COURSE GUIDELINE SCIENCE GRADES 6-8 GRADE: SUBJECT: TEACHER: STANDARD RESOURCES STRATEGIES ASSESSMENTS

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1 Month Or Qtr COURSE GUIDELINE SCIENCE GRADES 6-8 GRADE: SUBJECT: TEACHER: STANDARD RESOURCES STRATEGIES ASSESSMENTS GRADE 6 6.N.2.1. Students are able to pose questions that can be explored through scientific investigations. I can create (pose) questions that can be discovered (explored) through scientific explorations (investigations). 6.P.1.1. Students are able to identify the subatomic particles that make up atoms. Bloom: Knowledge I can select from given information (identify) the electrons, neutrons and protons (subatomic particles) that make up atoms. 6.P.1.2. Students are able to classify matter based on physical and chemical properties. I can group (classify) matter based on: - any characteristic of a material that can be observed without changing the identity of the material itself (physical properties - boiling point and melting point) - a description of how one substance reacts in the presence of another substance, ex. acids and bases (chemical properties). 6.P.1.3. Students are able to describe phase changes in matter differentiating between

2 the particle motion in solids, liquids, and gases. I can tell in words or numbers (describe) a change from one state of matter to another state of matter (phase changes) by telling the differences between the movement and separation of atoms and molecules (particle motion) in solids, liquids and gases. 6.P.2.1. Students are able to describe how push/pull forces acting on an object produce motion. I can tell in words or numbers (describe) how gravity, friction and magnetism (push/pull forces) act on an object to produce motion. 6.P.3.1. Students are able to identify types of energy transformations. I can select from given information (identify) these types of energy changes: (transformations) - mechanical to electrical - chemical to light - kinetic to potential - potential to kinetic. 6.L.1.1 Students are able to illustrate the difference between plant and animal cells. I can explain with pictures (illustrate) that plant cells have chloroplasts and cell walls (difference between plant and animal cells). 6.L.1.2. Students are able to explain the importance and scientific use of a classification system. I can give reasons for (explain) the importance and scientific use of a classification system.

3 6.E.1.1. Students are able to describe how the spheres (lithosphere, hydrosphere, atmosphere, and biosphere) of the Earth interact. I can tell in words or numbers (describe) how - the solid part of Earth is made up of crust and mantle (lithosphere) - the water portion of Earth contains oceans, seas, lakes and rivers (hydrosphere) - the mixture of gases and particles surrounding the earth (atmosphere) - the region of Earth on which life exists (biosphere) relate to one another ex. erosion, flooding and pollution (interact). 6.E.1.2. Students are able to examine the role of water on the Earth. I can observe and describe (examine) the behavior (role) of rivers, aquifers and precipitation (water) on the Earth. 6.E.1.3. Students are able to explain processes involved in the formation of the Earth s structure. Bloom:Comprehension I can give reasons why (explain) volcanoes, earthquakes and plate tectonics (processes) are involved in the making (formation) of the Earth s structure. 6.E.2.1. Students are able to identify the organization and relative scale of the solar system. Bloom: Knowledge I can select from given information (identify) the arrangement of objects (organization) and the size and distance (relative scale) of the Sun, planets, moons, meteors, asteroids and comets (solar system).

4 All quarters 6.S.1.1. Students are able to describe how science and technology have helped society to solve problems. I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) have helped society to solve problems. 6.S.2.1. Students are able, given a scenario, to identify the problem(s) of human activity on the local, regional, or global environment. Bloom: Knowledge I can, given a story (scenario), select from given information (identify) how urban expansion and water pollution (problems of human activity) affect areas containing living and non-living things (environment) in local, regional, or global areas. GRADE 7 7.N.2.1. Students are able to conduct scientific investigations using given procedures. I can perform (conduct) scientific experiments (scientific investigations): - using equipment correctly - making a hypothesis - identifying a control - identifying a variable - making predictions - making observations - drawing conclusions using given directions (procedures). 1 st 7.L.1.1. Students are able to identify basic cell organelles and their functions Textbooks, internet, Teacher s resource book, lab manuals internet, lab Students perform many experiments throughout the year utilizing many pieces of equipment. They make hypotheses, conduct the experiment, analyze data collected, and draw conclusions. Students practice following oral & written directions. Lecture, class discussion, Cell s alive website activity. Lab experiments, teacher observation, and performance assessments. Daily review, worksheets, labs,

5 and their functions. Bloom: Knowledge I can select from given information (identify) vacuoles, nucleus, cell membrane, cell wall and cytoplasm (cell organelles). I can select from given information the job or purpose (functions) of the vacuoles, nucleus, cell membrane, cell wall and cytoplasm (cell organelles). Note: the cell membrane, cell wall and cytoplasm are not technically organelles. 3 rd 7.L.1.2. Students are able to identify and explain the function of the human systems and the organs within each system. I can select from given information (identify) and give reasons for (explain) the job or purpose (function) of the skeletal, muscular, digestive, respiratory, circulatory, and reproductive systems (human systems). I can select from given information (identify) and give reasons for (explain) the job or purpose (function) of the organs. 1 st 7.L.1.3. Students are able to classify organisms by using the currently recognized kingdoms. I can group (classify) living things (organisms) into the broadest or most generalized division of biological classifications (kingdoms). 4 th 7.L.1.4. Students are able to describe and identify the structure of vascular and nonvascular plants. manuals, TRB, and computers Textbooks, internet, Teacher s resource book, lab manuals, computers TRB, and lab manual TRB, and lab manual Cell construction using play dough and various objects. Lab activities on osmosis in plants, plant vs. animal cells, and mitosis in plant cells. discussions, lab activities on bones, muscles, nutrients in food, blood typing, affects of exercise on heart rate, measuring lung capacity, reflex actions, and which side of the brain is dominant. Movie maker project on how all parts of the human body systems work together to maintain homeostasis. discussion, concept attainment activity, lab activities on classification and dichotomous identification keys. Lecture, discussion, plant beans to learn about parts of a plant. This is covered briefly due to lack of time. teacher observation, and tests. Daily review, section review worksheets, lab activity grades, teacher observations, chapter tests, rubric for the movie maker project. Worksheet, daily review, lab activity grade, teacher observation, chapter test. Teacher observation, lab activity grades, test.

6 I can tell in words or numbers (describe) the structure of plants having xylem and phloem (vascular plants) and plants lacking xylem and phloem (non-vascular plants). I can select from given information (identify) the structure of plants having xylem and phloem (vascular plants) and plants lacking xylem and phloem (non-vascular plants). 2 nd 7.L.2.1. Students are able to distinguish between processes involved in sexual and asexual reproduction. I can tell the difference between meiosis and mitosis stages (processes) involved in: - a new organism produced from two parents (sexual reproduction). - a new organism produced from one parent (asexual reproduction). TRB, Integrated Science activity book, lab manual. Lecture, discussion, hands-on activities, lab activity. Daily review, teacher observation, lab activity grade, worksheet, and chapter test. 4 th 7.L.3.1. Students are able to predict the effects of biotic and abiotic factors on a species survival. I can use information to make a best guess (predict) about the effects of living or was living (biotic) and non-living or never living (abiotic) factors on the survival of the species. All 7.S.1.1. Students are able to describe how science and technology are used to solve problems in different professions and businesses. I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) are used to solve problems in different careers in agriculture, medicine and biotechnology (professions and businesses). Textbooks, internet, Teacher s resource book, lab manuals Textbooks, internet, Teacher s resource book, lab manuals discussions, lab activities on communities, abiotic & biotic factors of the wetlands, predator & prey relationships, and, biome shoebox project. discussions, various projects throughout the year involving technology, guest speaker from PUC. Integrated throughout the year. Daily review, teacher observation, lab activities grades, section review worksheets, and chapter tests. Teacher observation, daily review

7 4 th 7.S.2.1. Students are able, given a scenario, to predict the consequence(s) of human activity on the local, regional, or global environment. I can, given a story (scenario), use information to make a best guess (predict) about the consequence(s) of urban expansion, pollution, water and land management (human activity) on the biotic and abiotic factors (environment) in the local, regional, or global area. Textbooks, internet, Teacher s resource book, lab manuals Lecture, lab activities on air pollution and CO2 levels in the atmosphere, classroom discussions. Daily review, lab grades, teacher observations, section review worksheets, chapter tests. GRADE 8 1st 8.N.1.1. Students are able to differentiate among facts, predictions, theory, and law/principles in scientific investigations. I can tell the differences (differentiate) among facts, predictions, theories, and law/principles in scientific experiments (scientific investigations). All 8.N.2.1. Students are able to design a replicable scientific investigation. Bloom: Synthesis I can create (design) a repeatable (replicable) scientific experiment (scientific investigation) - using equipment correctly - making a hypothesis - identifying a control - identifying a variable - making predictions - making observations - drawing conclusions. 2 nd 8.P.1.1. Students are able to classify matter as elements, compounds, or mixtures. TRB, internet Lab manual, Integrated Science Activity book, internet Internet, Teacher s resources Class discussion, lecture, review worksheets. Student designed labs on weathering of rock, boiling point of various liquids, and geological processes. Students design an experiment, make a hypothesis, control the experiment, analyze data, and draw conclusions. Lecture, internet exploration on periodic table websites. Lab experiments daily review Chapter tests, teacher observations, daily practice review, worksheet grade. Outcome of the student-designed lab activities and teacher observations. Teacher observations, daily review oral questions Test

8 Bloom: Analysis I can group (classify) matter as: - being made up of only one kind of atom (elements) - a chemical combination of two or more different elements (compounds) - two or more substances that are not chemically combined and can be separated by physical means (mixtures). 2 nd 8.P.1.2. Students are able to use the Periodic Table to compare and contrast families of elements and to classify elements as metals, metalloids, or non-metals. I can use the periodic table to tell how families or elements are alike and different (compare and contrast). I can use the periodic table to categorize (classify) elements - that are good conductors, malleable and ductile (metals) - that have both metal and nonmetal properties (metalloids) - that lack the physical and chemical properties of metals (nonmetals). 2 nd 8.P.1.3. Students are able to compare properties of matter resulting from physical and chemical changes. I can tell similarities and differences (compare) properties of matter before and after the change in the form of a substance but not in its chemical composition (physical changes). I can tell similarities and differences (compare) properties of matter before and after a reaction where substances with different properties are formed (chemical changes). 2 nd 8.E.1.1. Students are able to identify and classify minerals and rocks. I can select from given information (identify) resources, textbook. Internet resources, teacher s resources, computers Internet resources, teacher s resources, Textbook powerpoint presentations, internet, teacher s Lab experiments, daily review Internet interactive periodic table scavenger hunt to familiarize students with the periodic table arrangement. Lab activities, daily review, lecture, classroom discussions. Lab activities, worksheets, daily review, lecture, classroom discussions. Worksheets, mineral & rock identification labs, other labs, daily review, internet research, lecture, discussions. questions. Test. Daily review oral questions, teacher observation, outcome of lab activities, test. Teacher observations, outcome of lab activities, daily oral review questions, chapter test. Lab grades, daily oral review questions, teacher observations, Chapter test, section

9 and assign to categories (classify): - naturally occurring, solid chemical compounds, that have a crystalline structure and properties that include luster, streak, fracture, cleavage, hardness, color, magnetism and reactivity to acid (minerals). - naturally occurring materials composed of a mineral mixture formed by sedimentary, igneous or metamorphic processes (rocks). 1 st 8.E.1.2. Students are able to explain the role of plate tectonics in shaping Earth. Bloom: Analysis I can give reasons why (explain) the theory that sections of the Earth s crust are in motion due to convection currents in the mantle (plate tectonics), has a role in formation of - plate boundaries - volcanoes - earthquakes - mountains (shaping Earth). 4 th 8.E.1.3. Students are able to explain the factors that create weather and the instruments and technologies that assess it. Bloom: Analysis I can give reasons why (explain) air masses, fronts, pressure systems, wind systems, temperature, humidity and the Coriolis effect (factors) create conditions of the atmosphere (weather) and are measured (assessed) by thermometers, barometers, psychrometers and anemometers (instruments and technologies). internet, teacher s resource book internet, Teacher made power point presentations, National Geographic magazines & websites, TRB, GIS software, and lab manual. internet, Teacher made power point presentations, National Geographic magazines & websites, TRB, GIS software, research, lecture, discussions. Chapter test, section review worksheets. discussions, internet sites illustrating animations of various types of plate boundaries, internet sites showing actual earthquakes (since we aren t subject to them often). Lab activities include Plate Tectonics, Earthquake waves, movement of rock layers, and volcanoes. Students also complete a GIS activity illustrating plate tectonics. discussions, weather.com, noaa.org., classroom posters on lightning, hurricanes, and tornados. Lab activities cover atmospheric pressure, Oxygen content in air, making a barometer, energy absorption in soil vs. water, greenhouse effect, determining dew point, Daily review questions, teacher observation, chapter tests, section review worksheets, graded lab activities, Plate tectonics GIS activity. Daily review questions, teacher observations, section review worksheets, chapter tests, rubric for the weather forecast movie and cloud power point project, rubric for the GIS activities, labs are

10 8.E.1.4. Students are able to examine the chemical and physical properties of the ocean to determine causes and effects of currents and waves. I can tell what happens to (examine) the temperature and salinity (chemical and physical properties) of the ocean to find appropriate information (determine) about the causes and effects of streams of moving water flowing through the ocean (currents). I can tell what happens to (examine) the temperature and salinity (chemical and physical properties) of the ocean to find appropriate information (determine) about the causes and effects of the movement of energy that creates a ridge or swell moving along the surface of a body of water (waves). 8.E.1.5. Students are able to explain the impact of weathering and erosion on the Earth. computers, weather & tornado videos, and lab manual. Due to lack of time, I don t cover this. internet, teacher designed power i relative humidity, tracking hurricanes, forecasting weather, and climate. Students also create a movie of a weather forecast, a special interest story about weather, and an interview concerning weather. Students also do two GIS activities. One on tracking hurricanes and the other on global warming. Students created a power point project on clouds types. Due to lack of time and ocean within 1,000 miles, I don t cover this. Lecture, power point presentations, classroom discussions, student-designed ii h h i f graded. Due to lack of time, I don t cover this. Daily review questions, review worksheets, chapter test, studentd i d i

11 Bloom: Analysis I can give reasons why (explain) soil formation, deposition, land transformations or glaciation (impact) are caused by physical and chemical breakdown of material due to exposure (weathering) and wearing away of the land by the action of water, ice, or wind (erosion) on the Earth. 3 rd 8.E.2.1. Students are able to compare celestial bodies within the solar system using composition, size, and orbital motion. Bloom: Analysis I can tell similarities and differences among (compare) objects the Sun, planets, asteroids and comets (celestial bodies) within our solar system using what something is made of (composition), size, and orbital motion. 3 rd 8.E.2.2. Students are able to differentiate the influences of the relative positions of the Earth, Moon, and Sun. Bloom: Analysis I can state the differences (differentiate) in the positions of the Earth, Moon and Sun during lunar and solar eclipses, moon phases, tides and seasons (influences of the relative positions). All 8.S.1.1. Students are able to describe how science and technology have been point presentations, TRB, lab manuals. internet, teacher designed power point presentations, TRB, lab manuals, and computers. internet, teacher designed power point presentations, TRB, lab manuals, and computers. Our Mr. Sun video Integrated throughout the year in textbook activity on the weathering of rock (students design and test and experiment). discussions, blogging on astronomers, students create travel brochure about a planet using internet research. Lab activities include the H-R diagram, modeling planetary sizes and distances, and measuring focal length. Students also create a poster on one of the largest reflecting telescopes in the world. discussions, power point presentations, internet research, lab activities on phases of the moon, moon survival, and craters of the moon. Discussions on technological advances in telescopes, tools, weather instruments designed experiment, and graded labs. Daily review, section review worksheets, graded labs, rubric for the travel brochure, teacher observations, chapter tests. A rubric is used to grade the telescope project. Teacher observations, daily review, graded labs, section review worksheet, chapter tests. Integrated throughout the year in Chapter tests daily review

12 4 th & All influenced by social needs, attitudes, and values. I can tell in words or numbers (describe) how science and the practical application of scientific principles (technology) have been influenced by social needs, attitudes, and values. 8.S.2.1. Students are able, given a scenario, to offer solutions to problems created by human activity on the local, regional, or global environment. Bloom: Synthesis I can, given a story (scenario), provide (offer) solutions to global warming and deforestation (problems created by human activity) on biotic and abiotic factors (environment) in the local, regional, or global area. year in textbook, internet, and teachers resources. Mapping Our World GIS textbook. Internet, teacher s resources. weather instruments, satellites, radar, etc. and their impact on society. Discuss how technological advances improve and change society. Students use powerful GIS software to analyze data on earthquakes and plate tectonics, and global warming to create maps about the potential dangers and solutions to the problems caused by these events. Students also design and conduct an experiment to test the greenhouse effect and global warming. tests, daily review questions, section review worksheets, lab results analysis. Worksheets, final project where students create posters illustrating solutions to problems given to teams of two. Graded with a rubric. Student experiment is graded with a rubric.

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