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Cells, macromolecules and energy — Take-Home — 9th Grade Explains how cells get and use energy, and links structure to function in organelles. This one-page 9th Grade take-home carries the two-minute check that tells you whether the skill is wobbly, then "Follow One Carbon Atom" — 30 minutes with paper, coloured pens — plus what to say when it gets hard…
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Cells, macromolecules and energy SCIENCE · 9TH GRADE Name Date TAKE-HOME PRACTICE Science · 9th Grade 30 minutes WHAT THIS BUILDS Explains how cells get and use energy, and links structure to function in organelles. 1 THE TWO-MINUTE CHECK ASK "How do photosynthesis and respiration relate? Do plants respire?" A SOLID ANSWER Roughly inverse processes, and yes — plants respire constantly. Not yet Getting there Solid 2 FOLLOW ONE CARBON ATOM You need: Paper, Coloured pens Draw the journey of a carbon atom from the air, into a leaf, into a sugar, into an animal, and back out. Label which process happens at each arrow. Write both equations and circle the shared molecules. Explain why plants need mitochondria too. Test it: pondweed and a light source, counting oxygen bubbles at different distances. SAY THIS WHEN IT STALLS "Write both equations and look at them side by side. What do you notice?" Draw and label both equations and identify the shared molecules. Explain what limits the rate of photosynthesis and design a fair test for one factor. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-9 www.littleactivity.com 9th Grade · Science
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Cells, macromolecules and energy SCIENCE · 9TH GRADE Name Date TAKE-HOME PRACTICE Science · 9th Grade 30 minutes WHAT THIS BUILDS Explains how cells get and use energy, and links structure to function in organelles. 1 THE TWO-MINUTE CHECK ASK "How do photosynthesis and respiration relate? Do plants respire?" A SOLID ANSWER Roughly inverse processes, and yes — plants respire constantly. Not yet Getting there Solid 2 FOLLOW ONE CARBON ATOM You need: Paper, Coloured pens Draw the journey of a carbon atom from the air, into a leaf, into a sugar, into an animal, and back out. Label which process happens at each arrow. Write both equations and circle the shared molecules. Explain why plants need mitochondria too. Test it: pondweed and a light source, counting oxygen bubbles at different distances. SAY THIS WHEN IT STALLS "Write both equations and look at them side by side. What do you notice?" Draw and label both equations and identify the shared molecules. Explain what limits the rate of photosynthesis and design a fair test for one factor. IF IT'S TOO HARD IF IT'S TOO EASY Did it M T W T F Full year of take-homes: www.littleactivity.com/takehome/grade-9 www.littleactivity.com 9th Grade · Science
Sound Vibration Experiment SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How do vibrations make sound? What we need: tuning fork, rubber band, drum, cup of water, rice What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Object that is vibrating What I will watch: Whether you can see, feel, or hear the vibration What to do: 1. Strike the tuning fork — touch water surface 2. Put rice on a drum — tap the drum 3. Pluck a rubber band — watch it move 4. Hold the tuning fork to your hand — feel it 5. Record what you see, feel, and hear What we saw: Object See It? Feel It? Hear It? Tuning fork Water splashes Tickles hand Humming sound Drum + rice Rubber band What I learned: Sound is made by... I could see vibrations when... www.littleactivity.com 1st Grade · Science
Diagram — Light Spectrum SCIENCE · 1ST GRADE Name Date Label the diagram. Use the word bank below. Light Spectrum Prism White Light Red Orange Yellow Green Blue Violet Word Bank: green yellow orange red blue violet Which part matters most, and why? www.littleactivity.com 1st Grade · Science Lab Report — Pitch SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds high or low? What we need: rubber bands (thick & thin), glasses with water, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Size, length, or thickness of the object What I will watch: Whether the pitch is high or low What to do: 1. Pluck a thick rubber band — note the pitch 2. 3. Tap glasses with different water levels 4. 5. Record your observations What we saw: Object Thick/Thin? Pitch (high/low) Thick rubber band Thin rubber band Glass — lots of water What I learned: Now change one other thing and predict what happens. www.littleactivity.com 1st Grade · Science
Lab Report — Volume SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? What makes sounds loud or soft? What we need: ruler, rubber band, drum/pot, pencil, cup What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: How hard you pluck, hit, or tap the object What I will watch: How loud or soft the sound is What to do: 1. Pluck a rubber band gently — listen 2. 3. Tap the drum softly, then loudly 4. 5. Record your results in the table What we saw: Object Soft Tap Hard Tap Rubber band Drum/pot Ruler on desk What I learned: What could have made this test unfair? www.littleactivity.com 1st Grade · Science
Lab Report — How Does Sound Travel? SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? How does sound travel through different materials? What we need: tuning fork, string phone (cups + string), water, desk, ruler What I think will happen: Write your own: If I change ___, then ___ because ___ What I will change: Material sound travels through (air, string, water, desk) What I will watch: How loud or clear the sound is What to do: 1. Strike the tuning fork and listen in air 2. Press the fork against the desk and listen 3. Put the fork in water and observe 4. Use the string phone and listen 5. Compare results in your table What we saw: Material Loud/Soft? Clear/Muffled? Air Desk (solid) Water Trial 4 What I learned: Sound travels best through... because... www.littleactivity.com 1st Grade · Science
Lab Report — Transparent, Opaque, and Translucent SCIENCE · 1ST GRADE Name Date Fill in this page as you do your investigation. What are we finding out? Which material is best for the job — and why? What we need: paper, foil, cloth, plastic, wood block, water, weights What I think will happen: If I test each material, then the strongest one will be... What I will change: The material being tested What I will watch: Whether it is hard, bendy, waterproof or strong What to do: 1. Feel each material and describe it 2. 3. Drip water on each and watch 4. 5. Record what you found What we saw: Material Bendy or stiff? Waterproof? Foil Paper Wood Trial 4 What I learned: The best material for a raincoat would be... because... www.littleactivity.com 1st Grade · Science
