23-24 P5 Honors Living Earth Assignments

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Final Project Parking Spot  in Google Classroom

Final Project Parking Spot

This is where you put any materials related to your project and presentation. You can put your writing, notes, and other materials. You should have a presentation file or link such as PowerPoint, Google Slides, Flip, Prezi, etc... unless you are making a poster or 3D model that you will turn in...


Investigation 4 in Google Classroom

Investigation 4


Investigation 3 in Google Classroom

Investigation 3


Food Lab Support Materials in Google Classroom

Food Lab Support Materials

This is a parking spot if you are not in class on 5/23-5/24. This location also has resources to study about macronutrients and the relationship to biogeochemical cycles and human health/homeostasis.


Investigations 2 in Google Classroom

Investigations 2

These are the next investigations for 5/13 to 5/17


Investigation 1- Climate Change in Google Classroom

Investigation 1- Climate Change

The assignment is called Investigation 1. You will need to complete and upload this. You will do one reading for your group.


Investigation 0 (Human Impacts): Coral Reefs in Google Classroom

Investigation 0 (Human Impacts): Coral Reefs

These investigations help you to learn the skills to use on your Human Impact Project. They are separate assignments with points.


Human Impacts PART1  in Google Classroom

Human Impacts PART1

In this project, you will research a specific issue
that has a harmful effect on Valencia’s ecosystem or within your community, due to human influence and unsustainable practices. You will then create a solution to your problem and present it to your group.
●     Research of your topic (Cause and Effect).
●     Write an introduction (1 paragraph). Introduce the problem and why it is a problem in your opinion.
●     Write three research questions. These questions you will try to answer by gathering data outside.
●     Provide an introduction picture, the “anchor phenomenon” that shows your problem.


Ecology Diagram 1 Photo in Google Classroom

Ecology Diagram 1 Photo

Take a photo and upload here so I can see your group work and grade your individual contribution.


Biogeochemical cycles in Google Classroom

Biogeochemical cycles

These questions were cut and paste into our notebooks during class. You should leave enough space to answer the questions and write a diagram for each cycle.


Ecology Questions in Google Classroom

Ecology Questions

I'll collect these now that the third quarter grades are finished... They should be in your notebook. Just upload a picture

1.      What is an ecosystem and a habitat?
What is the difference?

2.      What is biodiversity? Why is it
important for a healthy ecosystem?

3.      Give examples of biotic and abiotic
factors that influence an ecosystem.

4.      Explain the concept of trophic levels
and how energy flows through an ecosystem.

5.      Differentiate between food webs and food

6.      What is the role of producers and consumers
in an ecosystem?

7.      How do decomposers contribute to
nutrient cycling in an ecosystem?

8.      What factors can influence the size and growth
of a population (Population Ecology)?

9.      How do different species interact with each
other within a community (Community

10.   What are the ecological consequences of habitat

11.   Describe the different types of symbiotic
relationships (mutualism, commensalism, parasitism).

12.   Explain the process of primary and secondary ecological

13.   There are . Explain the importance of one.

14.   What is climate change? How does it
impact ecosystems?

15.   What are some strategies used in conservation
biology to protect endangered species and habitats?

16.   Discuss the different types of pollution
and their ecological effects.

17.   What is sustainable living? How can we
reduce our ecological footprint?

18.   How do human activities affect ecosystems, and
how are we dependent on healthy ecosystems?

19.   What are some current ecological challenges we
face globally (e.g., invasive species, deforestation)?

20.   How can ecological research and knowledge help
us create a more sustainable future?.


Ecology Lab in Google Classroom

Ecology Lab

The paper version of the lab will be collected Friday for assignment credit. 
Some extra work can be done by using collected evidence (pictures) and trying to identify them. There are many ways to do this. For example, you could search online "birds of Southern California" (flowers/lizards/etc...) and compare your phots to the search results. You could also use Google Lens (this is a regular Google search by image, so you have to click the picture button in the search bar and then drag and drop). Trees can be hard for Google to identify, so you might have to describe the leaves, color, height, etc...). When you identify the organism, you can write the common name (like "fence lizard" below) and the scientific name of the genus and species (Sceloporus occidentalis). Drop them into a Word document and upload it to the classroom. Let's see what you discovered!


Creating Species (speciation) in Google Classroom

Creating Species (speciation)

Using the notes from class and readings in the Google Classroom (and other resources), write a claim about how the species examples have changed over time. Provide evidence that would support your claim. It does not have to be a true and correct claim, but it should make sense (logical sense).


Evolution Questions for Notebook (draft 1) in Google Classroom

Evolution Questions for Notebook (draft 1)

Assignment: Discussion Questions for Test
(Write questions and answers in your notebook).

1.       What is evolution?
2.       What is a theory? Is evolution “just a theory”?
3.       What is a species? Are all species related?
4.       What do genes have to do with evolution?
5.       Is evolution a random process?
6.      What is "survival of the fittest"? Is it the same as evolution?
7.      How does natural selection work?
8.      Do individual organisms evolve? How does evolution work?
9.      Did humans evolve from monkeys?
10.  What is extinction and why is almost everything that ever lived extinct?
11.  If fish became amphibians through the process of evolution, then why do fish still exist?
12.  Could primates ever evolve into some other humanlike creature?
13.  Are humans influencing the process of evolution? Give some examples.
14.  What is the relationship between human language/culture and evolution?
15.  What evidence exists for evolution?
16.  How old is the earth and when did life start on earth?
*17. Hominids are humanlike species. Humans are hominids called Homo sapiens. So, how long have Homo sapiens  existed? What about hominids?
18.  If extinction is a natural part of life on Earth, why should we care about protecting endangered species?
19.  How can we know what happened millions of years ago if no one was there to see it?
20.  Is evolution happening now? Why or why not?


"Making Monsters" parking spot in Google Classroom

"Making Monsters" parking spot

This is from 12/8 and should be part of your notebook. You can take a picture and park it here to ensure full credit.


Enzymes and Substrates in Google Classroom

Enzymes and Substrates

This is one of the videos we watched in class today (https://www.youtube.com/watch?v=qgVFkRn8f10). Enzymes and substrates are talked about at the end of the first packet of genetics notes. 

Please answer the questions on the worksheet and submit it for credit by the end of the week.


Genetic Engineering in Google Classroom

Genetic Engineering

Match, put in order, and upload.


"Protein Synthesis" and "Mitosis/Meiosis" Worksheets parking spot in Google Classroom

"Protein Synthesis" and "Mitosis/Meiosis" Worksheets parking spot

This is from 12/8 and should be part of your notebook. You can take a picture and park it here to ensure full credit.


Enzymes and Substrates in Google Classroom

Enzymes and Substrates

This is one of the videos we watched in class today (https://www.youtube.com/watch?v=qgVFkRn8f10). Enzymes and substrates are talked about at the end of the first packet of genetics notes. 

Please answer the questions on the worksheet and submit it for credit by the end of the week.


"Protein Synthesis" and "Mitosis/Meiosis" Worksheets parking spot in Google Classroom

"Protein Synthesis" and "Mitosis/Meiosis" Worksheets parking spot

This is from 12/8 and should be part of your notebook. You can take a picture and park it here to ensure full credit.


Making Monsters II  in Google Classroom

Making Monsters II

As we talked about in class (and on the worksheet), you start with a normal animal/plant of your choice, then change at least five genes (we assume 1 gene=1 trait). You should draw a picture of your normal animal and your changed animal (or monster). The important part of the diagram is you need to show how your would use CRISPR (CAS9) to change the genes


Genetics Model (combined: 4 pictures of revisions and explanations would be best) in Google Classroom

Genetics Model (combined: 4 pictures of revisions and explanations would be best)

For a few weeks, we worked in groups to model what we are learning (this is what you have been doing on the posters). Each person must complete the assignment. Please insert the original picture of your model and the first revision. You need to explain what you talked about in your group for the first design and the first revision.


Muscle Strength: Form follows Function  in Google Classroom

Muscle Strength: Form follows Function

Answer the questions for 1-6. You may complete the answers on the worksheet or write them in your notebook. You will be graded based upon completeness and what was talked about in the videos. We will grade this Thursday.


Review in Google Classroom


Take a picture of your review and upload it to this assignment!


10/16 - Model Revisions in Google Classroom

10/16 - Model Revisions

each person must complete


10/25 - Homeostasis DataBlitz in Google Classroom

10/25 - Homeostasis DataBlitz

Only one person per group needs to turn this assignment in. Everyone else can hit mark as done. Please include the slide as well as the recorded presentation. READ THE DIRECTIONS CAREFULLY!


10/19 - The Nervous System and the Endocrine System in Google Classroom

10/19 - The Nervous System and the Endocrine System

Directions: Watch the video and read the articles to answer the following question in CER format in your NOTEBOOK: How do the endocrine system and nervous system work together during the fight or flight response?

Claim: A short sentence briefly explaining how the two systems work together in the fight or flight response (no specific details)


You must gather at least 4 pieces of evidence (2 from the videos and 2 from the articles)

Reasoning: Completely answers the question with specific details using the information gathered from the materials. You should have at least 4-5 sentences.


10/18 - Action Potential Webquest in Google Classroom

10/18 - Action Potential Webquest

Independently work on the webquest
Click the links and answer the questions
Type your answers in bold or in a different color


10/12 - Nervous System Homework in Google Classroom

10/12 - Nervous System Homework

Watch the video and take notes in your NB
No more than one page (if smaller NB than 2 pages)
DO NOT ANNOTATE (we will do this in class)
Due Monday
Title: The Nervous System
EQ: How does the nervous system respond to an external stimulus?


10/12 - Research Question in Google Classroom

10/12 - Research Question

Use ONE of the questions from your answer to slide 10 and turn it into a research question. Find 3 credible sources and gather evidence(put in your own words) then write a conclusion, 4-5 sentences, in your NB. See the attached picture for the format


9/21 - Virus CER Slide in Google Classroom

9/21 - Virus CER Slide


Create a google slide that answers the following question in CER format: Should a Virus be classified as a living organism?

You must include the following:
Title: Should a Virus be classified as a living organism?
Claim: A virus (should/should not) be classified as a living organism.
Evidence: Use the sources provided to support your claim. You must use at least 3 pieces of evidence from different sources. Cite where each source came from using a nonformal citation. For example: (Video: Where do viruses come from).
Reasoning: explain how each piece of evidence supports your claim. Explain why viruses should or should not be considered a living organism based on your research (there is no right or wrong answer.) 
At least one picture from any of the pieces of evidence provided
decorative slide, should not just be all white with black writing, put effort into creating the slide
do not use huge paragraphs, scale down your wording (doesn't have to be complete sentences)
include parenthetical citations and APA citations in the speaker notes

Think about what YOUR definition of life is and WHY?!


9/29 - Unit 0 Review in Google Classroom

9/29 - Unit 0 Review

Answer the questions in your Notebook. Click submit when done. You do not need to take a picture of your NB. You are not allowed to type it up and put in your NB.


DataBlitz Is It Alive? in Google Classroom

DataBlitz Is It Alive?


09/22 - Is it Alive Investigation? in Google Classroom

09/22 - Is it Alive Investigation?

only one person per group needs to fill out. Include everyone's name in a private comment


Edpuzzle - How to Use a Microscope in Google Classroom

Edpuzzle - How to Use a Microscope


Edpuzzle - Amoeba Sisters Characteristics of Life in Google Classroom

Edpuzzle - Amoeba Sisters Characteristics of Life


9/14 - Graphing Assignment in Google Classroom

9/14 - Graphing Assignment


9/11 - Graphing Notes HW in Google Classroom

9/11 - Graphing Notes HW

Read the article first (don’t take notes until your second read)
Take notes on important concepts in your NB
Complete the practice problems after your notes
You do not need to annotate or write a summary
Due Wednesday
Videos are OPTIONAL


HOMEWORK - Controlled Experiment Notes in Google Classroom

HOMEWORK - Controlled Experiment Notes

Watch the video and take notes in your NB
Must include:
Independent Variable
Dependent Variable
Control Group
Constants (sometimes called controlled variables)
Then do practice problems with Mythbusters DO NOT ANNOTATE OR WRITE A SUMMARY

How are controlled experiments important for accurate results?


Parent/Guardian Survey in Google Classroom

Parent/Guardian Survey

Please have your parent or guardian fill this out ASAP


9/6 - Metric System Notes HW in Google Classroom

9/6 - Metric System Notes HW

For HW, read the article on GC and take notes in your NB
Work on the practice problems and we will go over on Friday
When you are done taking notes, write a 3-5 sentence summary
You do not need to annotate, ONLY TAKE NOTES
Due Friday
ESSENTIAL QUESTION:  Why is it important to use the Metric system in science? 

  Click turn in when done with your notes

The video is old and OPTIONAL but extra practice if you want to watch it


9/8 - Observations and Inferences in Google Classroom

9/8 - Observations and Inferences

Use the slide corresponding to your group. Everyone must participate!


Syllabus Quiz in Google Classroom

Syllabus Quiz


8/30 - Video Introductions in Google Classroom

8/30 - Video Introductions

Create a 1-2 minute video introducing yourself. Please tell us the following about yourself:
1) Your name (first and last)
2) What middle school you went to
3) Your favorite type of food and why
4) If you could be any animal, what would you be and why
5) One thing you are excited about this school year
6) End with your favorite quote/a positive quote
When you are done, please watch at least 3 other people's videos and leave a comment with something positive and one thing you have IN COMMON with that person.
Due Monday 9/4 @ 11:59pm


Student Survey in Google Classroom

Student Survey


8/30 - Safety Poster Jamboard in Google Classroom

8/30 - Safety Poster Jamboard

You and your group will create a “poster” on Jamboard in GC 
Your poster must VISUALLY represent the lab safety rules assigned to your group on the Jamboard slide 
You can show the rule being broken or followed
Explanation of rule must be added BUT no more than 5 words per rule
Every group member should be adding to the Jamboard 
Add your names to your assigned jamboard slide on the bottom right (first and last)
You will be presenting to the class


8/29 - Picture of Model in Google Classroom

8/29 - Picture of Model

upload a picture of your model