SSA Station R eview

1. SSA Station Review Jewett Middle Academy

2. Station #1 or #16 • Topic: Interactions among Earth’s Spheres • NGSSS: SC.6.E.7.4 Differentiate and show interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. (Also assesses SC.6.E.7.2, SC.6.E.7.6, and SC.6.E.7.9.) • Objective(s): • Students will differentiate and/or explain interactions among the geosphere, hydrosphere, cryosphere, atmosphere, and biosphere. • Students will describe and/or explain how the cycling of water and global patterns influence local weather and climate. • Students will describe the composition and structure of the atmosphere and/or how the atmosphere protects life and insulates the planet.

3. Example answers

4. ____1. Is it possible for just one sphere to be represented? • No, earth’s spheres have no interactions with each other. • No, earth’s spheres are constantly interacting with one another. • Yes, earth’s spheres have no interactions with each other. • Yes, earth’s spheres are constantly interacting with one another.

5. 2. Look at the evaporation card; how does the interaction between the two spheres that you identified impact portions of the geosphere that are nearby? • Water evaporates and forms clouds which may move over the land, eventually leading to precipitation and run-off. • There is no impact. • Evaporation causes a wind to blow from the land to the sea. • Evaporation causes high tides.

6. 3. Look at the Global Winds cards and interactions; how do the “Westerlies” impact the climate on the Eastern coast of the United States? • The cooler winds from the north would increase average temperatures along the coast. • The warm wind from the north would decrease average temperatures along the coast. • No effect, the westerlies would not impact the east coast. • The warm wind from the tropics would increase average temperatures along the coast.

7. ____4. Look at the atmosphere card; how does the atmosphere protects life on Earth? • The ozone layer, in the stratosphere, absorbs harmful ultraviolet radiation. • The atmosphere acts as a huge blanket, keeping the Earth warmer than it would be without the atmosphere. This is known as the greenhouse effect.  • The troposphere is responsible for rain and weather. • All of the above

8. 5. Which pair of Earth’s spheres interact the most when ocean waves break onto a beach? • atmosphere and biosphere • geosphere and atmosphere • hydrosphere and biosphere • geosphere and hydrosphere

9. Station #2 or #17 Topic: Sun’s Influence on Global Patterns NGSSS: SC.6.E.7.5 Explain how energy provided by the Sun influences global patterns of atmospheric movement and the temperature differences between air, water, and land. Objective(s): Students will explain how energy provided by the Sun influences global patterns of atmospheric movement and/or the temperature differences among air, water, and land. Students will differentiate among radiation, conduction, and convection in Earth’s systems.

10. 1. How quickly were the materials heated? • The sand was heated fastest, followed by air, and then water. • The water was heated fastest, followed by sand, and then air. • The air was heated fastest, followed by sand, and then water. • The air was heated fastest, followed by water, and then sand.

11. 2. What is the logical inference based upon the data? • Cities near oceans will be cooler than cities in the middle of continents. • Cities in the middle of continents will be cooler than cities near oceans. • Location near an ocean does not have any effect on climate.

12. 3. How does the Sun’s energy heat oceans and landmasses? • Conduction • Convection • Radiation

13. 4. If the Sun does not heat the atmosphere, how is the air warmed? • The land and oceans reflect the Sun’s energy into the atmosphere. • Heat from landmasses and oceans flows to the cooler air by conduction. • Heat from landmasses and oceans flows to the cooler air by convection. • Heat from landmasses and oceans flows to the cooler air by radiation.

14. 5. What happens to air once it becomes heated by landmasses or oceans? • The hot air rises and carries heat by conduction. • The hot air rises and carries heat by convection. • The hot air rises and carries heat by radiation. • The air remains motionless.

15. 6. Which of the following describes a way that winds form? • Rising, hot air is replaced by cool, dense air that blows in from other locations. • Rising, cool air is replaced by warm, dense air that blows in from other locations.

16. 7. How did the sand become hot? radiation 8. What caused the warm wind to blow? convection 9. Why were the kids’ feet burning? conduction

17. 10. Why did the wet sand cool the kids’ feet? conduction 11. What caused the kids’ to become sunburned? radiation 12. What was causing the clouds to form? convection 13. Why did the rain cool the air? conduction

18. Practice Questions 1. Wind is caused by which of the following?  • the gravity of the Sun • the Moon's attraction to Earth • the uneven heating of Earth's surface • the changes in the ozone layer

19. 2. If you walk barefoot on hot asphalt, energy is transferred by which process? • convection • radiation • conduction • reflection

20. 3. If you visit the beach on a hot summer day you will probably feel a sea breeze coming off the water onto the land. Which of the following causes this sea breeze? • During the day, solar radiation warms the land more than the water. • The water is warmer than the land during the day. • Earth is tilted toward the Sun, causing air to move inland from the water. • Hurricanes that form in the oceans blow air into the shore.

21. 4. In coastal areas, land and sea breezes may exist due to the uneven heating of the land and water. Which process is responsible for the breeze? • conduction • radiation • convection • refraction

22. In which atmospheric action can we see evidence of conduction?  • Radiation from the Sun heats the surface of the Earth. • The surface of the Earth heats the air that contacts it. • Cold air pushes warm air upward creating a current. • Air increases in density and sinks back towards the Earth.

23. Station #3 or #18 • Topic: Hierarchical Organization of Living Things • NGSSS: SC.6.L.14.1 Describe and identify patterns in the hierarchical organization of organisms, from atoms to molecules, and cells to tissues to organs to organ systems to organisms. • Objective(s): • Describe the hierarchical organization of organisms • Identify patterns (size and composition) in the hierarchical organization of organisms

24. A. Create a flow map ranking the following in hierarchical order: student, school district, team, grade level, school, and class. • Student  team  class  grade level  school  school district • School district school grade level  class  team  student

25. B. Diagram the flow map ranking the hierarchical order of living things, include examples.

26. C. • Describe the pattern that was used to influence placement of the cards. • They can be arranged from smallest to largest in size and number of components. The larger the category the more interactions you find between the components for homeostasis.

27. 1. The endocrine system of the human body releases molecules, called hormones, into the bloodstream to regulate body processes. Molecules, like hormones, are made up of which of the following? A. cells B. atoms C. tissues D. organs

28. 2. Humans and other complex organisms have a hierarchical system of organization. Which of the following statements is true regarding this system of organization? A. Atoms are made of cells. C. Organs are made of organ systems. B. Cells are made of tissues. D. Organs are made of tissues.

29. 3. The nervous system is the body's switchboard, sending signals between different parts of the body. The central hub of the nervous system is the brain. The brain is an example of which level of hierarchical organization within the body? A. cell B. tissue C. organ D. organ system

30. 4. In a human body, which of the following represents the highest level of structural organization? A. an atom in the lung B. lung tissue C. the lungs D. the respiratory system

31. 5. Weight-bearing activities, like weight lifting and walking, can help bones become thicker and stronger. Which level of structural organization is responsible for creating new bone? A. tissues B. organ’s cells C. organ D. systems

32. Station #4 or #19 • Topic: Cell Theory • NGSSS: SC.6.L.14.2 Investigate and explain the components of the scientific theory of cells (cell theory): all organisms are composed of cells (single-celled or multicellular), all cells come from pre-existing cells, and cells are the basic unit of life. • Objective(s): • Examine and describe the components of the scientific theory of cells.

33. Ex..

34. 1. Cell theory states that all living things are composed of cells, and that cells are the basic units of life. Why do scientists refer to it as cell theory instead of the cell hypothesis? • Since we haven't checked every organism for cells, we cannot call it a hypothesis. • It explains what happens in cells, so it cannot be a hypothesis. • All of the evidence collected supports the idea of why we accept this. • It is an idea that is held by more than just one scientist.

35. 2. Which of the following is something that all living organisms have in common? • They all contain at least one cell. • They all use other organisms for food. • They all need a source of oxygen. • They all find mates to reproduce.

36. 3. If a piece of bread is left out in the air for several days, there is a good chance that mold will appear on the bread. Where does bread mold come from? • Mold already exists in the bread, and it expands when it is exposed to air. • It grows from cells contained in mold spores, which are carried in the air. • It is produced by spontaneous generation if the conditions are right. • Bread mold can grow from any type of cell that touches the bread.

37. 4. Why are cells considered to be the basic units of life? • Cells have their own organs. • All cells can produce their own food. • The cells do the work that keeps all organisms alive. • Cells form tissues and organs in every living organism.

38. 5. If a person cuts his or her finger, eventually the cut will heal and the skin will be whole again. How does the gap created by the cut get filled? • Cells below the cut make copies of themselves and the new cells fill the gap. • Cells on either side of the cut pull toward each other until they close the gap. • Cells are harvested from other parts of the body and brought to fill the gap. • Cells in the escaping blood get caught in the opening and become skin cells.

39. Station #5 or #20 Topic: Plant and Animal cell organelles NGSSS: SC.6.L.14.4 Compare and contrast the structure and function of major organelles of plant and animal cells, including cell wall, cell membrane, nucleus, cytoplasm, chloroplasts, mitochondria, and vacuoles. Objective(s): Describe plant and animal cell organelles structure and function . Compare and contrast plant and animal organelles.

42. 1. Which of the following is a major difference between plant and animals cells? • Animal cells have a cell membrane and plant cells do not. • Only animal cells have a nucleus. • Animal cells have much larger vacuoles than plant cells. • Plant cells have a cell wall and animal cells do not.

43. 2. A cell can be seen by looking through a microscope. Seeing which of these organelles would let you know that you are looking at a plant cell? a. mitochondria b. chloroplast c. cell membrane d. nucleus

44. 3. In an animal, a muscle cell requires more energy than other cells. Because of this, you would expect to find more of which type of organelles in muscle cells than in other cells? a. vacuoles b. chloroplasts c. cell walls d. mitochondria

45. 4. Which organelle is found in both plant and animal cells and allows only certain things to pass in and out of the cell? a. cell wall b. cytoplasm c. cell membrane d. chloroplast

46. 5. Jordan is making a model of a cell. Where should Jordan place all of the cell's organelles? a. the nucleus b. the cytoplasm c. the cell membrane d. the vacuole

47. Station #6 or #21 Topic: Human Body Systems NGSSS: SC.6.L.14.5 Identify and investigate the general functions of the major systems of the human body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and musculoskeletal) and describe ways these systems interact with each other to maintain homeostasis. Objective(s): Identify the function of major human body systems Describe the systems interact with each other to maintain homeostasis