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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 TeacherEducation at San Diego State University. He is the recipient of an

International Reading Association Celebrate Literacy Award as wellas 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 Improving

Adolescent Literacy: Strategies at Workand Responsive Curriculum Designin Secondary Schools: Meeting the Diverse Needs of Students. He has taught

a variety of courses in SDSUs 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 i

Note-Taking Tips ........................................ v

Using Your Science Notebook ............... vi

Chapter 1 Cell Structure and Function

Chapter Preview ....................................... 1

1-1 ............................................................... 2

1-2 ............................................................... 6

1-3 ............................................................... 9

Wrap-Up ................................................. 12

Chapter 2 From a Cell to an Organism

Chapter Preview ............... ................ ...... 13

2-1............................................................. 14

2-2............................................................. 17

Wrap-Up ................................................. 20

Chapter 3 Reproduction of Organisms

Chapter Preview ............... ................ ...... 21

3-1............................................................. 22

3-2............................................................. 253-3............................................................. 28

3-4............................................................. 31

Wrap-Up ................................................. 34

Chapter 4 Genetics

Chapter Preview ............... ................ ...... 35

4-1............................................................. 36

4-2............................................................. 39

Wrap-Up ................................................. 44

Chapter 5 The Process of Evolution

Chapter Preview ............... ................ ...... 45-1............................................................. 4

5-2............................................................. 4

Wrap-Up ................................................. 5

Chapter 6 EvolutionEvidenceof Change

Chapter Preview ............... ................ ...... 5

6-1............................................................. 5

6-2............................................................. 5

6-3............................................................. 66-4............................................................. 6

Wrap-Up ................................................. 6

Chapter 7 The Age of Earth

Chapter Preview ............... ................ ...... 6

7-1............................................................. 6

7-2............................................................. 7

Wrap-Up ................................................. 7

Chapter 8 The History of Life on Earth

Chapter Preview ............... ................ ...... 7

8-1............................................................. 7

8-2............................................................. 7

8-3............................................................. 8

Wrap-Up ................................................. 8

Chapter 9 The Musculoskeletal Systemand Levers

Chapter Preview ............... ................ ...... 8

9-1............................................................. 8

9-2............................................................. 9

Wrap-Up ................................................. 9

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iv Science Grade 7

Chapter 10 The CardiopulmonarySystem and Pressure

Chapter Preview ................ ................. .... 95

10-1 .......................................................... 96

10-2 .......................................................... 99

Wrap-Up ............................................... 102

Chapter 11 The Eye and Light

Chapter Preview................................... 103

11-1 ........................................................ 104

11-2 ........................................................ 107

11-3 ........................................................ 11011-4 ........................................................ 113

Wrap-Up ............................................... 116

Chapter 12 The Ear and Sound

Chapter Preview................................... 11712-1 ........................................................ 118

12-2 ........................................................ 121

Wrap-Up ............................................... 124

Chapter 13 The Human ReproductiveSystem

Chapter Preview................................... 125

13-1 ........................................................ 126

13-2 ........................................................ 129

Wrap-Up ............................................... 132

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Science Grade 7

Your notes are a reminder of what you learned in class. Taking good

notes can help you succeed in science. These tips will help you take

better notes.

Be an active listener. Listen for important concepts. Pay attentionto words, examples, and/or diagrams your teacher emphasizes.

Write your notes as clearly and concisely as possible. The following

symbols and abbreviations may be helpful in your note-taking.

Use a symbol such as a star () or an asterisk (*) to emphasis

important concepts. Place a question mark (?) next to anything that

you 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 Donts

Dont write every word. Concentrate on the main ideas and concepts.

Dont use someone elses notesthey may not make sense.

Dont doodle. It distracts you from listening actively.

Dont 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 Systemand PressureLesson 2 Pressure and the Body

Grade 7 Science Content Standards6.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 reasonable

responses.

atmosphere

pressure

hypertension

shock

volume

Predict three topics that will be discussed in Lesson 2 by scanning

the 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. Then

write 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 the

following 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 Systemand Levers

Before You Read

Before 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 t he 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 Standards5.a: Students know plants and animals have levels of organization

for 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 W

What I know What I want to find out


responses.

Lesson 2 The Cell (continued)

Name Date

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8 Cell Structure and Function

Compare and contrast prokaryotic cells andeukaryotic cells

by completing the Venn diagram with at least eight facts.

Model a typical prokaryotic cell and a typical eukaryotic cell in

the spaces below. Use the following terms to label your diagrams:

cell membrane cell wall organelles r ibosomes

mitochondria hereditary material flagella

Eukaryotic Cell

Diagrams should show

a cell with organelles and

with the hereditary material

contained in a nucleus.

Prokaryotic Cell

Diagrams should show

a cell with no nucleus

or organelles, but with

hereditary material.

Prokaryotic EukaryoticBoth

Cell Types

I found this informationon page .

CA SE, pp. 6465


responses.

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 ActivitiesActivities cover the content

in your science book includingvocabulary, writing, note-taking,

and problem solving.

Science JournalWrite about what

you know.

Anticipation Guide/KWL ChartsThink about what you already know

before beginning a chapter andidentify what you would liketo learn from reading.

Summarize ItEach note-taking page ends

with an activity that asks youto reflect on your notes and

identify key concepts. Vocabulary Development

Each lesson begins with vocabularywords that you will use as you study it.Academic Vocabularyhelps you to score

higher on standardized tests.

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Science Grade 7 v

Identify the criteria used to select a species as an index fossil and

explain the reason for each of the criteria.

Identify units of geologic time in the diagram of thePhanerozoic

Eon below. Define what the names of the threeeras mean.

Paleozoic era:

ancient life

period

Phanerozoic Eon

epoch

Lesson 1 Geologic Time and Mass Extinctions(continued)

Development of

the GeologicTime Scale


CASE, p. 316


CASE, p. 317

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The History of Life on Earth 77

Index Fossils

Criteria Reasons

hard body par ts preserved eas ily in rock

geographically widespread easily found, correlates

different areas and times

lived in many types of preserved in many types

environments 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 Systemand Levers Chapter Wrap-UpReview 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. Accept all reasonable responses.

Name Date

After reading this chapter, write one or two summary

sentences for each lesson to illustrate the chapters 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 Notebookon 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 L

W ha t I know W hat I want to find out W hat I lear ned

Outline information aboutone-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 aboutcell 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. 9899

Many-celledOrganisms


CA SE, pp. 100102


responses.


CA SE, pp. 103105

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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 togetherfor you. Revisiting what you thought

at the beginning of the chapter providesanother opportunity for you to discuss

what you have learned.

Note-Taking Based onthe Cornell Two-Column Format

Practice effective note-taking throughthe 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 youto analyze and summarize information

and remember content.

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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?

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Grade 7 Science Content Standards1.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 Earths atmospherewith oxygen.

Before YouCell Structure and Function

Read

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NewVocabulary

ReviewVocabulary

Name Date

Cell Structure and FunctionLesson 1 Cells and Life

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Grade 7 Science Content Standards1.a: Students know cells function similarly in all living organisms.

AcademicVocabulary

cell

process

Scan the headings in Lesson 1 of this chapter. Identify two topics

that will be discussed.

1.

2.

Define cell, using your book or a dictionary.

Read the definitions below. Write the correct vocabulary term on

the 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 enlarge

an image

large molecule made of folded chains of amino acids

states that all organisms are made up of one or more cells, thecell 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 defineprocess as it is used

in science.

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Complete the sentence below to summarize early ideas about

living things.

Before cells could be seen by using , peopl

believed that

Compare and contrast thelight microscope and theelectron

microscope by completing the Venn diagram with at least seven

facts.

Light Microscope Electron MicroscopeBoth

Lesson 1 Cells and Life (continued)

Early Ideas

About CellsI found this information

on page .

Microscopes


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Summarize two main ideas from the above sections.SUMMARIZE IT

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Summarize the 3 key statements of thecell theory.

Organize information about thecharacteristics of life.

Characteristics

of Life


The Cell Theory


Characteristics

of Life


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The Cell Theory

Summarize the main ideas of the above sections.SUMMARIZE IT

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Analyze therole of water in the body. List three main reasons

that water is important to body functions.

1.

2.

3.

Distinguish between the 4 basic types of substances found in

cells. Describe each substance and its function.


Chemistry

of a CellI found this information

on page .

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Substance Description Function

Proteins

Nucleic acids

Lipids

Carbohydrates

Summarize the main ideas of the above sections of this lesson

with two bullet points.

SUMMARIZE IT

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Name Date

Cell Structure and FunctionLesson 2 The Cell

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Grade 7 Science Content Standards1.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 for

answers 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 on

the blank in the left column.

protective outer covering of all cells that regulates the interaction

between 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 specific

function

organelle found inside many cells; contains genetic material used

for 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 definemodify as it would be used in science.

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Draw a cell, and label the following structures:cell membrane,

cell wall, flagellum orcilia, cytoplasm, andcytoskeleton.

Organize information about cell functions andorganelles.

Cell Shape and

MovementI found this information

on page .

Cell Organelles

I found this informationon page . Function Organelle What It Does

Control center

Manufacturing

Energyprocessing

Processing,transportingand storing

Rephrase the main ideas of the above sections.SUMMARIZE IT

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Name Date

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Compare and contrast prokaryotic cells andeukaryotic cells

by completing the Venn diagram with at least eight facts.

Model a typical prokaryotic cell and a typical eukaryotic cell in

the 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 Types


Summarize three main ideas from this section.SUMMARIZE IT

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Name Date

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NewVocabulary

ReviewVocabulary

Cell Structure and FunctionLesson 3 Cells and Energy

Grade 7 Science Content Standards1.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 reading

its 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 defineevidence to show its scientific

meaning.

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Lesson 3 Cells and Energy (continued)

Name Date

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Create a flow chart to show the substances used and produced

duringcellular respiration.

Analyze what happens in lactic acid fermentation andalcoholic

fermentation. Complete the outline.

I. Lactic acid fermentation

A. does not need

B. produces and

C. produces ATP molecules than


II. Alcoholic fermentation

A. releases

B. produces and

C. produces ATP molecules than


oxygen

glucose molecule

Cellular

RespirationI found this information

on page .



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Lesson 3 Cells and Energy (continued)

Name Date

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Cell Structure and Function 1

Sequence the steps in the process ofphotosynthesis. Complete

the flowchart.

Organize information about the importance of photosynthesis to

humans by completing the graphic organizer.

Importance ofPhotosynthesis

and other pigments absorb

.

powers that take

place in .

, , and

are used to make .

is released into the

Photosynthesis



Summarize two main ideas from the above sections.SUMMARIZE IT

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Study your Science Notebookon this chapter.Study the definitions of vocabulary words.






Cell Structure and FunctionChapter Wrap-Up

Now that you have read the chapter, think about what you have learned and complete

the table below. Compare your previous answers to these.1. Write an A if you agree with the statement.


Name Date

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The cell is the smallest unit of life.

Every cell has a covering called a cellmembrane.

Cells have cytoskeletons made of bone.

Photosynthesis supplies Earths atmospherewith oxygen.

Cell Structure and FunctionAfter You

Read

After studying the chapter, write one summary sentence foreach lesson to illustrate the chapters main ideas.

SUMMARIZE IT

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From a Cell to an Organism 1


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.

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Grade 7 Science Content Standards5.a: Students know plants and animals have levels of organization for structure andfunction, including cells, tissues, organs, organ systems, and the whole organism. Also covers: 1.c, 1.e, 1.f

K W


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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 Standards1.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 theWhat Youll 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 on

the 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 defineestablish.

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Model the phases of thecell cycle as a circle graph. Label each

section of your graph.

Sequence and describe the stages of interphase.

Analyze the importance ofmitosis andcell division. List fourfunctions that mitosis and cell division perform.

1.

2.

3.

4.

Lesson 1 The Cell Cycle and Cell Division (continued)

The Cell Cycle



Mitosis andCell Division


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Stage Description

G1 The cell grows and carries out its usual functions.

S

G2

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Summarize two main ideas of the above section.SUMMARIZE IT

Complete the table about thephases 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)

I found this information

on page .



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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

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ReviewVocabulary

Name Date

From a Cell to an OrganismLesson 2 Levels of Organization

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Grade 7 Science Content Standards5.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 to

mind. 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 scientific

meaning.

Use your book or a dictionary to defineassign.

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Outline information aboutone-celled organisms.

I. Prokaryotes

A.

B.

II. Eukaryotes

A.

B.

Create a concept map with information aboutcell differentiation.

Sequence the levels of organization from cells to organ systems.

Give an example of each level below its box in the chart.

Cell

Differentiation

Lesson 2 Levels of Organization (continued)

One-Celled

OrganismsI found this information

on page .

Many-celled

OrganismsI found this information

on page .


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

Lesson 2 Levels of Organization (continued)


on page .

Name Date

Distinguish human body systems.

System Name Organs Function

Cardiovascular heart, blood transports bloodvessels carrying oxygen,

nutrients, and wastes

Digestive

Endocrine

Integumentary skin protection andhomeostasis

Lymphatic

Muscular muscles movement

Nervous

Reproductive

Respiratory

Skeletal

Urinary

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Name Date

What are the three most important ideas in the chapter?SUMMARIZE ITCopyrig

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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 any

incorrect information in the first column. Then complete the table by filling in thethird column.

Name Date

After reading the chapter, write one sentence summarizing amain idea of each lesson.

SUMMARIZE IT









K W L

What I know What I want to find out What I learned

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Reproduction of Organisms 2


Reproduction of Organisms




Name Date

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

Science Journal

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Grade 7 Science Content Standards2.a: Students know the differences between the l ife 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

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NewVocabulary

Review

Vocabulary

AcademicVocabulary

Name Date

Reproduction of OrganismsLesson 1 Sexual Reproduction and Meiosis

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Grade 7 Science Content Standards2.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 about

sexual reproduction and meiosis while scanning the lesson.

1.

2.

Defineeukaryote using your book or a dictionary.


Use your book or a dictionary to definevary. Find a sentence in

the lesson in which the word is used, and write the sentence

below.

Sentence:

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Summarize what occurs duringfertilization.

During fertilization, an cell and a

cell to produce a .

Identify the advantages and disadvantages of sexual

reproduction. List at least one item in each column.

Compare and contrast diploid andhaploid cells. Complete the

Venn 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 sexual

reproduction?I found this information

on page .


Why is meiosis

important?


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Sexual Reproduction

Advantages Disadvantages

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Model the stages of meiosis I and meiosis II in the spaces below.

Draw or explain each stage.

Contrast meiosis andmitosis.

Mitosis:

Meiosis:

Lesson 1 Sexual Reproduction and Meiosis (continued)

What are the

phases ofmeiosis?


What is the result

of meiosis?I found this information

on page .

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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

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ReviewVocabulary

AcademicVocabulary

Name Date

Reproduction of OrganismsLesson 2 Plant Reproduction

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Grade 7 Science Content Standards2.a: Students know the difference between the l ife 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.

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Summarize alternation of generations in plants.

Create a diagram showingthe 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 is

alternation ofgenerations?


How doseedless plants

reproduce?


How doseed plantsreproduce?


on page .

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Summarize one main idea for each section above.SUMMARIZE IT

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Summarize the reproductive structures found in

gymnosperms. Identify each structure and its function.

Male reproductive structures:

Female reproductive structures:

Draw a diagram of a flower showing itsreproductive 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 flowerless

seed plantsreproduce?


How do floweringseed plantsreproduce?


What is anangiosperms

life cycle?


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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

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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

Reproduction of OrganismsLesson 3 Animal Reproduction

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Grade 7 Science Content Standards2.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 you

skim. 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 definenetwork. Then use the

term in a scientific sentence.

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Write two sentences to summarize the main ideas of the

above sections.

SUMMARIZE IT

Contrast male and female reproductive systems of animals by

identifying thegonads and their functions.

Compare and contrast internal and external fertilization.

Sequence the steps in each.

Analyze how animals that useinternal andexternal

reproduction make sure that they reproduce successfully.

Internal fertilization:

External fertilization:

Internal Fertilization External Fertilization

Lesson 3 Animal Reproduction (continued)

What are animal

reproductiveorgans called?


How does animal

fertilization

occur?I found this information

on page .


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Reproductive Organs

Gonads Function

Male

Female

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Complete the graphic organizer to summarize how eggs that are

laid outside a mother protect the embryo inside.

Sequence the phases of metamorphosisfor a ladybug beetle

and a frog.

Define gestation. Then summarize the general relationship

between gestation and the size of the animal.

An eggs covering

Lesson 3 Animal Reproduction (continued)

How do animal

embryosdevelop?




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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

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ReviewVocabulary

Name Date

Reproduction of OrganismsLesson 4 Asexual Reproduction

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Grade 7 Science Content Standards2..a: Students know the difference between the li fe 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 as

you 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 egg

joining

form of asexual reproduction that produces two cells with identica

DNA; used by bacteria

form of asexual reproduction in which a new organism forms on

the parent organism

form of asexual reproduction that produces new animals from

pieces of an animals body

method of asexual reproduction developed by scientists and per-

formed in laboratories

Use your book or a dictionary to definedifferentiate.

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Lesson 4 Asexual Reproduction (continued)

What is asexual

reproduction?I found this information

on page .

What are thetypes of asexual

reproduction?



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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 asexual

reproduction. Summarize three advantages and two disadvantages.

Create a graphic organizer to identifythe types of asexual

reproduction.

Contrast fission andmitotic cell division.

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Sequence the steps that occur in the budding of yeast.

Identify two examples ofplant propagation.

Summarize the processes that have been developed forplant and

animal cloning.

Plant Cloning:

Animal Cloning:

A new organism

forms by

.

The offspring

forms on

.

The offspring

eventually

.

Lesson 4 Asexual Reproduction (continued)

What are the

types of asexualreproduction?



What is cloning?


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Reproduction of OrganismsChapter Wrap-Up




Name Date









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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 for

each lesson to illustrate the chapters main ideas.

SUMMARIZE IT

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Genetics 3


Genetics




Name Date

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

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Grade 7 Science Content Standards2.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 onetrait in an organism.

One type of DNA is inherited only from themale parent.

Before YouGenetics

Read

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36 Genetics

NewVocabulary

ReviewVocabulary

Name Date

GeneticsLesson 1 Foundations of Genetics

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Grade 7 Science Content Standards2.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 words

and look at the pictures. Write three facts that you discovered about

the topic as you scanned the lesson.

1.

2.

3.

Define chromosome using your book or a dictionary.

Write a paragraph describingheredity. Use as many vocabulary

terms in your paragraph as you can.

Use a dictionary to definemethod.

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Summarize the main idea from the above sections.SUMMARIZE IT

Analyze whyblending inheritance is NOT the method by which

traits are passed to offspring. Give at least two facts that supportthis conclusion.

1.

2.

Summarize three things that madeMendels experimental

methods of breeding plants unique.

Organize information aboutMendels laws of heredity. Include

an explanation of each.

Mendels Laws of Heredity

Law of Law of

Mendels

experimental

method

Lesson 1 Foundations of Genetics (continued)

Early Ideas About

HeredityI found this information

on page .

Gregor Mendel

and His

Experiments


Mendels Laws

of Heredity


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Genetics 3

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Analyze the relationships amonggenes, 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 andheterozygous genotypes.

Organize information that Mendel discovered about alleles.

Alleles

Lesson 1 Foundations of Genetics (continued)

Modern

Definitions ofMendels Ideas



Importance of

Mendels Genetic

Studies


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38 Genetics

Genotype Information Example

contained on allele

same

Yy

Summarize the main ideas of the above sections in two bulletpoints.

SUMMARIZE IT

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Genetics 3

ReviewVocabulary

Name Date

GeneticsLesson 2 Understanding Inheritance

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Grade 7 Science Content Standards2.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 wordsoil in a sentence.


Use a dictionary to define the wordcomplex.

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Lesson 2 Understanding Inheritance (continued)

Modeling

InheritanceI found this information

on page .


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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, one

with two dominant allelesfor yellow seeds(Y) and one with tworecessive allelesfor green seeds(y). Predict the percentage of

offspring that will have each possiblegenotype andphenotype.

Genotypes:

YY %

Yy %

yy %

Phenotypes:

Green seeds %

Yellow seeds %

Complete a Punnett square to show the possible offspring of

two heterozygousplants, each with genotype Yy. Then predict

the percentage of offspring that will have each genotype and

phenotype.

Genotypes:

YY %

Yy %

yy %

Phenotypes:

Green seeds %

Yellow seeds %

Yellow seeds

Y

Y

yYellows

eeds

y

Yellow seeds

Y

Greenseeds

Y

y

y

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Label the generations shown in thepedigree below. Circle the

parents in each generation.

Compare and contrast incomplete dominance and

codominance. Complete the Venn diagram with definitions and

examples of each.

Incomplete Dominance CodominanceBoth


Modeling

InheritanceI found this information

on page .

Complex

Patterns of

Inheritance


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Genetics 4

Summarize the main ideas of the above sections in two bulletpoints.

SUMMARIZE IT

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Analyze how a gene with multiple alleles can produce more than

three phenotypes, using blood types as an example.

Compare sex-linked inheritance andmaternal inheritance by

completing 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


Complex

Patterns ofInheritance



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42 Genetics

Summarize the main ideas of the above section in three bulletpoints.

SUMMARIZE IT

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Classifyfivegenetic disorders humans can inherit. Specify what

type of inheritance causes each disorder.

Model how two heterozygous parents who do not have a genetic

disorder can produce a child who does. Draw a pedigree of two

generations usingCfor a dominant allele andcfor a recessive

allele that carries a disorder.

Analyze how environment can affect an organisms phenotype by

using heart disease as an example.


Human Genetic

DisordersI found this information

on page .

Genes and the

Environment


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Genetics 4

Disorder Type of Inheritance

Huntingtons disease

Sickle-cell disease

Cystic fibrosis

Hemophilia

Down syndrome


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44 Genetics

Genetics Chapter 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.



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An individual inherits factors for each traitfrom both parents.

An inherited trait might not be observed inone generation yet reappear in the next.

A single gene might affect more than onetrait in an organism.

One type of DNA is inherited only from themale parent.

GeneticsAfter You

Read

After reading this chapter, write a summary sentence for each

lesson to illustrate the chapters main ideas

SUMMARIZE IT

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The Process of Evolution 4


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 theArchaeopteryxfossil. Write a

paragraph about how you feel when you first realize what you have found.

Science Journal

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Grade 7 Science Content Standards3.a: Students know that both genetic variation and environmental factorsare causes of evolution and diversity of organisms. Also covers: 3.b, 3.e, 7.c

K W


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46 The Process of Evolution

NewVocabulary

Review

Vocabulary

AcademicVocabulary

Name Date

The Process of EvolutionLesson 1 Natural Selection

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Grade 7 Science Content Standards3.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 about

Charles Darwin and natural selection while scanning the lesson.

1.

2.

Define population using your book or a dictionary. The use it ina sentence to show its scientific meaning.

Write the correct term on the blank to the left of each definition.

person who studies the natural world

inherited trait that increases an organisms chance of surviving and

reproducing in a particular environment

process in which traits that give animals a better chance for survival

increase 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 a

sentence.

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Summarize the keyobservation that Darwin made about animal

he found on his journey, and theconclusion that he drew.

Organize information about variations that Darwin noticed among

similar animals in different habitats.

Define selective breeding.

Selective breeding is

Darwin reasoned that perhaps

some of the animals and plants

on the Galpagos

and over time

.

Conclusion

When Darwin compared animals

he found on the Galpagos with

, he saw

that many of them were

.

Observation

Lesson 1 Natural Selection (continued)

Charles Darwin




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Animal Variations Suitable for

Tortoises longer neck,saddle-shaped shell

shorter neck,

dome-shaped shellFinches

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 lifes most remarkable diversity around the world. Through his

observation, Darwin uncovered an important process that accounts for such variation.

SUMMARIZE IT

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Summarize the three strands of thought that Darwin tied together

in his idea ofnatural selection.

Rephrase in your own words thefour principles on which

Darwinstheory of natural selection is based. Complete the

graphic organizer.

Principles of

Natural Selection

1. Overproduction: 2. Variation:

3. Inherited variation: 4. Natural selection:

Lesson 1 Natural Selection (continued)

Darwins Theory

of NaturalSelection



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Darwins Theory of Natural Selection

Genetic Population Growth EnvironmentalVariation and the Struggle Factors

to Survive

Summarize the main idea of the above section of this lesson.SUMMARIZE IT

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ReviewVocabulary

Name Date

The Process of EvolutionLesson 2 Adaptation and Extinction

New

Vocabulary

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Grade 7 Science Content Standards3.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 scanned

the lesson.

1.

2.

3.

Define habitat using your book or a dictionary.


Use the wordinterpret in a sentence to show its scientificmeaning.

Academic

Vocabulary

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Sequence the steps in the process of adaptation, using desert

rabbits 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)

Adaptations


Types ofAdaptation


on page .

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Create a graphic organizer to identify the environmental factors

associated with extinction.

Organize information about the causes of extinction by completingthe matrix below.

Lesson 2 Adaptation and Extinction (continued)

Extinction



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Cause of Description of ProcessExtinction

Summarize the main ideas of the above section.SUMMARIZE IT

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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 inthe third column.

Name Date









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K W L

What I know What I want to find out What I learned

After reading this chapter, write one summary sentence for

each lesson to illustrate the chapters main ideas.

SUMMARIZE IT

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EvolutionEvidence of Change 5


EvolutionEvidence of Change




Name Date

Predict how this animal became a fossil. As you read this chapter, check whether the

information presented supports your prediction.

Science Journal

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Grade 7 Science Content Standards4.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 livedlong ago.

Earths surface has not changed significantly

throughout time.

Closely related species may appear to be verydifferent.

The smallest category into which organisms areclassified is the species.

Before You EvolutionEvidence of ChangeRead

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54 EvolutionEvidence of Change

NewVocabulary

ReviewVocabulary

Name Date

EvolutionEvidence of ChangeLesson 1 Fossils and Evolution

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Grade 7 Science Content Standards4.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 topics

that 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 definestructure.

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Summarize the main idea of the above sections.SUMMARIZE IT

Identify three examples of fossils.

1. 2. 3.

Organize information aboutfactors which favor fossilization.

Complete the table by describingmethods of fossilization.

Factors which favor

fossilization

protection from

destructive agents

hard body

parts

acidic soils

Lesson 1 Fossils and Evolution (continued)

What are fossils?


When dofossils form?


How are fossilsformed?


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Method Description

Permineralization

Replacement

Carbonization

Original material

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Create two drawings to show the difference in appearance between

a 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 fossil

record.

1.

2.

3.

CastMold

Lesson 1 Fossils and Evolution (continued)

How are fossils

formed?I found this information

on page .

What do fossilstell us?



on page .

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Summarize the main ideas of the above sections with two

bullet points.

SUMMARIZE IT

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ReviewVocabulary

AcademicVocabulary

Name Date

EvolutionEvidence of ChangeLesson 2 Biological Evidence

NewVocabulary

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Grade 7 Science Content Standards3.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 the

illustrations. 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 defineanalogous.

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Model the anatomies of the true fly, the scorpionfly, and their

common ancestor.

Compare and contrast homologous structures andanalogous

structures by completing the Venn diagram.

Homologous Structures Analogous StructuresBoth

Common Ancestor

True Fly Scorpionfly

Lesson 2 Biological Evidence (continued)

Comparative

AnatomyI found this information

on page .


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Define vestigial structure. Then give an example of a vestigial

structure.

Example:

Contrast the development ofpharyngeal pouches in fish and

humans by completing the table.

Organize information by listingthree types of molecules scientis

use to identify evolutionary relationships among organisms

Molecular data used

to identify evolutionaryrelationships is found in

In vertebrate embryosthey appear as:

In fish they develop into:

In humans they become:

Lesson 2 Biological Evidence (continued)

Comparative

AnatomyI found this information

on page .


Molecular

Biology


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NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

EvolutionEvidence of ChangeLesson 3 Evolution and Plate Tectonics

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Grade 7 Science Content Standards4.f: Students know how movements of Earths 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 theWhat Youll 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 term

in a sentence to show its scientific meaning.

Use a dictionary to defineprohibit.

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Create a drawing to show one piece of evidence that supports

Alfred Wegenerscontinental drift hypothesis. Write a captionthat explains what your drawing shows.

Caption:

Lesson 3 Evolution and Plate Tectonics (continued)

Continental Drift


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Summarize the main idea of the above section.SUMMARIZE IT

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Model how the process of geologic isolation can occur. Create three

drawings and write a caption for each drawing.

Contrast the results ofconvergent evolution andgeographic

isolation by completing the table.

Lesson 3 Evolution and Plate Tectonics (continued)

Geographic

IsolationI found this information

on page .


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Effect on Species

Appearance Relationship

Convergent Evolution

Geographic Isolation


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ReviewVocabulary

Name Date

EvolutionEvidence of ChangeLesson 4 Classifying Organisms

NewVocabulary

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Grade 7 Science Content Standards3.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 in

a sentence to show its scientific meaning.

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Complete the graphic organizer to show the categories used in the

classification system developed by Aristotle.

Identify the two parts that make up thescientific name of an

organism.

California black oak: Quercus kelloggii

Sequence the seven levels of Linnaeuss classification system.

largest smallest

All Things

air

Lesson 4 Classifying Organisms (continued)

Historic

ClassificationSystems




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Summarize two main ideas of the above section.SUMMARIZE IT

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Organize information by listingthe six kingdoms used by

scientists.

1. 4.

2. 5.

3. 6.

Summarize howsystemics classifies organisms.

Define domain. Then complete the graphic organizer to identify

the three domains that scientists now use to classify organisms.

domain:

The Three Domains

Lesson 4 Classifying Organisms (continued)

Historic

ClassificationSystems


Modern Methodsof Classification



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Summarize the main ideas of the above sections with three

bullet points.

SUMMARIZE IT

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EvolutionEvidence of ChangeChapter Wrap-Up



2.

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