Mrs. Huber's Homework Page

*In Science it is most likely not possible to complete assignments and/or labs ahead of time (prearranged absence) and/or to make up the work at home (absence). You will, however, be able to make up the lab, if necessary and you will be able to get caught up in most cases after you are back in school. Lab make-ups (if deemed necessary; you will see a 0 in the grade book and a comment stating that they need to make up the lab or assignment) need to be prearranged with me via e-mail, note, or your child. :-)

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IN THIS CLASS THERE IS A LOT OF INSTRUCTION, MODELING, AND GUIDED PRACTICE. YOUR CHILD WILL HAVE HOMEWORK IF THEY DID NOT USE THEIR TIME WISELY, THEY WERE ABSENT, THEY NEED EXTRA PRACTICE OR HELP, AND/OR THEY WERE UNABLE TO FINISH THE ASSIGNMENT WITH THE CLASS TIME THAT WAS GIVEN. IF YOU WANT HOMEWORK FOR YOUR CHILD THEN PLEASE ACCESS THE INTERNET SITES THAT I HAVE LISTED BELOW.***

***sheppardshoftware.com***funbrain.com***kidsites.com***eia.doe.gov/kids/index.cfm

***education.com***whattablast.com***forgefx.com/casestudies/prenticehall

***urbanext.illinois.edu/gpe***sciencetoymaker.org

***brookfieldzoo.org/pagegen/wok/ways_index.html***

 

*If you have a 0 in the grade book and it is bolded then you have not completed the assignment.

*However long you were absent is the amount of time that you have to get your assignment (not labs) in. If you are absent on Monday and here on Tuesday, then your assignment is due on Wednesday.

*If you turn in a late assignment then the highest grade you can earn is a C-, per the school rule.

*All labs must be made up at school in our room, 605. You will need to contact me via email or note to schedule a make up. The make up lab or test will either be at either 7:30 a.m. or 2:30 p.m. If these times do not work for you then let me know and I will see what I can do to arrange for childcare for my kids so that I can accomodate your schedule. Labs must be made up as soon as possible or the hands-on learning that is to take place in the lab will not be as beneficial. The further behind you get the harder it is too build on previous concepts.

***If you ever have circumstances that prevent you from EVER making up a lab then you will unfortunately have to take a 0 for the grade.

In some situations, it is not possible for me to provide your child with a make up a lab. If this is the case then their grade will show as an * and "no count" will marked in the grading area. This means that they will NOT lose points and they will NOT have earned points.

 

We are currently studying whatever is written below in the larger font.

JA BizTown summary BY LESSON with Vocabulary

 

JA BizTown: Summary, Vocabulary (*vocabulary words that will be tested), and Workbook Pages assigned in class

Unit 2: Financial Literacy

L#1: Why use a Financial Institution?

Summary- Banks, credit unions, and other financial institutions are businesses that provide money-related services to citizens, such as bank accounts and loans. Financial institutions play an important day-to-day role in the operation of an economy. People and businesses deposit money there and buy goods, services, and resources using their bank accounts.

Vocabulary- *financial institutions, *checking accounts, debit cards, savings accounts, *loans, *interest

Workbook page- 14

L#2: How do I Make a Deposit?

Summary- (same as L#1) Banks, credit unions, and other financial institutions are businesses that provide money-related services to citizens, such as bank accounts and loans. Financial institutions play an important day-to-day role in the operation of an economy. People and businesses deposit money there and buy goods, services, and resources using their bank accounts.

Vocabulary- *checks, *deposit tickets, *check register, *net deposit, *endorse

Workbook pages- 15, 16, 17, 18, & 19

Lesson #3: How Do I Write a Check?

Summary- Writing a check is one way people withdraw money from a checking account. It is important to have enough money in the account when writing checks to avoid bouncing a check due to not sufficient funds. Record all transactions in the check register.

Vocabulary- none

Workbook pages- 21, 22, 23, & 24

Lesson #4: Why Open Up a Savings Account?

Summary- Money will grow faster in a savings account that earns interest. To make savings grow faster, remember, the higher the interest rate the better, the longer it earns interest the better, and the more that is saved, the better.

Vocabulary- none

Workbook- 15

BELOW THIS LINE IS UNDER CONSTRUCTION :-)

Unit 3: Work-Readiness

Lesson 1: Will I Be Ready For Work?

Unit 1: Community and Economy

L#1: What is a Community?

Summary- A community is a place where citizens live, work, trade, and share. People in a community have rights about the ways they might act. Responsibilities go hand-in-hand with rights.

Vocabulary- *community, trade, *business, right, responsibility

Workbook page- 3

L#2: What is an Economy?

Summary- Resources are used to produce goods and services. There are three types of resources: human, natural and capital. Money facilitates exchanges in markets. The circular flow is a model of economic activity in an economy.

Vocabulary- economy, *human resources, *capital resources, *natural resources, *market, *circular flow

Workbook page- 4

L#3: What is Free Enterprise?

Summary- The basic economic questions faced by an economy are what to produce, how to produce, and for whom to produce. All economies face these questions because of scarcity-resources are limited and people can’t have everything they want. Free enterprise is a system in which economic decisions are made in markets by people and businesses.

Vocabulary- *prototype, *scarcity, *free enterprise, *profit

Workbook page- 5

L#4:

Summary- Public goods and services have two important characteristics: they are shared by everyone and no one is prevented from using them. Taxes are required payments to governments. Taxes pay for public goods and services.

Vocabulary- *taxes, *public goods and services, *private goods and services

Workbook page- 7

L#5: What is Philanthropy?

Summary- Philanthropy is the effort to increase the well-being of people through charitable giving. Nonprofit organizations depend on Philanthropy to increase the ability of others. All economic decisions have an opportunity cost because resources are scarce.

Vocabulary- *nonprofit, *philanthropy

Workbook pages- 8, 9, 10, & 11

Test: Unit 1 Test (must be made up at school).

 

Science OVERVIEW BY LESSON with Vocabulary

Lesson #6- Following the pattern of Lessons 4 and 5 in which students built a stable aquatic ecosystem, students now add animals to their terraria to complete a stable land ecosystem. Through discussion, students verify the predictions they made about plant growth in Lesson 2 and reinforce their understanding of plants as producers. As they record initial observations of the terrarium animals, students analyze the role organisms play in a stable ecosystem. This analysis prepares students to make further predictions about how living things affect each other.

Vocabulary- isopods, crickets, terrestrial, exoskeleton, molt, aquatic, scavenger, thorax, house cricket, nymph, abdomen, cerci, ovipositor, antennae, food chain

 

Lesson #1 focuses on the topic of ecosystems and serves as a pre-unit assessment of your knowledge and questions related to ecosystems. When you share what you know and the questions you have about ecosystems, you begin to consider the relationships that exist between living and nonliving things. A discussion prompted by an illustration of a riverbank will provide additional information about ideas regarding these relationships.

Vocabulary- environment, ecosystem

Lesson #2 focuses on your discussions of the riverbank environment and observations of your own environment. In Lesson 1, you brainstormed ways in which living things in an environment depend on one another. This lesson also introduces you to the process of using a model for making scientific observations. By constructing model terraria and beginning a written record of the components, you begin to think about the relationships among living and nonliving things. Your discussions about the terraria provide a basis for thinking about the aquaria that you will set up in Lesson 3.

Vocabulary- Microorganisms, shelter, protection, terrarium, aquarium, germinate, hypothesis

Lesson #3 extends your thinking from land to aquatic environments. As your class shares observations of the terraria and aquaria, you learn to verify and challenge statements using your own observations, a process skill you will continue to practice throughout the unit. After carefully observing elodea, duckweed, and algae firsthand, you will use a series of reading selections to discover more about these organisms and the roles they play in maintaining the ecosystem.

Vocabulary- respiration, photosynthesis, energy, energy from sun, oxygen, carbon dioxide, consumers, producers, decomposer

Lesson #4- You have now observed, discussed, and read about duckweed, elodea, and algae and have been introduced to the idea that green plants and algae make their own food. Building on that understanding, you will shift your focus from plants and algae as producers of food to animals as consumers of food.

Vocabulary- Mosquito fish (Gambusia), hardy, territorial, larvae, fry, live-bearers, gastropods, scavengers

Lesson #5- In lesson 4, students discussed that an “ecosystem” is a community of living and nonliving things interrelated in an environment. With this concept in mind, students now develop their own meaning of the term “interdependence.” Through a class webbing activity, students synthesize what they have read and observed about aquatic ecosystems. In writing, students then focus on the dependent and interdependent relationships in their ecosystems to identify observable evidence that these relationships really do exist.

Vocabulary- webbing, dependence, interdependence, isopod, germination, seed coat, leaves, cotyledon (food supply), radicle (embryonic root), embryo, emerge