Recording of Microbiome Review for Assessment
Michael Thomas
40 Followers
Michael Thomas
40 Followers
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This is everything that I have for Amplify Microbiome. I will add to this as I create more. It has assessments, activities, practice, etc.Price $10.00Original Price $12.74Save $2.74
Everything that I have that is Amplify related will go into this bundle. As I add new things, I will add to this bundle! I have had people ask for it, so here it is!Price $90.00Original Price $129.71Save $39.71
This bundle will have everything that I have ever made, regardless of subject and grade level. I will continue to add to it.Price $116.90Original Price $179.71Save $62.81
Description
This recording goes through all of the vocabulary for the Microbiome Unit of Amplify. I give some brief examples and discussion about them and discuss each of the "students will learn" portions of the curriculum. I've used this as a study guide for my students and I post it on Google Classroom a day or two before the test. I often have students bring headphones and listen to it as they take notes that they use as a "study guide." At the end of the recording, I discuss something SIMILAR to the question from the assessment so that students are more likely to remember what they have learned.
This is a great way for them to review what they have done. It's super simple. It has also been used by myself and others when there is a guest teacher. Students use headphones and write out the vocabulary and key elements of the recording.
Total Pages
20 minutes
Answer Key
N/A
Teaching Duration
30 minutes
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Standards
to see state-specific standards (only available in the US).
NGSSMS-LS1-5
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms. Examples of local environmental conditions could include availability of food, light, space, and water. Examples of genetic factors could include large breed cattle and species of grass affecting growth of organisms. Examples of evidence could include drought decreasing plant growth, fertilizer increasing plant growth, different varieties of plant seeds growing at different rates in different conditions, and fish growing larger in large ponds than they do in small ponds. Assessment does not include genetic mechanisms, gene regulation, or biochemical processes.
NGSSMS-LS1-7
Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism. Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released. Assessment does not include details of the chemical reactions for photosynthesis or respiration.
NGSSMS-LS1-2
Develop and use a model to describe the function of a cell as a whole and ways the parts of cells contribute to the function. Emphasis is on the cell functioning as a whole system and the primary role of identified parts of the cell, specifically the nucleus, chloroplasts, mitochondria, cell membrane, and cell wall. Assessment of organelle structure/function relationships is limited to the cell wall and cell membrane. Assessment of the function of the other organelles is limited to their relationship to the whole cell. Assessment does not include the biochemical function of cells or cell parts.
NGSSMS-LS1-3
Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. Emphasis is on the conceptual understanding that cells form tissues and tissues form organs specialized for particular body functions. Examples could include the interaction of subsystems within a system and the normal functioning of those systems. Assessment does not include the mechanism of one body system independent of others. Assessment is limited to the circulatory, excretory, digestive, respiratory, muscular, and nervous systems.
NGSSMS-LS1-1
Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells. Emphasis is on developing evidence that living things are made of cells, distinguishing between living and non-living cells, and understanding that living things may be made of one cell or many and varied cells.
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