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Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

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Page 1: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category
Page 2: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category and an amount from slide 3. When the group agrees on an appropriate “question” to ask in response to the statement, one student asks the question. Other team members can whisper an answer to the group, but if the answer is heard by the teacher before the group is ready to give an answer, the team loses their turn and the play goes to Team B. Teams have 45 seconds to formulate a correct “question” to the statement. If correct, the team wins the dollar amount. If incorrect, they receive no “money.” Play then goes to Team B. Play continues until all category amounts have been chosen. The team with the most money wins.

Page 3: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

CellsCells

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LifeProcesses

LifeProcesses

PlantsPlants CirculationCirculation Body Systems

Body Systems

Page 4: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Part of the plant cell which makes food for the plant.

Page 5: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are chloroplasts?

100

Page 6: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The job of the cell wall.

Page 7: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What holds plant cells in their shape?

200

Page 8: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The gooey substance that all the parts of the cell float in.

Page 9: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is cytoplasm?

300

Page 10: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Mitochondria.

Page 11: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the part of the cell which turns food to energy through

cellular respiration?

400

Page 12: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

A skin which surrounds the cell which has this special ability to let

things in and out.

Page 13: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the selectively permeable cell membrane?

500

Page 14: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The main job of photosynthesis and where it takes place.

Page 15: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is making food for the plant in chloroplasts?

100

Page 16: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The main purpose of cellular respiration.

Page 17: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is turning food into energy for cells to do their jobs?

200

Page 18: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Things needed for photosynthesis.

Page 19: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are sunshine, chlorophyl, Carbon dioxide and water?

300

Page 20: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Things needed for cellular respiration.

Page 21: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are oxygen, and sugar (glucose)?

400

Page 22: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Two important things that come out of photosynthesis.

Page 23: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are sugar and oxygen?

500

Page 24: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Xylem.

Page 25: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are the tubes which carry water up from the roots of plants

to cells in the leaves?

100

Page 26: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Tubes which carry food out from the leaves to the rest of

the plant.

Page 27: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are the phloem?

200

Page 28: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Description and jobs of Stomata.

Page 29: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are small holes in the underside of leaves which let in carbon dioxide and let out water

and oxygen?

300

Page 30: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The name for the process where plants release water vapor out of their leaves into the atmosphere.

Page 31: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is transpiration?

400

Page 32: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The part of the cell which lets food and water in and lets waste

escape.

Page 33: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the selectively permeable membrane?

500

Page 34: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Job of the lungs.

Page 35: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is putting oxygen into the blood and taking Carbon dioxide

out of the blood?

100

Page 36: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

A pump which moves blood through the circulatory system.

Page 37: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the heart?

200

Page 38: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Arteries.

Page 39: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are the tubes which carry oxygenated blood away from the

heart to the body’s cells?

300

Page 40: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

Tubes which carry blood back to the heart.

Page 41: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are veins?

400

Page 42: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category
Page 43: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What are capillaries?

500

Page 44: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The first step in the digestive system.

Page 45: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the mouth?

100

Page 46: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The job of the esophagus.

Page 47: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is a tube which moves food from the mouth to the stomach?

200

Page 48: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

A muscular sac where food is broken down into parts.

Page 49: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the stomach?

300

Page 50: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The main job of the small intestine.

Page 51: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

To pass digested food into the blood stream for cells to use?

400

Page 52: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

The place where water is absorbed from our food and drink into the bloodstream for cells to

use.

Page 53: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

What is the large intestine?

500

Page 54: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

DAILY DOUBLEDAILY DOUBLE

Page 55: Directions: Divide the class into Team A and Team B. Then divide the teams into groups of 3-4 students. The first group on Team A chooses a category

DAILY DOUBLEDAILY DOUBLE