active reading note-taking guide science grade 7

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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 5 The Process of Evolution


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 8 The History of Life on Earth

Chapter Preview ..................................... 758-1............................................................. 768-2............................................................. 798-3............................................................. 82Wrap-Up ................................................. 86

Chapter 9 The Musculoskeletal Systemand Levers


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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


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


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


CA SE, pp. 98–99

Many-celledOrganisms


CA SE, pp. 100–102



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


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


• 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


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


MicroscopesI found this information

on page .

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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


The Cell TheoryI found this information

on page .

Characteristicsof Life


Name Date

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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.


Chemistry of a Cell


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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


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.


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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


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


Name Date

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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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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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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




Lesson 3 Cells and Energy (continued)

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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 .












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.



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


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



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.


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 .


Mitosis and Cell Division


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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)




Name Date

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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


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


One-CelledOrganisms


Many-celledOrganisms



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Summarize two main ideas of the above sections.SUMMARIZE IT


Summarize a main idea from this section in your own words.SUMMARIZE IT



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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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










Reproduction of Organisms 21


Reproduction of Organisms




Name Date

List four plants that grow from seeds. List other ways you know of that plants can begrown.

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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 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?



Why is meiosisimportant?


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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?


What is the resultof meiosis?


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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


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?


How do seedless plants

reproduce?I found this information

on page .

How do seed plantsreproduce?


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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?


How do floweringseed plantsreproduce?


What is anangiosperm’s

life cycle?I found this information

on page .

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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


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 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

on page .

How does animalfertilization

occur?I found this information

on page .


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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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Ladybug Beetle Frog

1. 1.

2. 2.

3. 3.

4. 4.

Summarize three main ideas of the above section.SUMMARIZE IT


ReviewVocabulary

Name Date

Reproduction of OrganismsLesson 4 Asexual 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.

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?


What are thetypes of asexual

reproduction?I found this information

on page .


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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 .


What is cloning?I found this information

on page .

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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.



Name Date








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


Genetics




Name Date

List the differences and similarities that you observe among this dog and her puppies.

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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


Gregor Mendeland His

ExperimentsI found this information

on page .

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 .


Importance ofMendel’s Genetic

StudiesI found this information

on page .

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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

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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 a dictionary to define the word complex.

Lesson 2 Understanding Inheritance (continued)

ModelingInheritance



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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


ModelingInheritance


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


ComplexPatterns ofInheritance



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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.


Human GeneticDisorders


Genes and theEnvironment


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Genetics 43

Disorder Type of Inheritance

Huntington’s disease

Sickle-cell disease

Cystic fibrosis

Hemophilia

Down syndrome


44 Genetics

Genetics Chapter Wrap-Up




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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


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.

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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


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.


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

on page .



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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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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


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 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

on page .

Types ofAdaptation


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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

on page .


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Cause of Description of ProcessExtinction

Summarize the main ideas of the above section.SUMMARIZE IT


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.

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SUMMARIZE IT

Evolution—Evidence of Change 53


Evolution—Evidence of Change




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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

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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

on page .

When do fossils form?


How are fossilsformed?


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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?


What do fossilstell us?



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Summarize the main ideas of the above sections with two bullet points.

SUMMARIZE IT

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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.


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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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



MolecularBiology


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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


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)

Continental DriftI found this information

on page .

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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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Effect on Species

Appearance Relationship

Convergent Evolution

Geographic Isolation


ReviewVocabulary

Name Date

Evolution—Evidence of ChangeLesson 4 Classifying Organisms

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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


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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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


on page .

Modern Methodsof ClassificationI found this information

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Summarize the main ideas of the above sections with three bullet points.

SUMMARIZE IT


Evolution—Evidence of ChangeChapter Wrap-Up




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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


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


68 The Age of Earth

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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


The Principle ofUniformitarianism


The Rock CycleI found this information

on page .

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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

on page .

Superpositionand the Fossil

RecordI found this information

on page .

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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

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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?


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


74 The Age of Earth

The Age of Earth Chapter Wrap-Up


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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

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?

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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


NewVocabulary

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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 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


Development ofthe Geologic

Time ScaleI found this information

on page .


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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


What are massextinctions?


Possible Causesof Mass

ExtinctionI found this information

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SUMMARIZE IT

ReviewVocabulary

AcademicVocabulary

Name Date

The History of Life on EarthLesson 2 Early Earth History

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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.


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 a dictionary to define the term variety.


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

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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


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Summarize the main idea of this section in a single sentence.SUMMARIZE IT

NewVocabulary

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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


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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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

on page .


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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 EarthChapter Wrap-Up


Name Date


SUMMARIZE IT









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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


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


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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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



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



Interactions of theMusculoskeletal

SystemI found this information

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AcademicVocabulary

Name Date

The Musculoskeletal System and LeversLesson 2 The Body and Levers

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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


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.


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.


Lesson 2 The Body and Levers (continued)

What is a lever?I found this information

on page .

The ThreeClasses of

LeversI found this information

on page .



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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 .

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Class of Lever Example Found in Body


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









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The Cardiopulmonary System and Pressure




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

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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



The CirculatorySystem


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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


ExchangesBetween the

Pulmonary andCirculatory


on page .

PreventingProblems in thePulmonary and

CirculatorySystems


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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?


Pressure in thePulmonary


on page .

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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


on page .

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Summarize one of the main ideas of the above sections.SUMMARIZE IT










The Cardiopulmonary System and Pressure Chapter Wrap-Up




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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


The Eye and Light




Name Date

List five things that emit light.

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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

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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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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)


TheElectromagnetic

SpectrumI found this information

on page .

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AcademicVocabulary

Name Date

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


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

on page .


RefractionI found this information

on page .

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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)

RefractionI found this information

on page .

ReflectionI found this information

on page .


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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.


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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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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ReviewVocabulary

AcademicVocabulary

Name Date

The Eye and LightLesson 4 The Eye and Vision

NewVocabulary

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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


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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Part Function

Cornea

Lens

Retina


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

on page .



Common VisionProblems


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Nearsightedness Farsightedness

Locationof image

Corrected by

Rephrase the main ideas of the above sections.SUMMARIZE IT










The Eye and Light Chapter Wrap-Up




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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


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.

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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


NewVocabulary

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AcademicVocabulary

Name Date

The Ear and SoundLesson 1 Sound

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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 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)

What is sound?I found this information

on page .



How loud is it?I found this information

on page .

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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

on page .

Frequency and Pitch



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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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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.


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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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

on page .

Hearing DamageI found this information

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Hearing in Other Mammals


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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


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SUMMARIZE IT









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The Human Reproductive System 125


The Human Reproductive System




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

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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.


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)

MaleReproductive


on page .


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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


on page .


FertilizationI found this information

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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.


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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First Trimester Second Trimester Third Trimester


SUMMARIZE IT

Organize information about factors that affect fetal health.

Lesson 2 Development Before Birth (continued)

Fetal HealthI found this information

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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










The Human Reproductive SystemChapter Wrap-Up




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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active reading note-taking guide science grade 7

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