your muscles and bones to work together.
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Grade 7 Science Content Standards—5.a: Students know plants and animals have levels of organizationfor structure and function, including cells, tissues, organs, organ systems, and the whole organism. Also covers: 5.c, 6.h, 6.i, 7.a, 7.c, 7.d
K WWhat I know What I want to find out
NewVocabulary
ReviewVocabulary
Name Date
The Musculoskeletal System and LeversLesson 1 The Musculoskeletal System
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Grade 7 Science Content Standards—5.a: Students know plants and animals have levels of organization for structureand function, including cells, tissues, organs, organ systems, and the whole organism. Also covers: 5.c, 6.h, 7.a, 7.c
88 The Musculoskeletal System and Levers
AcademicVocabulary
mitochondrion
contract
Scan Lesson 1 of your book. Write three facts you discovered whilescanning the lesson.
1.
2.
3.
Define mitochondrion using your book or a dictionary.
Read the definitions below. Then write the correct term on theblank to the left of each definition.
shortening of muscle or muscle fiber
hard tissue made of cells, collagen, and calcium
lengthening of inactive muscle filaments
connection between bones
elastic tissue that reduces friction and increases flexibility
tissue that connects bones to muscles
Use a dictionary to define contract. Write a sentence using theword in its correct context for this lesson.
Identify five functions of the skeletal system.
1.
2.
3.
4.
5.
Classify the 6 types of joints. Describe and give an example ofeach.
Lesson 1 The Musculoskeletal System (continued)
The SkeletalSystem
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The Musculoskeletal System and Levers 89
Type Description Example
Hinge Bones can move back and forth like fingers the hinge of a door.
Highlight one main idea of this section below.
What holds up the walls and the roof of a building and protects it from the outside elements?There are beams, braces, and insulation that you cannot see. These supports are similar tothe bones of your skeletal system. The skeletal system supports and protects the body.
SUMMARIZE IT
Summarize two main ideas of the above section.SUMMARIZE IT
90 The Musculoskeletal System and Levers
Sequence the steps in the process that makes muscles contract.
Classify the types of muscles and muscle tissue. Then write asentence contrasting voluntary and involuntary muscles.
Label the diagrams as examples of flexion or extension. Thendescribe how muscles in the arm work in opposition.
When you bend your arm, the contracts and
the relaxes. When you straighten your arm, the
relaxes and the contracts.
Types of Muscles
VoluntaryMuscle
cardiacmuscle tissue
Muscles contract.
Lesson 1 The Musculoskeletal System (continued)
The MuscularSystem
I found this informationon page .
I found this informationon page .
Interactions of theMusculoskeletal
SystemI found this information
on page .
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ReviewVocabulary
AcademicVocabulary
Name Date
The Musculoskeletal System and LeversLesson 2 The Body and Levers
NewVocabulary
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Grade 7 Science Content Standards—6.h: Students know how to compare joints in the body (wrist, shoulder,thigh) with structures used in machines and simple devices (hinge, ball-and-socket, and sliding joint). Also covers: 6.i
The Musculoskeletal System and Levers 91
work
stable
Skim Lesson 2, and predict three topics that you will study in thislesson.
1.
2.
3.
Define work as it is used in science. Use a dictionary or yourbook for help.
Write the correct term on the blank to the left of each definition.
fixed point that a lever pivots around
ability of a machine to increase the amount of force put into the machine
lever in which the resistance force is between the fulcrum and the effort force
simple machine made of anything rigid that pivots around a fixed point
lever in which the effort force is between the fulcrum and the resistance force
lever in which the resistance force and the effort force are on opposite sides of the fulcrum
Use a dictionary to define the term stable as it is used in thefollowing sentence.
The noble gases are stable elements.
Summarize the main ideas of the above sections.SUMMARIZE IT
Lesson 2 The Body and Levers (continued)
What is a lever?I found this information
on page .
The ThreeClasses of
LeversI found this information
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I found this informationon page .
I found this informationon page .
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92 The Musculoskeletal System and Levers
Force: Effort force: Resistanceforce:
Part of body bone joint muscle
Functions as lever
Identify the 3 ways that levers can make work easier.
Contrast the following terms by defining them side by side.
Distinguish between the effects of distance from a lever’s fulcrumon effort force and resistance force by writing “more” or “less.”
Identify the lever function of each part of the musculoskeletalsystem.
Distance from Fulcrum
Closer
Effort force required
Resistance force applied
Farther
A lever allows you to complete a task
Label the fulcrum, resistance force, and effort force on each of the diagrams below. Then identify and sketch an example ofeach found in the body. Label the forces and fulcrum in each of your sketches.
Complete the equation used to measure mechanical advantage.
Mechanical advantage (MA) �
fulcrum
First-class
Second-class
Third-class
Lesson 2 The Body and Levers (continued)
The ThreeClasses of
LeversI found this information
on page .
Why use levers?I found this information
on page .
Name Date
Summarize two main ideas of the above sections.SUMMARIZE IT
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The Musculoskeletal System and Levers 93
Class of Lever Example Found in Body
94 The Musculoskeletal System and Levers
The Musculoskeletal System and Levers Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After reading this chapter, write one or two summary sentences for each lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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K W LWhat I know What I want to find out What I learned
The Cardiopulmonary System and Pressure 95
Construct the Foldable as directed at the beginning of this chapter.
The Cardiopulmonary System and Pressure
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Write a paragraph that explains how you think blood flows through your body.
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Grade 7 Science Content Standards—5.b. Students know organ systems function because of the contributions of individualorgans, tissues, and cells. The failure of any part can affect the entire system. Also covers: 6.j
• The rate and intensity of breathing changes with physical activity.
• Gases such as carbon monoxide can cause suffocation.
• Air moves from areas of low pressure to areas of high pressure.
• Blood pressure that is too low can be life-threatening.
Before You The Cardiopulmonary Systemand PressureRead
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96 The Cardiopulmonary System and Pressure
Name Date
The Cardiopulmonary System and PressureLesson 1 The Pulmonary-Circulatory System
Grade 7 Science Content Standards—5.b. Students know organ systems function because of the contributionsof individual organs, tissues, and cells. The failure of any part can affect the entire system.
NewVocabulary
ReviewVocabulary
AcademicVocabulary
respiration
concentration
Scan Lesson 1 of your book. Write two facts you discovered.
1.
2.
Define respiration using your book or a dictionary.
Match the correct vocabulary term with each definition.
organ in which the exchange of oxygen and carbon dioxide takes place
infection of the lungs
condition that occurs when the lungs and body do not receiveenough oxygen
lower chamber of the heart that pumps blood out of the heart
vessel that carries blood away from the heart
vessel that carries blood toward the heart
condition that occurs if the coronary arteries cannot supply enoughblood to the heart
death of brain tissue
Use your book or a dictionary to define concentration.
Summarize the main ideas of the above sections in your own words.
SUMMARIZE IT
Sequence the pathway of air through the pulmonary system.
Organize information about pulmonary problems in the chart.
Distinguish between four main components of blood.
BloodComponents
Air enters through your nose or mouth.
Lesson 1 The Pulmonary-Circulatory System (continued)
The PulmonarySystem
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I found this informationon page .
The CirculatorySystem
I found this informationon page .
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The Cardiopulmonary System and Pressure 97
Problem Description Effect
Asthma
Suffocation
Pneumonia
Write three–five sentences to summarize the main ideas ofthese sections.
SUMMARIZE IT
Create a diagram showing how blood moves through thecirculatory system. Include the heart, arteries, veins, andcapillaries in your diagram.
Summarize how the pulmonary and circulatory systems worktogether to perform gas exchange.
Identify three behaviors that can help reduce the risk of strokeand heart attack.
1.
2.
3.
Lesson 1 The Pulmonary-Circulatory System (continued)
The CirculatorySystem
I found this informationon page .
ExchangesBetween the
Pulmonary andCirculatory
SystemsI found this information
on page .
PreventingProblems in thePulmonary and
CirculatorySystems
I found this informationon page .
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98 The Cardiopulmonary System and Pressure
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The Cardiopulmonary System and Pressure 99
The Cardiopulmonary System and PressureLesson 2 Pressure and the Body
Grade 7 Science Content Standards—6.j. Students know that contractions of the heart generate blood pressureand that heart valves prevent backflow of blood in the circulatory system. Also covers: 5.b
Name Date
ReviewVocabulary
AcademicVocabulary
NewVocabulary
atmosphere
pressure
hypertension
shock
period
Predict three topics that will be discussed in Lesson 2 by scanningthe headings.
1.
2.
3.
Define atmosphere using your book or a dictionary.
Use your book or a dictionary to define the following terms. Thenwrite a scientific sentence using each term.
Use a dictionary to define the term period as it is used in thefollowing sentence.
She was able to finish her chores in a short periodof time.
Model how pressure changes as force and area change. Drawarrows to show how pressure changes.
Sequence the events involved in inhalation.
The diaphragm and rib muscles contract at the same time.
less area more area
more pressure less pressure
less force more force
less pressure more pressure
Lesson 2 Pressure and the Body (continued)
What ispressure?
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Pressure in thePulmonary
SystemI found this information
on page .
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100 The Cardiopulmonary System and Pressure
Choose one main idea from each section above and rephrase itin your own words.
SUMMARIZE IT
Model how blood travels through the circulatory system.
Right atrium receives blood
.
Right ventricle
and valve
, allowing blood
to enter.
Right ventricle
and valve
, pumping out
blood.
Blood is pumped through
to the .
The valve
.
Left atrium receives blood
from the .
Left ventricle
and valve
, allowing blood
to enter.
Left ventricle ,
valve
, and
valve . Blood is
pumped to the body.
Gas exchange occurs in the
. Blood returns
to heart.
Lesson 2 Pressure and the Body (continued)
Pressure in theCirculatory
SystemI found this information
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The Cardiopulmonary System and Pressure 101
Summarize one of the main ideas of the above sections.SUMMARIZE IT
102 The Cardiopulmonary System and Pressure
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
The Cardiopulmonary System and Pressure Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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• The rate and intensity of breathing changes with physical activity.
• Gases such as carbon monoxide can cause suffocation.
• Air moves from areas of low pressure to areas of high pressure.
• Blood pressure that is too low can be life-threatening.
The Cardiopulmonary System After Youand Pressure Read
After reading this chapter, write 3 sentences summarizing main ideas from this chapter.
SUMMARIZE IT
The Eye and Light 103
Construct the Foldable as directed at the beginning of this chapter.
The Eye and Light
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
List five things that emit light.
Science Journal
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Grade 7 Science Content Standards—5.g: Students know how to relate the structures of the eye and ear to theirfunctions. Also covers: 6.a, 6.b, 6.c, 6.d, 6.e, 6.f, 6.g
• Light is a form of energy that travels inwaves.
• Transparent materials reflect most of the light that hits them.
• All telescopes use mirrors.
• Light enters the eye through the retina.
Before You The Eye and LightRead
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Eye and LightLesson 1 What is light?
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Grade 7 Science Content Standards—6.a: Students know visible light is a small band within a very broad electromagneticspectrum. Also covers: 6.e
104 The Eye and Light
emit
wavelength
frequency
medium
electromagneticspectrum
range
Skim Lesson 1 of your book. Write three questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
3.
Define emit using your book or a dictionary.
Define each vocabulary term, using your book or a dictionary.
Define range using a dictionary. Then use it in a sentence toshow its scientific meaning.
Label the parts of the wave.
crest trough wavelength amplitude
Create drawings of two waves to show how frequency affectswavelength. Draw one wave that has twice the frequency ofthe other.
Wave 1
Wave 2
Lesson 1 What is light? (continued)
Light TransfersEnergy
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The Eye and Light 105
Summarize two main ideas of the above sections with bulletpoints.
SUMMARIZE IT
Compare and contrast light waves with water waves.
Sequence the waves that make up the electromagneticspectrum. Complete the diagram.
gamma rays
IncreasingWavelength
IncreasingFrequencyvisible light
Lesson 1 What is light? (continued)
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106 The Eye and Light
Summarize two main ideas from the above sections.SUMMARIZE IT
AcademicVocabulary
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The Eye and LightLesson 2 Light and Matter
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Grade 7 Science Content Standards—6.f: Students know light can be reflected, refracted, transmitted, and absorbedby matter. Also covers: 6.b, 6.c, 6.e, 6.g, 7.d
The Eye and Light 107
energy
primary
Scan the headings in Lesson 2 of your book. Identify four topics that will be discussed.
1.
2.
3.
4.
Define energy, using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term on the blank to the left of each definition.
process in which a material absorbs light and reemits it in differentdirections
states that the angle of incidence equals the angle of reflection
process in which light rays are transferred through a material in aseries of absorptions and reemissions
bending of light rays
process of converting light energy into thermal energy when lightrays strike an atom
Use a dictionary to define primary to reflect its scientificmeaning.
ReviewVocabulary
Model the absorption, transmission, and scattering of light byan object. Use arrows to show light rays.
Distinguish how light interacts with opaque, transparent, andtranslucent materials.
Create a drawing to show refraction of light rays as they passbetween two different media, such as air and water. Show the lightrays as arrows.
Absorption Transmission Scattering
Lesson 2 Light and Matter (continued)
The Interactionof Light and
MatterI found this information
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RefractionI found this information
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108 The Eye and Light
Summarize three main ideas of the above sections.SUMMARIZE IT
Sequence what happens as white light passes through a prism.
Create a drawing to illustrate the law of reflection.
• Label the angle of incidence, angle of reflection, and normal.
• Use solid arrows to show striking light rays and dashed arrows toshow reflected light rays.
Analyze the relationship between reflection, absorption,and color.
White light is made up of
of light.
The prism
each by a
different amount.
Lesson 2 Light and Matter (continued)
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ReflectionI found this information
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The Eye and Light 109
Summarize three main ideas of the above sections.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
Name Date
The Eye and LightLesson 3 Using Lenses
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Grade 7 Science Content Standards—6.d: Students know how simple lenses are used in a magnifying glass,the eye, a camera, a telescope, and a microscope.
110 The Eye and Light
AcademicVocabulary
optical
lens
convex lens
focal point
focal length
expose
Scan Lesson 3 of your book. Read the headings and bold words andlook at the pictures. Write three things that you learned about lenses.
1.
2.
3.
Define optical using your book or a dictionary.
Use your book or a dictionary to define the vocabulary terms.
Use a dictionary to define expose. Then use the term in asentence.
Create a drawing to show the refraction of light passing througha convex lens. Show and label the focal point, and focal length.
Summarize how distance affects the appearance of an imageformed by a convex lens. Draw each situation.
Lesson 3 Using Lenses (continued)
What is a convex lens?
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The Eye and Light 111
Object less than 1 focal length from lens
Object between 1 and 2 focal lengths from lens
Object more than 2 focal lengths from lens
Rephrase the main ideas of the above sections in your ownwords.
SUMMARIZE IT
Analyze the role of the lenses and diaphragm in a camera.
Compare and contrast refracting telescopes and reflectingtelescopes. Complete the Venn diagram with the terms below.
• has objective lens • eyepiece lens enlarges image• has primary mirror • allows faint objects to be seen• collects light • used in most large telescopes
Sequence the steps that occur in a microscope to enlarge animage.
The objective lens
.
Refracting Telescope Reflecting TelescopeBoth
Lesson 3 Using Lenses (continued)
OpticalInstruments
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112 The Eye and Light
Summarize the main ideas of the above sections.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
The Eye and LightLesson 4 The Eye and Vision
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Grade 7 Science Content Standards—5.g: Students know how to relate the structures of the eye and ear to their functions.Also covers: 6.b, 6.d, 6.e
The Eye and Light 113
organ
cornea
pupil
iris
retina
pigment
flexible
Skim Lesson 4 of your book. Write three questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
3.
Define organ as it is used in science, using your book or adictionary.
Define each vocabulary term using your book or a dictionary.
Define flexible as it is used in this lesson using your book or a dictionary.
Model the path light takes through the human eye. Draw the eyeand the path followed by the light. Label the cornea, pupil, iris,lens, and retina. Show where an image is formed.
Identify the function of each part of the eye.
Analyze the role of rod cells and why you cannot see color well at night.
Lesson 4 The Eye and Vision (continued)
How the EyeForms an Image
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114 The Eye and Light
Part Function
Cornea
Lens
Retina
Summarize the main ideas of the above sections.SUMMARIZE IT
Distinguish three types of cone cells. Identify which color of lighteach type is most sensitive to.
Summarize what happens when light hits pigment. Then namethe 3 primary colors of pigment.
Analyze color deficiency and its causes.
Contrast nearsightedness and farsightedness. Complete the table.
Types of Cone Cells
Lesson 4 The Eye and Vision (continued)
Seeing ColorI found this information
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Common VisionProblems
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The Eye and Light 115
Nearsightedness Farsightedness
Locationof image
Corrected by
Rephrase the main ideas of the above sections.SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
116 The Eye and Light
The Eye and Light Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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• Light is a form of energy that travels in waves.
• Transparent materials reflect most of thelight that hits them.
• All telescopes use mirrors.
• Light enters the eye through the retina.
The Eye and Light After YouRead
After studying the chapter, write one summary sentence foreach lesson to explain the chapter’s main ideas.
SUMMARIZE IT
Construct the Foldable as directed at the beginning of this chapter.
The Ear and Sound
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about the ear and sound in the first column. Then list three things that you would like to learn about the topics in the second column.
Name Date
List three questions you have about sound and how you perceive it.
Science Journal
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Grade 7 Science Content Standards—5.g: Students know how to relate the structures of the eye and earto their functions.
The Ear and Sound 117
K WWhat I know What I want to find out
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
The Ear and SoundLesson 1 Sound
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Grade 7 Science Content Standards—5.g: Students know how to relate the structures of the eye and earto their functions.
118 The Ear and Sound
wavelength
compression wave
amplitude
decibel scale
pitch
complex
Scan Lesson 1 of your book. Write two facts that you discoveredabout sound while scanning the lesson.
1.
2.
Define wavelength using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to find the scientific definition of the termcomplex. Find a sentence in the lesson in which the word is usedand write the sentence below.
Sentence:
Sequence the steps that produce sound when you speak.
Summarize the relationship between wavelength and frequency.
Model a compression wave by sketching it. Use the termscompression and rarefaction to label your drawing.
Contrast amplitude and loudness.
Vocal cordsvibrate.
Lesson 1 Sound (continued)
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The Ear and Sound 119
Summarize three main ideas of the above sections.SUMMARIZE IT
Label the decibel scale with the items below. Place each item onthe scale to show its loudness.
car horn lawn mower
Analyze how pitch relates to frequency.
Complete the table to show the range of frequencies that animalscan hear. Place checkmarks in the last two columns if the animalcan hear frequencies higher or lower than those humans can hear.
0 dB 20 dB 40 dB 60 dB 80 dB 100 dB 120 dB
Lesson 1 Sound (continued)
How loud is it?I found this information
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Frequency and Pitch
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120 The Ear and Sound
Animal Frequency Range Higher than Lower than(Hz) Humans Humans
Cat ✔
Mouse
Bat
Beluga whale
Elephant
Porpoise
Tree frog
Rephrase two main ideas of the above sections in your own words.
SUMMARIZE IT
AcademicVocabulary
Name Date
The Ear and SoundLesson 2 The Ear
NewVocabulary
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Grade 7 Science Content Standards—5.g: Students know how to relate the structures of the eye and earto their functions.
The Ear and Sound 121
cartilage
external
Skim Lesson 2 and predict three topics that you will study in thislesson.
1.
2.
3.
Define cartilage, using your book or a dictionary.
Write the correct term on the blank to the left of each definition.
tiny bone in the middle ear, commonly called the hammer
folds of cartilage and skin that adjust sound waves that enter the ear
snail-shaped structure in the inner ear, lined with sensory cells
part of the ear that collects sound waves
tiny bone in the middle ear, commonly called the anvil
reflected sound wave
tiny bone in the middle ear, commonly called the stirrup
first part of the middle ear, commonly called the eardrum
Use your book or a dictionary to define external.
ReviewVocabulary
Model the structures of the ear. Draw the ear and label its parts.
Sequence the path of sound through the ear.
The external ear and auditory canal collect sound wavesand pass them to the middle ear.
• outer ear• middle ear• inner ear• external ear
• auditorycanal
• tympanicmembrane
• malleus• incus• stapes• oval window
• cochlea• eustachian
tube
Lesson 2 The Ear (continued)
Structures of the Ear
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122 The Ear and Sound
Write a sentence to summarize the above section.SUMMARIZE IT
Summarize how the sensory cells in the cochlea function.
Contrast conductive and sensorineural hearing damage.
Organize information about specialized ways that mammals hearby creating an outline or a graphic organizer.
Lesson 2 The Ear (continued)
Sensing SoundI found this information
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Hearing DamageI found this information
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Hearing in Other Mammals
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The Ear and Sound 123
Type of Causes Structures CorrectionHearing Loss Affected
Conductive
Sensorineural
Summarize the main ideas of the above sections of this lesson.SUMMARIZE IT
The Ear and Sound Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After reading this chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
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124 The Ear and Sound
K W LWhat I know What I want to find out What I learned
The Human Reproductive System 125
Construct the Foldable as directed at the beginning of this chapter.
The Human Reproductive System
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• A male begins to produce sperm when he reaches puberty.
• A female begins producing eggs before she is born.
• A fetus does not receive nutrients from its mother during development.
• Using illegal drugs or alcohol during pregnancy can harm the fetus.
Imagine that you are a sperm cell entering an egg cell. Describe your journey to the egg cell’s nucleus.
Science Journal
Before You The Human Reproductive SystemRead
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Grade 7 Science Content Standards—5.d: Students know how the reproductive organs of the human femaleand male generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy. Also covers: 5.e, 7.a, 7.b, 7.c, 7.d
126 The Human Reproductive System
NewVocabulary
Name Date
The Human Reproductive SystemLesson 1 Human Reproductive Systems
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Grade 7 Science Content Standards—5.d: Students know how the reproductive organs of the human female andmale generate eggs and sperm and how sexual activity may lead to fertilization and pregnancy. Also covers: 7.d
AcademicVocabulary
scrotumseminiferous tubule
epididymispenis
urethravaginauterus
fallopian tubefollicle
ovulationmenstrual cycle
cycle
Scan the headings in Lesson 1 of your book. Identify two topicsthat will be discussed.
1.
2.
Write short paragraphs about the male and female reproductivesystems. Use as many vocabulary words as you can.
Use your book or a dictionary to define cycle.
Summarize the main ideas of the above sections.SUMMARIZE IT
Sequence events that occur in the male reproductive system.Describe what happens at each stage and where it happens.
Model the parts of sperm. Draw and label a diagram showing thehead, midpiece, and tail.
Identify the 2 glands that produce components of semen and theliquids they produce.
Glands:
Liquid:
What happens:
Where it happens:
What happens: sperm production
Where it happens:
What happens: Where it happens: epididymis
Lesson 1 Human Reproductive Systems (continued)
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The Human Reproductive System 127
Summarize three main ideas from above.SUMMARIZE IT
Outline information about the female reproductive system.
I. Vagina
A.
B.
II. Uterus
A.
B.
III. Ovaries
A.
B.
IV. Fallopian tubes
A.
B.
Summarize what happens to the endometrium after ovulation.
Identify where and how fertilization occurs.
Where:
How:
if egg is not fertilized:if egg is fertilized:
Lesson 1 Human Reproductive Systems (continued)
FemaleReproductive
SystemI found this information
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I found this informationon page .
FertilizationI found this information
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128 The Human Reproductive System
ReviewVocabulary
AcademicVocabulary
Name Date
The Human Reproductive SystemLesson 2 Development Before Birth
NewVocabulary
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Grade 7 Science Content Standards—5.e: Students know the function of the umbilicus and placenta during pregnancy.
The Human Reproductive System 129
embryo
supplement
Skim Lesson 2 of this chapter. Write three questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
3.
Define embryo using your book or a dictionary.
Write the correct vocabulary term next to its definition.
embryo during the second and third trimesters of pregnancy
health care designed to protect the health of a pregnant womanand prevent problems in the developing fetus
organ that exchanges materials between a pregnant woman and a fetus
structure that carries substances to and from the body of a fetus
one of the three periods into which the nine months of pregnancyare divided
development of a baby within a female’s uterus
Use a dictionary to define supplement.
Organize information about fetal development. Complete thegraphic organizer to summarize what occurs during each trimester.
Analyze the role of the placenta and umbilical cord duringpregnancy.
Lesson 2 Development Before Birth (continued)
FetalDevelopment
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130 The Human Reproductive System
First Trimester Second Trimester Third Trimester
Summarize the main ideas of the above sections of this lessonwith two bullet points.
SUMMARIZE IT
Organize information about factors that affect fetal health.
Lesson 2 Development Before Birth (continued)
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The Human Reproductive System 131
Factor Importance How to Help KeepFetus Healthy
Prenatal care receive care from acertified health-careprovider duringpregnancy
Nutrition A fetus needs vitamins,minerals, proteins,carbohydrates, and fats to be able to develop.
Environmentalfactors
Viruses see physician early,get good medical care
Drugs and alcohol
Summarize the main idea of the above section.SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
132 The Human Reproductive System
The Human Reproductive SystemChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After studying the chapter, write a summary sentence for eachlesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
• A male begins to produce sperm when he reaches puberty.
• A female begins producing eggs before she is born.
• A fetus does not receive nutrients from its mother during development.
• Using illegal drugs or alcohol during pregnancy can harm the fetus.
The Human Reproductive System After YouRead
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