St. Andrew-St. Elizabeth Ann Seton School

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Past Assignments

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CHANGED to NEXT FRIDAY:  Chapter 12 Test Friday, May 25th.

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Genius projects are due this Monday.  Students will need to bring their boards and products in that morning before school to my classroom.  We will spend Monday - Thursday presenting the projects in class.  
 
Thursday, May 24th we will have the public viewing from 6:30-7:00.  We will take care of setting up the projects during the school day in the St. Andrew undercroft so you will not have to worry about arriving early that evening.   At the end of the public viewing students may take their boards and products home with them.
 
Thank you so much for your support of this project.  I know it's late in the year and hard to keep kiddos focused on schoolwork.  Nonetheless, this group has done just that, remained focused.  I am very proud of them and excited to see their projects on Monday.  

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Finish reading pp. 454-469 and answer textbook questions.  You do NOT have to do the last paragraph on p. 459

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Earthworm Anatomy Quiz Tuesday, May 7th.  Be sure to know the internal and external parts of an earthworm.

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Finish reading pp. 438-447 and answer questions

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Quiz Thursday over 11.1 and 11.2

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7th Grade science classes are in need of 2 Liter pop bottles.  If you happen to have any you can send in this week, we would be very grateful.

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Please bring Genius Project research material to class with you Wednesday, Thursday, and Friday of this week.  

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Genius Project 2018

Dear Parents,


Today in science class we introduced the research project called the “Genius Project.” This project will be cross-curricular; students will work on it in Science, Reading, and English.  The idea of the project is based on Google’s 20% policy, which allows each employee to spend 20% of their time working on projects about which they are passionate. In the spirit of Google’s policy, the sixth graders will research a scientific aspect of one of their passions. Each student’s project will be unique, but there will be requirements that all students must fulfill.


Goals of this Project:

  • To promote and support creative, innovative thinking

  • To allow students an opportunity to investigate one of their passions and reflect on and share their learning with others

  • Provide students an opportunity to develop skill sets that are valuable in any learning situation, including research, experimentation, creativity, problem solving, and critical thinking

  • To integrate information presented in different non-fiction texts to develop a coherent understanding of a topic


Expectations:

  • Students will be provided at least three class periods a week to work on this project for the duration of 5-6 weeks. Students are expected to use the time provided to them on their project.

  • Students will be expected to work on this project at home. The Genius Project will not be able to be completed solely in the three hours per week of in-class time. Students will be expected to put in time on their own.

  • Students will be expected to blog weekly about their Genius Project progress. This blog will include what they have worked on for the week, what their successes and frustrations have been that week, and what they plan to work on next week. The blog will be graded for English class.

  • Students will keep a journal that tracks their research, due dates for different aspects of the project, and teacher conferences about their project. The journal will be graded for Reading class.

  • Students will be expected to create a project board and product to convey what they have discovered about their passion. The project board will detail the research that the student collected on their topic. Each product will be unique to the student’s project, but examples might include a working model, a demonstration, a documentary video, or a website. The project board and product will be graded for science class. The students will also receive an English grade for the project board.

  • Each student will be expected to present their project board and product to their classmates at the end of this project.


What Will Your Role Be?

We need help from you to ensure your student’s success with this project. The goal is for the students to learn about the research process through this investigation of their passion. We ask that you help your student find the appropriate sources for their research. Your student will spend time in class learning how to pull appropriate information out of a source, but they may need help from you practicing this skill as they complete their research. Depending on the product your student chooses to create, they may need your help gathering resources and guidance as they complete their product.


More information will be provided to your student concerning project details, expectations, and grading. We encourage you to follow the progress of these projects on our class Genius Project blog! A separate sheet will be sent home with the details and rules for blogging.

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Students will need to have 3 possible Genius Project topics written as essential questions by Thursday, April 12th.  

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Chapter 10 Test over Plant and Animal Structures

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Complete Review pp. 415-416 (except #12 and 16) and p. 417

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Quiz over lesson 10.1 and 10.2

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Finish reading and completing workbook pages 394-403 if you did not in class today.

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UPDATED  TEST DATE - Test has been pushed back to Thursday, March 1st.   
 
This is a big one so start studying now.

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Glossary work p. 363 (you do not need to draw pictures for these vocabulary words)

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9.5 Glossary Work (you do NOT have to draw pictures for these words)
 
*Make sure you glossary work for sections 9.1-9.5 are up-to-date

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Read pp. 354-361 and answer section questions in your textbook.

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Cell Organelle Quiz - use the quizlet to help you study and be able to label parts of animal and plant cells

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Please bring in a plastic container (large, without dividers) from a salad bar by Thursday for a cell project.  Kroger will give one to you for free if you stop in and ask.  Thank you!

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Mid-Year Exam over chapters 3,4,5,6,7, and 8
 
Students my have ONE note card (medium sized) per chapter.  Note card my be handwritten only (NOT typed) front and back.  
 
NO binders may be used on the Mid-Year Exam, note cards only.  
 
Test will be multiple choice only (no extended response, fill in the blank, true/false, etc.)
 
A Quizlet will be made to help students study for the exam.  I will notify students when this is up and running.

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Finishing Reading pp. 290-297 and answering questions
 
Finish Glossary words for lesson 8.1 with pictures

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Students will be taking a test and vocabulary quiz over Chapter 7
 
To prepare for this open note test here are some suggestions:
 
 
*Reread the chapter and add to your notes.
*Highlight the Key Concepts for each Lesson
*Make Notecards (not JUST of vocabulary but of the Key Concepts, diagrams, etc.)
*Several study sessions, don't wait until Monday Night
*Quizlet.com for vocabulary
*Complete the Review and Assessment in the back of the chapter (this will be due Monday, December 18th).
*Make your own tests on Quizizz.com

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Please complete Chapter 7 Review and Assessment (pp. 279-281)  This is due Monday, December 18th.  

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Read pp. 268-277 and answer all questions/fill in blanks.

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Quiz over Gummy Bear lab Thursday

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Explain ionic and covalent chemical bonds to your family.

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Finish Webquest if you did not in class today.

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Chapter 6 Test  - Energy Tuesday, November 21st
 
Ways to Study for this Test:
 
*Reread the chapter and add to your notes.
*Highlight the Key Concepts for each Lesson
*Make Notecards (not JUST of vocabulary but of the Key Concepts, diagrams, etc.)
*Several study sessions, don't wait until Monday Night
*Quizlet.com for vocabulary
*Complete the Review and Assessment in the back of the chapter (this will be due Monday, November 20th).
*Make your own tests on Quizizz.com

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Chapter 5 Test Tuesday, November 7th
 
Ways to Study for this Test:
*Reread the chapter and add to your notes.
*Highlight the Key Concepts for each Lesson
*Make Notecards (not JUST of vocabulary but of the Key Concepts, diagrams, etc.)
*Several study sessions, don't wait until Monday Night
*Quizlet.com for vocabulary
*Complete the Review and Assessment in the back of the chapter.
*Make your own tests on Quizizz.com

Due:

Read pp. 200-207 and answer questions

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Finish Lesson 1 pp. 190-199 and Glossary work if you did not finish in class today.

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Chapter 4 Test
 
Ways students can prepare for the test:
*Organize and Rewrite Notes
*Make Flashcards of Key Concepts found on pp. 182-183
*Reread Chapter and Review Pictures & Questions
*Quizlet for Vocabulary
*Complete Review pages at the of the Chapter

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Quizlet - Did you know Quizlet is a free app you can put on your mobile devices to study science vocabulary on the go???

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IF you didn't finish in class Lesson 3 workbook pages 168-171 in class and glossary work in class please complete for homework.
 
Glossary Words - natural resource, soil conservation, crop rotation, contour plowing, conservation plowing

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Lesson 4.1 and 4.2 Quiz Friday
 
PLEASE bring in any 2L bottles you have at your house.  THanks!

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No Science Homework

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Read Lesson 4.2 (pp. 162-167) and answer questions/fill in blanks

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Finish Lesson 1 Glossary Work with Pictures. Words can be found on p. 151 of your textbook 

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Chapter 3 Minerals and Rocks Test  - This will be an open note (binder) test.

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Chapter 3 Test Tuesday - Today students worked on pp. 142-145 "Review and Assessment"
 
*Students may use their binders on the test, so they will want to spend some time this weekend reviewing, adding to, and organizing their notes. 
 
Here are the answers for those pages to ensure they study the correct information over the weekend:
 
1.) C      2.) atoms     3.) answer was discussed in class     4.) B.     5.) rock-forming minerals
 
6.) This is a fine-grained, non-banded rock     7.) C     8.) mineral composition
 
9.) Magma that cools slowly underneath Earth's surface
 
10.) texture = coarse grain, mineral composition = silica, origin = intrusively
 
11.) A.     12.) rock fragments     13.) rock fragments    
 
14.) The rock is breccia, which forms from jagged pieces of other rocks
 
15.) D     16.) slate and gneiss
 
17.) because pressure compacts grains in shale to for slate
 
18.) heat and pressure can flatten the crystals in granite to form the bands in gneiss
 
19.) A.     20.) weathering and erosion     21.) weather and erosion
 
22.) D.      23.) nonrenewable    
 
24.) Sample:  Coal can be used to produce electricity, oil can power vehicles, natural gas can be used in stoves
 
25.) Sample:  Coal forms from decomposing plant matter. Over time, the plant matter turns into peat under pressure.  With more time and pressure, the peat becomes coal.
 
27.) Rock A - intrusive igneous rock, formed from magma that cooled slowly under Earth, so its grains are large.  Rock B is a foliated metamorphic rock.  It formed when great heat and pressure, applied over millions of years, changed another type of rock into this rock.  Rock C formed when the remains of ocean animals were squeezed and cemented together.  This is a very rough sedimentary rock. 
 
p. 145
 
1.) B     2.) C.     3.) A.     4.) D     5.) A.     6.) D
 
7.) The environment was probably very wet, because coal forms from the remains of swamp plants.  The shale is further evidence of a wet environment  b/c its clay particles are deposited by water.  The fact that there are alternating layers of coal and shale indicates that perhaps a river periodically flooded the area in which these rock layers formed, depositing the clay particles that form each layer of shale.  Eventually, the flooded area turned into swamps, resulting in layers of coal.

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Glossary for Chapter 3 Lessons 6 & 7 due by Friday with pictures

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Don't forget to pack a lunch on Friday.  You won't be able to buy one because Milford is out of school that day,

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Read Pages 128-131 for homework

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Chapter 3 Journal is due Tuesday, September 12th.  
 

Pretend you are an igneous rock and write about your life going through the rock cycle.  Be sure you include how you become a metamorphic rock and a sedimentary rock and what kind of minerals you are composed of.  

Please underline all vocabulary words used in the one page, handwritten journal entry.

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Students need to complete glossary work for Lessons 4 & 5 and also complete a NEAT copy of their journal topics.  Journals need to be one page handwritten and students have their topics in their binders.
 
Start packing for Camp Kern, say prayers rain in minimal, and get extra sleep.

Due:

Finish reading Chapter 3 Lesson 3 on Igneous Rocks and prepare for a quiz over lesson 3.

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 Lesson 2 Glossary Work is Due Thursday, September 7th.  Don't forget to include pictures with your definitions.  Students had time in class to get started on this assignment

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 Science Lab is in need of a few 1-L plastic bottles.  If you happen to have these please send them in.  Thanks!

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 Read Lesson 3.2 and add to the notes you took in class today

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Camp Kern forms and payment due to the office

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 Chapter 3 Lesson 1 Glossary definitions AND pictures due