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Daily Science Starters for Middle School - Organisms and Environments

Daily Science Starters for Middle School - Organisms and Environments
Product Description
GREAT FOR WARM-UPS, EXIT TICKETS, TEST PREP OR QUICK FORMATIVE ASSESSMENTS!

This product includes 37 different quick Science Starters to be used at the beginning or end of each class period. (PLEASE SEE THE PREVIEW ABOVE FOR A CLOSER LOOK.) They are aligned with the middle school TEKS, so students are sure to be exposed to all content required in the middle grades and you can rest assured that they will be prepared for the state standardized assessment.

Each Science Starter student printable comes four to a page, saving you paper and ink. Each Starter also includes a teacher version that can be used to project the questions and/or answers for all students to see.

The last page of both the student printable and the teacher version includes an extra page for you to add your own Science Starter (editable PDF form). To edit the text you type into a box, select the text, then press Ctrl +e. You should see a pop-up box appear that will allow you to change the font, font size, alignment, etc...


Daily Science Starter TEKS Included:
6.12 Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:
(A) understand that all organisms are composed of one or more cells;
(B) recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;
(C) recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;
(D) identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;
(E) describe biotic and abiotic parts of an ecosystem in which organisms interact; and
(F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

7.10 Organisms and environments. The student knows that there is a relationship between organisms and the environment. The student is expected to:
(A) observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;
(B) describe how biodiversity contributes to the sustainability of an ecosystem; and
(C) observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

7.11 Organisms and environments. The student knows that populations and species demonstrate variation and inherit many of their unique traits through gradual processes over many generations. The student is expected to:
(A) examine organisms or their structures such as insects or leaves and use dichotomous keys for identification;
(B) explain variation within a population or species by comparing external features, behaviors, or physiology of organisms that enhance their survival such as migration, hibernation, or storage of food in a bulb; and
(C) identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals.

7.12 Organisms and environments. The student knows that living systems at all levels of organization demonstrate the complementary nature of structure and function. The student is expected to:
(A) investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
(B) identify the main functions of the systems of the human organism, including the circulatory, respiratory, skeletal, muscular, digestive, excretory, reproductive, integumentary, nervous, and endocrine systems;
(C) recognize levels of organization in plants and animals, including cells, tissues, organs, organ systems, and organisms;
(D) differentiate between structure and function in plant and animal cell organelles, including cell membrane, cell wall, nucleus, cytoplasm, mitochondrion, chloroplast, and vacuole;
(E) compare the functions of a cell to the functions of organisms such as waste removal; and
(F) recognize that according to cell theory all organisms are composed of cells and cells carry on similar functions such as extracting energy from food to sustain life.

7.13 Organisms and environments. The student knows that a living organism must be able to maintain balance in stable internal conditions in response to external and internal stimuli. The student is expected to:
(A) investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight; and
(B) describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance.

7.14 Organisms and environments. The student knows that reproduction is a characteristic of living organisms and that the instructions for traits are governed in the genetic material. The student is expected to:
(A) define heredity as the passage of genetic instructions from one generation to the next generation;
(B) compare the results of uniform or diverse offspring from sexual reproduction or asexual reproduction; and
(C) recognize that inherited traits of individuals are governed in the genetic material found in the genes within chromosomes in the nucleus.

8.11 Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:
(A) describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;
(B) investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;
(C) explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and
(D) recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.


To check out my Daily Science Starters "Matter and Energy," CLICK HERE

To check out my Daily Science Starters "Force, Motion, and Energy," CLICK HERE

To check out my Daily Science Starters "Earth and Space," CLICK HERE

WANT TO GET ALL 4 OF MY DAILY SCIENCE STARTER PRODUCTS IN A BUNDLE AND SAVE 20%? CLICK HERE for Daily Science Starters for Middle School - The WHOLE BUNDLE!

CLICK HERE to read my Copyright and Terms of Use

© Science Teaching Junkie. Terms of Use - this resource is for use by one teacher only. Additional teachers must purchase their own license. If you are interested in purchasing several licenses, please contact me for a district-wide or campus-wide quote. ScienceTeachingJunkie@yahoo.com
Total Pages
119 pages
Answer Key
N/A
Teaching Duration
N/A
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