Cycle 4 Study Guide
Systems, Week 1
Overview
When we think of the Animal Kingdom, we usually imagine creatures that are close
to us in size and other characteristics (warm-blooded, land-dwelling, hairy), such as
lions, dogs, elephants and caribou. When we look at the diversity of all animal life
on the earth, however, we see that 96 out of every 100 species (and there are
millions of species!) are invertebrates (animals with no backbones), and that most
of those species are insects. Our Kingdom, Animalia, includes sponges, jellyfish,
worms, insects, starfish, and mollusks, as well as fish, frogs, snakes, birds and
mammals (among others).
What qualities define animals?
What are those
characteristics that make us more closely related to a sea-sponge than to a pine
tree?
Guiding Question 1: What are the characteristics of invertebrates’ systems?
Individual Work
_____ Individual Science Fair check-in with Christina
_____ Thursday: Participate in the lesson Gifts of the Pylum and complete the
graphic organizer.
_____ Create a study card for the following vocabulary words: Ectotherm,
endotherm, herbivore, invertebrate, vertebrate, adaptation, notochord,
placenta, omnivore, carnivore, species, endoskeleton, exoskelton, and
metamorphosis.
_____ Read your science chapter on “What is an Animal” and “Animal Symmetry”
and complete the accompanying study sheets.
_____ Complete your “Get to Know Shakespeare’s Plays” assignment
_____ Read
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the following “preparing for Shakespeare” readings
Monday: About the Author & Shakespeare’s World
Tuesday: Attending Shakespeare’s Theater
Wednesday: Scenery, Stage Properties, and Costumes & Men’s
Clothing & Women’s Clothing
Thursday: Reading Shakespeare Aloud
_____ Advanced Work: Research the phyla Ctenophora, Nemertea, and Rotifera.
Add their information to the graphic organizer.
Mavis Beacon
_____ Complete the word processing program once each week. When you reach
the goal of 45 AWPM then you only have to complete the activity once each
cycle. AWPM_____
Group Work
Group Blue: Julia, Brian, Audrey
Group Red: Chris, Max D.
Group Purple: Joe B., Brendan, Max A.
_____ In your small group, complete a) and b) to answer the guiding question.
a. Friday - Choose on lab to complete
1. “Earthworm Responses”
2. “A Snail’s Pace”
3. “What’s Living in the Soil?”
4. “Soak it up!”
b. Choose one topic to research and create a PowerPoint to present to the
rest of the class. I will give you a graphic organizer (which your group
will need to complete), a study “helper”, and the Kingdom Animalia chart
for your chapter to help guide your presentation.
1. Sponges and Cnidarians
2. Worms
3. Mollusks
4. Insects and the Sound of Insects
• FYI - I will present on Arthropods & Echinoderms
Language Arts
Literature - Novel – Of Mice and Men by John Steinbeck
_____ Monday: Participate in the final discussion of Of Mice and Men
_____ Wednesday: Take your Of Mice and Men definition and comprehension test
Literature - The Outsiders
Ponyboy can count on his brother. And on his friends. But not on much else
besides trouble with the Socs, a vicious gang of rich kids whose idea of a good time
is beating up “greasers” like Ponyboy. At least he knows what to expect – until the
night someone takes things too far.
You do not need to write each night for this novel as long as you can participate in
the discussion the next day! You may also have a surprise chapter quiz or two
along the way to check if you have been reading. If you cannot participate or score
below and 80% on the quiz you will then have to write nightly for the rest of the
novel. You will have a larger assignment due at the end of the novel which we will
discuss in class (a copy of the assignment has been provided for you so you can
begin to think ahead).
____ Tuesday
Chapter 1
____ Wednesday
Chapter 2
____ Thursday
Chapter 3
Writing Workshop
_____ Monday: Participate in the review of the chapter on “Punctuating Dialogue”
_____ Thursday: Take your the grammar quiz on “Punctuating Dialogue”
Remember: There will be no more grammar assignments until after the Science
Fair!
Word Roots
Remember: There will be no more Word Root assignments until after the Science
Fair!
Vocabulary Workshop
Remember: There will be no more vocabulary assignments until after the Science
Fair!
World Language
_____ Participate in your next Spanish class on... I’m not sure ☺ I will keep you
posted.
_____ Complete your Spanish assignment for the week: _____________________
_____________________________________________________________
____ Complete your Rosetta Stone lessons for the week using the Rosetta Stone
software program. You will need to complete at least two exercises per
week. Not until you have scored a 90 or higher you may move on to the next
lesson. Record your lesson scores below.
Lesson Number
Mode (R, L&R or L)
Score
Math
_____ Monday: ____________________________________________________
____________________________________________________________
_____ Tuesday: ____________________________________________________
____________________________________________________________
_____ Wednesday: __________________________________________________
____________________________________________________________
_____ Thursday: __________________________________________________
____________________________________________________________
Personal World
Guiding Question 2: How can being able to Give and Take strengthens your
friendships and other relationships with others?
_____ Complete a) and two other activities to answer the guiding question. Each
item should take 20-30 minutes during personal reflection to complete in one of the
following ways: 1) write a minimum of 100 words; 2) draw a picture; 3) write a
poem; and 4) create a collage.
a) Read the essay about friendship by William Bennett and then write a
reflect on it.
b) List the words of two songs about friendship in your journal.
c) Write a poem about a friend that creates vivid mental picture by appealing
to the five senses.
d) Write a journal entry about what being a friend means to you.
e) Write one paragraph for each of the following topics:
• The nicest thing I ever did for anyone.
• The nicest thing anyone ever did for me.
• The nicest thing I ever did for myself.
Describe by using details, Tell; who was involved, what happened, why
did it happen, where did it happen, why was it “nice”, what made it
special, how did you feel… before and after?
f) Write about a time when you gave, without getting anything back
immediately. How did you feel about it? Did it pay off for you at a later
time?
g) How can you make sure that in a friendship you are not the one giving all
the time, or taking?
h) Write about a time when you benefited from someone giving in. How do
you think that they felt about the situation? Should you have giving in? If you
could change the situation what would you have done differently?
_____Advanced Work: Create a lesson on the Habits of Mind.
Get to Know Shakespeare’s Plays
Step #1:
Choose a play and a character to “get to know”. You will research the play and
your character’s role in the play. After you have a handle on the play you will write
a minimum of a paragraph summary of the play and a minimum of a paragraph
about your character’s role in the play. Please make sure to specify whether your
play is a comedy, tragedy, or history.
Step 2:
Create a costume for your character and come in dressed as your character in
Friday to school.
Step 3:
Present the information about your play and character to the class!
Step 4:
Prepare for hilarity as we watch The Reduced Shakespeare Company perform all of
Shakespeare’s plays in an hour!
Play/Character Options:
1. The Taming of the Shrew – Katherina or Petruchio
2. Merchant of Venice – Bassanio or Portia
3. Much Ado About Nothing – Claudio or Hero
4. Hamlet – Hamlet or Ophelia
5. Romeo & Juliet – Romeo or Juliet
6. Othello – Desdemona or Othello
7. King Lear – Cordelia or Lear
8. Macbeth – Macbeth or Lady Macbeth
9. Antony & Cleopatra – Antony or Cleopatra
10.The Tempest – Prospero or Miranda
11.Richard III – Richard or Lady Anne
12.Henry V – Henry
Flowers are lovely; love is flower-like
Friendship is a sheltering tree.
William J. Bennett
Good stories invite us to slip into the shoes of other people, a crucial step in
acquiring a moral perspective. Stories about friendship require taking the
perspective of friends, taking other seriously for their own sakes. In the best of
friendships, we see perhaps the purest form of a moral paradigm of all human
relations.
Friendship is more than acquaintance, and it involves more than affection.
Friendship usually rises out of mutual interests and common aims, and these
pursuits are strengthened by the benevolent impulses that sooner or later grow.
The demands of friendship – for frankness, or self-revelation, for taking friends’
criticism as seriously as their expressions of admiration or praise, for stand-by-me
loyalty, and for assistance to the point of self-sacrifice – they are the potent
encouragements to moral maturation and even ennoblement.
Of course, weaknesses include companionship just as easily, in fact more easily,
than do virtues. These are relationships undeserving of the title friendship that go
by that name nonetheless, the kinds of “friendship” English essayist Joseph Addison
called “confederacies in vice, or leagues of pleasure.” Mutual desires and selfishness
can be the foundations of counterfeit friendships. In our age, when casual
acquaintance often comes so easily, and when intimacy comes too soon and too
cheaply, we need to be reminded that genuine friendship takes time. They take
effort to make, and work to keep. Friendship is a deep thing. It is, indeed, a form
of love. And while it may be, as C.S. Lewis said, the least biological form of love, it
is also one of the most important.
Every parent knows how crucial the choice of friends is for every child. Childhood
friendships tell parents which ways their children are tending. They are important
because good friends bring you up, and bad friends bring you down. So it
matters who our children’s friends are. And it matters, as examples of our children,
who our friends are. Friends should be allies of our better natures. We must
teach children how to recognize counterfeit friendships, to know they are injurious;
to realize they reinforce what is less than noble in us.
Having friends is only half the relationship, of course, though it is the half that
both children and parents tend to be most consciously concerned with. Being a
friend is often more important to our moral development. The other side of “good
friends bring you up” is the side where you are the good friend, the active agent
that brings the other up. To befriend a friendless or less fortunate
schoolmate can be a profoundly maturing activity for a child. Such a familiar
exhortations as “Friends don’t let friends drive drunk” and “To have a friend, be a
friend” help keep us mindful of this more active side of friendship.
Here, then, are some varieties of friendship. Here we find friends who stick
together in adversity, friends who give more than they expect to receive, and
friends who incite each other to higher purposes. We find small deeds done for the
sake of friendship, as well as great acts of sacrifice friends simply going a little out
of their way for each other, and friends risking or even offering their lives. We see
a pleasure and pain suffered for those lost. From these varieties of friendships, we
learn to improve our own.
Outsiders Final Projects
Please choose one of the following projects for your final project for The Outsiders,
this will be due when we finish the novel. Generally, each project must either be
done in ink or marker (no pencil) or typed. (If the project description has a star (*)
that indicates the project must be typed.) Illustrations should be colorful, neat, and
appropriate. Any book (alphabet, magazine) needs a cover. Each project will then
be presented to class.
Alphabet Book- This is a multipaged book, one page for every letter of the
alphabet. (You may skip one letter). It must have a cover, and illustrations on
every page. The illustrations can be from the computer, a magazine, or handdrawn, and should be the appropriate size. You can choose words or phrases from
the book. But choose wisely. Only the most important words and phrases should
be used. Be neat and colorful!! (Can be done with Partner)
Graffiti Poster-On a poster, create a "graffiti" collage featuring the slang words
(idioms) in the novel. Include meanings of the slang words and any current slang
equivalents. Like tuff means cool today. This poster should look like graffiti, it
should be colorful. The writing on the poster should be large enough for people to
see from a distance. You should have 10 words minimum.
*Time Line of the Book-Pick out ten significant incidents from throughout in the
book. Make a timeline with the incidents and a two-sentence explanation of why
they are significant. On the timeline, put the positive incidents towards the top of
the paper and the negative incidents toward the bottom. Time line should contain
some illustrations (not all incidents need an illustration).
Cube- You will be making a six sided three dimensional cube-(each side is a
square). Choose six scenes from the book, illustrate them, and include quotes,
phrases from the book. Draw these scenes on the cube before you cut it out and
put it together. The sides of the cube should be no less than six inches square (15
cm). The illustration on each side should fill the square, and should be in color.
Greasers vs Socs You will make a collage that shows how the Greasers are
different from the Socs. The poster should be divided into three sections; one for
the Greasers, one for the Socs, and the one in the middle should be those things
they held in common. You can use images from magazines, or they can be
computer generated. Each of the three sections need quotes or phrase from the
book that would represent that section. (Can be done with Partner)
*CD of the Book-You will create CD as if the book The Outsiders was a real CD.
You will need both a front and back cover and two inside covers. The CD will need
a title and should feature a hit single. The back cover would have all the songs that
would appear on the CD (based on events from the book). The inside covers
should contain the lyrics from the hit single, and the lyrics from at least one other
song. It should also contain the band members (characters from the Outsiders),
and who wrote the songs. All the covers should be made on the computer, and
contain images from the movie. It must be displayed in a CD case.
*Power Point Presentation on Gangs -You will create a power point
presentation on gangs in the United States. What are gangs, Who joins gangs,
Why do kids join gangs, What are some famous gangs? What were the gangs in
The Outsiders, Why are most gangs violent. This presentation should include
approximately ten slides (not counting introduction) with mainly graphics (charts,
images, graphs). Words on the slide should be minimal. You will present this to
the class. You could also do a presentation on Stereotypes or Bullies.
*The Outsiders Magazine-(Can be done with Partner) This could include
interviews with the characters, advertisements of favorite products used in the
book, Trivia Quizzes on the book, beauty secrets of greasers, (hair bleaching).
Fashions of Greasers and Socs, how to clean a switchblade, etc. Advice columns?
This should be in color and look like a magazine. (Look at directions for magazine
in class).
*Newspaper 1967! –(Can be done with Partner) · Stories and headlines from
the novel
· Interviews with characters · Stories that may have appeared in 1967 · Puzzles
(using vocabulary words) · editorials · S.E. Hinton Bio Comic Strips (based on the
book) Other ideas? This newspaper should be laid out just like a newspaper, but
on poster board.
*Book Cover- below are the directions for making a book cover of this book. It
should fit around the actual book, so make it the correct size. Follow the layout
presented here:
• Create suitable cover art (don’t just copy), with both title and author
• Write brief summary (your own words) but don’t reveal ending.
• Also create your own “Blurbs”- examples are shown below.
• Directions for other parts of the book cover below the sample. Please use
paragraphs where needed.
#1: Convince someone that
he/she should read this
book. Also, use examples
from the book to show what
lessons he/she might learn
from it.
#2: Does this book have an
optimistic or pessimistic
view of life? Explain why you
think so using examples from
Natural World Vocabulary, Cycle 4
Ectotherm
ecto- outside
therm- heat
Endotherm
en/endo-in, into
Herbivore
herbi-grass
vor- eat
An animal whose body
does not produce much
internal heat.
An animal whose body
controls and regulates
its temperature by
controlling the internal
heat it produces.
An animal that eats
only plants.
Invertebrate
in- in, into
vertebra- a joint
An animal that does
not have a backbone.
Vertebrate
Adaptation
ad (ac)- to, toward
apt - fasten, adjust,
fix
tion -state,
quality, act
Notochord
noto- the back
chord - string
Placenta
Omnivore
omni - all
vor - eat
Carnivore
carni - flesh, meat
Species
speci - a kind or sort;
special
Endoskeleton
skeleto - a dried body
An animal that has a
backbone.
A characteristic that
helps an organism
survive in its
environment or
reproduce.
A flexible rod that
supports a chordate's
back.
An organ in pregnant
female placental
mammals that passes
materials between the
mother and the
developing embryo.
An animal that eats
both plants and
animals.
An animal that eats
only animals.
A group of organisms
that can mate with
each other and
produce offspring
which can also mate
and reproduce.
An internal skeleton
offering support and
protection to an
animal's body.
Exoskeleton
exo- outside
Metamorphosis
meta-change
morph-form
sis-action, process
A waxy, waterproof
outer shell that
protects an animal's
body and gives it
shape.
Process when an
animal's body
undergoes dramatic
form changes during
it's life.