8th Grade Science Lesson Plans 2023-2024 COURSE STANDARDS: SCIENCE and ENGINEERING PRACTICES
Lesson Plans BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Unit -- Human Impact on the Environment (Begin Unit Jan. 3) STANDARDS: SCIENCE and ENGINEERING PRACTICES
STANDARD: MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Vocabulary: Biodiversity, Natural Resources, Ecosystem Services, Human impact, Aquifer, per capita, Biosphere, Limiting Factors, Biotic Factors, Abiotic Factors, Pollution, Habitat Destruction, Water Table, Food Supply, Climate Change, Greenhouse Effect MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Essential Questions:
Learning Targets:
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Essential Questions:
Learning Targets:
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructio Evolution Unit Standards: MS-LS4-1 Analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Essential Questions:
Learning Targets:
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-6 Use mathematical representations to support explanations of how selection may lead to increases and decreases of specific traits in populations over time.
MS-ESS 1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history
UNIT TITLE: GENETICS (Begin August 14, 2023) Length of Time: 7 Weeks STANDARDS: MS-LS 3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects on the structure and function of the organism. Learning Targets: LS 3-1
Learning Targets: LS 4-4
Learning Targets: LS 4-5
EXAMPLE INSTRUCTIONAL ACTIVITIES: Horsing Around TCT Meiosis Flipbook - https://drive.google.com/file/d/0ByDGPApf9VBtZW53Yi1fWUxTd1k/view?usp=sharing “Before and After” https://docs.google.com/document/d/1cv_oZby2Fo5Muf0EnZ1Fslhkx89Qo_7Vxn3twfDhBY0/edit?usp=sharing Fish Toothpick lab
Bikini Bottom Genetics https://sciencespot.net/Media/gen_spbobgenetics.pdf Pea Experiment http://www.sonic.net/~nbs/projects/anthro201/exper/ PHENOMENON: Nmachi Ihegboro Semi-Identical Twins (sesquizygous twins) Black and white twins https://www.nationalgeographic.com/magazine/2018/04/race-twins-black-white-biggs/ Scientist grow mini brain https://www.theguardian.com/science/2019/mar/18/scientists-grow-mini-brain-on-the-move-that-can-contract-muscle VOCABULARY: Cell cycle, Mitosis, Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis, Mutation (frameshift and point), DNA, Protein, Trait, Genes, Nucleus, Punnett square, Dominant, Recessive, Homozygous, Heterozygous, Phenotype, Genotype, genetic engineering, GMO, animal husbandry, gene therapy HUMAN IMPACT UNIT: STANDARD: MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Vocabulary: Biodiversity, Natural Resources, Ecosystem Services, Human impact, Aquifer, per capita, Biosphere, Limiting Factors, Biotic Factors, Abiotic Factors, Pollution, Habitat Destruction, Water Table, Food Supply, Climate Change, Greenhouse Effect MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Essential Questions:
Learning Targets:
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Essential Questions:
Learning Targets:
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Evolution Unit Standards: MS-LS4-1 Analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Essential Questions:
Learning Targets:
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-6 Use mathematical representations to support explanations of how selection may lead to increases and decreases of specific traits in populations over time.
MS-ESS 1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history
COURSE STANDARDS: SCIENCE and ENGINEERING PRACTICES
UNIT TITLE: GENETICS Length of Time: 7 Weeks STANDARDS: MS-LS 3-1 Develop and use a model to describe why structural changes to genes (mutations) located on chromosomes may affect proteins and may result in harmful, beneficial, or neutral effects on the structure and function of the organism. Learning Targets: LS 3-1
Learning Targets: LS 4-4
Learning Targets: LS 4-5
EXAMPLE INSTRUCTIONAL ACTIVITIES: Horsing Around TCT (doesn’t really fit, but it’s the closest one) Meiosis Flipbook - https://drive.google.com/file/d/0ByDGPApf9VBtZW53Yi1fWUxTd1k/view?usp=sharing “Before and After” https://docs.google.com/document/d/1cv_oZby2Fo5Muf0EnZ1Fslhkx89Qo_7Vxn3twfDhBY0/edit?usp=sharing Fish Toothpick lab
Bikini Bottom Genetics https://sciencespot.net/Media/gen_spbobgenetics.pdf Pea Experiment http://www.sonic.net/~nbs/projects/anthro201/exper/ PHENOMENON: Nmachi Ihegboro Semi-Identical Twins (sesquizygous twins) Black and white twins https://www.nationalgeographic.com/magazine/2018/04/race-twins-black-white-biggs/ Scientist grow mini brain https://www.theguardian.com/science/2019/mar/18/scientists-grow-mini-brain-on-the-move-that-can-contract-muscle VOCABULARY: Cell cycle, Mitosis, Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis, Mutation (frameshift and point), DNA, Protein, Trait, Genes, Nucleus, Punnett square, Dominant, Recessive, Homozygous, Heterozygous, Phenotype, Genotype, genetic engineering, GMO, animal husbandry, gene therapy LEARNING TARGETS: August 10-12,2023 I Can: Learn all of the expectations for Eastside Middle School and the Journey team. I Can: Participate in team building activities. _______________________________________________________________________________________ Learning Targets: I Can: Plan and carry out scientific investigations. I Can: Construct explanations for events. Vocabulary: Questions, Hypothesis, Prediction, Experiment, Control Group, Test Group, Independent Variable, Dependent Variable, Data, Conclusion Method of Instruction: Direct Instruction/Video, Individual Work, Hypothesis Practice Student Work Time: Students will discuss three times when they had to solve problems in their own lives. They will identify the "cause and effect" of either the problem or the solution of their own problems. Students will practice writing Hypotheses Statements in the "if/then" form. (see doc below) https://docs.google.com/document/d/19Q_wKIvzVWufPBI5JNnLzmVqPC5IPmoLD8uA3sacfkA/edit BELLRINGER: 1. Identify three problems you have encountered in your life. 2. Analyze each problem and list the "cause and effect" of either the problem or the solution. REFLECTION: 1. If you wear sunscreen, then you won't get a sunburn. 2. If you feed your fish, then they won't starve. 3. For each Hypothesis Statement above, identify the Independent and Dependent Variables. Evolution Unit Standards: MS-LS4-1 Analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Essential Questions:
Learning Targets:
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-6 Use mathematical representations to support explanations of how selection may lead to increases and decreases of specific traits in populations over time.
MS-ESS 1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history
COURSE STANDARDS: SCIENCE and ENGINEERING PRACTICES
UNIT TITLE:Natural Hazards and Climate Change MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-5: Ask questions to identify and clarify evidence of an argument of the factors that have caused the rise in global temperatures over the past century.
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, and groundwater resources are the results of past and current geoscience processes
VOCABULARY: MS-ESS3-2 catastrophe mass wasting tsunami reservoir drought aftershock flash flood levees Climate Weather ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Evolution Unit Standards: MS-LS4-1 Analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Essential Questions:
Learning Targets:
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-6 Use mathematical representations to support explanations of how selection may lead to increases and decreases of specific traits in populations over time.
MS-ESS 1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history
COURSE STANDARDS: SCIENCE and ENGINEERING PRACTICES
Lesson Plans BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. I Can: Learn all of the expectations for Eastside Middle School and the Quest team. I Can: Participate in team building activities. *Wednesday - Friday I Can: Plan and carry out an investigation, analyze data and communicate results. Vocabulary: Questions, Hypothesis, Prediction, Experiment, Control Group, Test Group, Independent Variable, Dependent Variable, Data, Conclusion HUMAN IMPACT UNIT: STANDARD: MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Vocabulary: Biodiversity, Natural Resources, Ecosystem Services, Human impact, Aquifer, per capita, Biosphere, Limiting Factors, Biotic Factors, Abiotic Factors, Pollution, Habitat Destruction, Water Table, Food Supply, Climate Change, Greenhouse Effect MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Essential Questions:
Learning Targets:
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Essential Questions:
Learning Targets:
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Evolution Unit Standards: MS-LS4-1 Analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Essential Questions:
Learning Targets:
MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
MS-LS4-6 Use mathematical representations to support explanations of how selection may lead to increases and decreases of specific traits in populations over time.
MS-ESS 1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history
COURSE STANDARDS: SCIENCE and ENGINEERING PRACTICES
Unit -- Human Impact on the Environment (Begin Unit Jan. 3) STANDARDS: SCIENCE and ENGINEERING PRACTICES
STANDARD: MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment. MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services. Vocabulary: Biodiversity, Natural Resources, Ecosystem Services, Human impact, Aquifer, per capita, Biosphere, Limiting Factors, Biotic Factors, Abiotic Factors, Pollution, Habitat Destruction, Water Table, Food Supply, Climate Change, Greenhouse Effect MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Essential Questions:
Learning Targets:
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Essential Questions:
Learning Targets:
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructio WELCOME BACK TO SCHOOL!!! Unit 1: Process of Science https://docs.google.com/presentation/d/1WS3RP40PQkOyGKtiZYlLSizAxG41cw0zmQXyW-uTnAc/edit#slide=id.p STANDARDS: SCIENCE and ENGINEERING PRACTICES
Learning Targets: I Can: Plan and carry out scientific investigations. I Can: Construct explanations for events. Vocabulary: Questions, Hypothesis, Prediction, Experiment, Control Group, Test Group, Independent Variable, Dependent Variable, Data, Conclusion Method of Instruction: Direct Instruction/Video, Individual Work, Hypothesis Practice Student Work Time: Students will discuss three times when they had to solve problems in their own lives. They will identify the "cause and effect" of either the problem or the solution of their own problems. Students will practice writing Hypotheses Statements in the "if/then" form. (see doc below) https://docs.google.com/document/d/19Q_wKIvzVWufPBI5JNnLzmVqPC5IPmoLD8uA3sacfkA/edit BELLRINGER: 1. Identify three problems you have encountered in your life. 2. Analyze each problem and list the "cause and effect" of either the problem or the solution. REFLECTION: 1. If you wear sunscreen, then you won't get a sunburn. 2. If you feed your fish, then they won't starve. 3. For each Hypothesis Statement above, identify the Independent and Dependent Variables. _______________________________ Unit 1: Process of Science (September 1, 2020) STANDARDS: SCIENCE and ENGINEERING PRACTICES
Learning Targets: I Can: Plan and carry out scientific investigations. I Can: Construct explanations for events. I Can: Analyze and Interpret Data Vocabulary: Questions, Hypothesis, Prediction, Experiment, Control Group, Test Group, Independent Variable, Dependent Variable, Data, Conclusion Method of Instruction: Direct Instruction/Video, Individual Work, Experimental Design Practice Student Work Time: Students will analyze scientific problems, identify the components and interpret the data for each problem. (see document below) https://docs.google.com/document/d/1504ts9lekEWbWS57m7uGg2xrCI7kMz9naz2TBJn3DXU/edit BELLRINGER:
2. What is the difference between the “control group” and the experimental group? 3. Why is it important to have “constants” in a scientific investigation? 4. What is the benefit of finding and graphing the “mean” instead of all of the data? REFLECTION: 1. In a Hypothesis Statement how do you determine which is the Independent Variable and which is the Dependent Variable? _____________________________________________________________________ ____________________________________________________________________ Unit 1: Process of Science (September 2, 2020) STANDARDS: SCIENCE and ENGINEERING PRACTICES
Learning Targets: I Can: Plan and carry out a survey. I Can: Analyze and interpret data. I Can: Obtain, evaluate and communicate information. Vocabulary: Questions, Hypothesis, Prediction, Experiment, Control Group, Test Group, Independent Variable, Dependent Variable, Data, Conclusion Method of Instruction: Direct Instruction/Video, Partner Work Student Work Time: Students will work in partners to plan and carry out an in-class survey. Students will analyze the data, assign the steps of the Scientific Method Students and present results to the class. BELLRINGER: Are the following questions appropriate for a scientific survey? Why or why not? 1. What is the best type of car? 2. How far do Monarch butterflies migrate each year? REFLECTION: Reflect on the survey that you gave in class today. 1. What are two questions that you might have about the survey results? 2. If you were going to conduct a "follow up" survey from today's work, what would that survey question look like? _____________________________________________________________________ ____________________________________________________________________ Unit 2 -- Human Impact on the Environment (Sept. 20) STANDARDS: SCIENCE and ENGINEERING PRACTICES
Students who demonstrate understanding can: MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Learning Targets: Vocabulary: Method of Instruction: Student Work Time: BELLRINGER: REFLECTION Unit 1: Process of Science (September 1, 2020) STANDARDS: SCIENCE and ENGINEERING PRACTICES
Students who demonstrate understanding can: MS-LS2-4.Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] BELLRINGERS: Daily Bellringer Graphs and Questions will strengthen Data Analysis skills ESSENTIAL QUESTIONS: will establish the focus for the daily lesson. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology and presentations. RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. *STANDARDS: SCIENCE ENGINEERING PRACTICES
UNIT TITLE: Human Impact Beginning week of March 17, 2020 VOCABULARY: Biodiversity, Natural Resources, Ecosystem Services, Human impact, aquifer, per capita, biosphere MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Essential Questions:
Learning Targets:
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.
Essential Questions:
Learning Targets:
MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
*STANDARDS: SCIENCE ENGINEERING PRACTICES
Beginning Week of April 7 UNIT TITLE:Natural Hazards and Climate Change MS-ESS3-2: Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.
MS-ESS3-5: Ask questions to identify and clarify evidence of an argument of the factors that have caused the rise in global temperatures over the past century.
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
MS-ESS3-1: Construct a scientific explanation based on evidence for how the uneven distribution of Earth’s mineral, energy, and groundwater resources are the results of past and current geoscience processes
VOCABULARY: MS-ESS3-2 catastrophe mass wasting tsunami reservoir drought aftershock flash flood levees Climate Weather Week of Jan. 20th, 2020 - March 10, 2020 *STANDARDS: SCIENCE ENGINEERING PRACTICES
EVOLUTION Unit Standards: MS-LS4-1 Analyze and interpret data for patterns in the fossil record that documents the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
Essential Questions:
Learning Targets:
TCT Linked Here Horsing Around TCT Fossils & Continental Drift MS-LS4-2 Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships.
Essential Questions: Learning Targets:
Homologous Structures Analogous Structures Butterfly Eyes MS-LS4-3 Analyze displays of pictorial data to compare patterns of similarities in the embryological development across multiple species to identify relationships not evident in the fully formed anatomy.
Learning Targets:
Comparative Embryology MS-LS4-6 Use mathematical representations to support explanations of how selection may lead to increases and decreases of specific traits in populations over time.
Essential Questions: Learning Targets:
Mice MS-ESS 1-4 Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth's 4.6-billion-year-old history
Learning Targets:
VOCABULARY: Suggested Uniformitarianism, Geologic Time Scale, Law of Superposition, Index Fossil, Anatomical Structure, Homologous Structure, Analogous Structure, Vestigial Structure, Embryo, Comparative Embryology, BELLRINGERS: Daily Bellringer Graphs and Questions will strengthen Data Analysis skills and Essential Questions will establish the focus for the daily lesson. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology and presentations. RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. 8th Grade Science Lesson Plans September 4, 2019-September 6, 2019 *STANDARDS: SCIENCE ENGINEERING PRACTICES
Unit 1:"Building Classroom Community" and Science/Engineering Practices Unit Standards: Science and Engineering Practices Wednesday: I Can: Review for the Unit 1 Scientific Process Test Thursday: I Can: Do well on the Unit 1 Scientific Process Test Friday: I Can: Conduct a Scientific Investigation. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. May 20, 2019-May 24, 2019 *STANDARDS: SCIENCE ENGINEERING PRACTICES
Mini-UNIT 6 "Sustainability" Sustainability Standards (embedded throughout semester) Students who demonstrate understanding can: HS-ESS3-1.Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.] HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] HS-ESS3-3.Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.] HS-ESS3-4.Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] HS-ESS3-6.Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] MONDAY: I CAN: Research and create a brochure about a students' choice sustainability topic.(research, product) TUESDAY: ELECTION DAY (NO SCHOOL) WEDNESDAY-THURSDAY: I Can: Build and launch a model rocket. (model making, teamwork) FRIDAY: I Can: Review for the FINAL EXAM next week (topics covered: weather,climate, sustainability) (review work) ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS May 13, 2019-May 17, 2019 *STANDARDS: SCIENCE ENGINEERING PRACTICES
Mini-UNIT 6 "Sustainability" Sustainability Standards (embedded throughout semester) Students who demonstrate understanding can: HS-ESS3-1.Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.] HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] HS-ESS3-3.Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.] HS-ESS3-4.Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] HS-ESS3-6.Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] MONDAY-TUESDAY: I Can: Research three ways in which humans' use of energy has an impact on society and our Planet.(Research, Presentations) WEDNESDAY: I Can: THURSDAY: I Can: FRIDAY: I Can: ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS May 6, 2019-May 10, 2019 *STANDARDS: SCIENCE ENGINEERING PRACTICES
UNIT 5 "Earth's Systems" *UNIT 5 STANDARDS: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] MONDAY: I Can: Create Meteorology Maps to represent Isobars and Isotherms interpreted from data. (model making, interpreting data) TUESDAY - FRIDAY: I CAN: Use data and symbols to create weather maps and interpret weather maps. (model-making, research, presentations) ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS March 18, 2019-March 22, 2019 *STANDARDS: SCIENCE ENGINEERING PRACTICES
UNIT 5 "Earth's Systems" *UNIT 5 STANDARDS: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] Monday - Wednesday: I Can: Research Climate Change and how it may effect a variety of aspects of human life. (Research, Model-making, Presentations, Data Analysis) Thursday and Friday: I Can: Present my research on Climate Change. (Presentations) ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS Feb. 25, 2019-March 1, 2019 *STANDARDS: SCIENCE ENGINEERING PRACTICES
UNIT 5 "Earth's Systems" *UNIT 5 STANDARDS: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] Monday and Tuesday: I CAN: Create models of Earth's Biosphere, Hydrosphere, Cryosphere, Geosphere and Atmosphere and indicate the cycling of Carbon throughout each component. (model making, data analysis) ESS2-6 Wednesday and Thursday: I CAN: Analyze data about Climate Change and using evidence Predict future impacts on SEA LEVEL, GLACIAL ICE VOLUME, ATMOSPHERIC COMPOSITION and OCEANIC COMPOSITION. (Data Analysis, Problem Solving)ESS3-5 Friday: I CAN: Conduct a lab experiment to analyze the properties of water and its effect on Earth. (Model making, Designing and experiment) ESS2-5 ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS Feb. 18, 2019-Feb. 22, 2019 Unit 4 "HISTORY OF THE EARTH" (monday-tuesday) *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).] HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.] HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] UNIT 5 "Earth's Systems" *UNIT 5 STANDARDS: HS-ESS2-2. Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS-ESS2-5. Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes. [Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] HS-ESS2-7. Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth. [Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] HS-ESS2-4. Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] HS-ESS3-5. Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] HS-ESS2-6. Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] Monday: I Can: Analyze Seismic data and conduct Triangulation to locate the epicenter of earthquakes. (models, data analysis) Tuesday: I Can: Do well on the Unit 4 Assessment. "history of the Earth" (summative assessment) Begin Unit 5: Wednesday -Friday: I Can: Develop models to describe the cycling of carbon through the hydrosphere, atmosphere, geosphere and biosphere. (model-making) ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS Feb. 4, 2019- Feb. 15, 2019 Unit 4 "HISTORY OF THE EARTH" *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).] HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.] HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] Feb. 4-Feb. 8 Monday: I CAN: Construct and add additional details about Seafloor Polarity to my model of SEAFLOOR SPREADING. (model building) Tuesday and Wednesday: I CAN: View video about Superposition of Rocks, Practice Reading Superposition of Rocks, make a model of Superposition of Rocks and Discuss Superposition as Evidence for Continental Drift. (model-making, model analysis) Thursday and Friday: I CAN: Read the Superposition of other student's rock models and Attempt the BRAIN BUSTER CHALLENGE. Feb. 11-Feb. 15 Monday: I CAN: Complete a Volcano Webquest (technology, research, questioning) Tuesday: I CAN: Conduct a Lab about the VISCOSITY OF LAVA and Volcano Creation. (Lab Work) Wednesday and Thursday: I CAN: Use TRIANGULATION to detect the epicenter of an EARTHQUAKE. Friday: I CAN: Research and Present Information about an Earthquake or Volcano Event. (Research) ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS January 21, 2019-February 1, 2019 Unit 4 "HISTORY OF THE EARTH" *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).] HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.] HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] Jan. 21-Jan. 25 Monday: NO SCHOOL --MLK DAY Tuesday and Wednesday: I CAN: Create my own PERSONAL PANGAEA representing a THEME of my choosing. (create a model, mapping) Thursday: I CAN: Conduct an activity to simulate the process of SEA FLOOR SPREADING. (partner work, making models) Friday: I CAN: Differentiate between the types of volcanoes and their specific types of lava. Jan. 28-Feb. 1 Monday: I CAN: Conduct a Lab activity about the VISCOSITY OF LAVA and how that contributes to the shape of volcanoes. Tuesday and Wednesday: I CAN: Use TRIANGULATION to detect the epicenter of an EARTHQUAKE. Thursday and Friday: I CAN: create a one dimensional model of Earth's interior and a 3 dimensional model of earth representing convection currents and tectonic plates. ACT PREP DAILY: ACT Practice interpreting scientific data and flashback questions. BELLRINGERS: Daily Bellringer Questions will serve as Essential Questions or a focus for the lesson of the day. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE LESSON PLANS January 7, 2019-January 18, 2019 Unit 4 "HISTORY OF THE EARTH" *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-ESS1-5. Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust increasing with distance away from a central ancient core (a result of past plate interactions).] HS-ESS2-1. Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface.] HS-ESS2-3. Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection. [Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] JANUARY 7, 2019 - JANUARY 11, 2019 MONDAY: I CAN: Participate in Community Building and Goal Setting activities, including students writing letters to themselves to open at the end of the year (may also be used for a writing prompt for the Charger Way Portfolio). (Goal-setting, Community Building) TUESDAY - WEDNESDAY: I CAN: RESEARCH and MAP Earth's Tectonic Plates and the past, present and future predicted movement of the tectonic plates. EXPLAIN why there are differences in the age of the crust at various locations on the plates. (HS-ESS1-5) THURSDAY -FRIDAY: I CAN: Evaluate Wegener's Continental Drift Theory, focusing on three of the EVIDENCES that he used to support his Continental Drift Theory. Students will DEVELOP their own models of Continental Plates including appropriate features. (HS-ESS1-5) A GALLERY WALK will display completed work. JANUARY 14, 2019 - JANUARY 18, 2019 MONDAY - WEDNESDAY: Evaluate Wegener's Continental Drift Theory, focusing on three of the EVIDENCES that he used to support his Continental Drift Theory. Students will DEVELOP their own models of Continental Plates including appropriate features. (HS-ESS1-5) A GALLERY WALK will display completed work. THURSDAY - FRIDAY: I CAN:I CAN: RESEARCH, DEFINE and use props to DEMONSTRATE Earth's internal and surface processes to form Continental and Ocean Floor Features. (HSS-2-1) BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, quizzes, projects, conferencing, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and constructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Earth Science (Dec. 10-Dec. 20) December 10- December 14: Review week in all classes. UNIT 3 FORCES TEST on Tuesday, Dec. 11 December 17- December 20: FINALS WEEK--Good Luck on FINALS!!! EARTH SCIENCE (two weeks) November 26, 2018-December 7, 2018 Unit 3 Standards *STANDARDS: SCIENCE ENGINEERING PRACTICES
Students who demonstrate understanding can: HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship amongthe net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] November 26, 2018-November 30, 2018 Monday: I Can: View, research, answer viewing guide questions about COSMOS "Planets" Tuesday-:Wednesday: I Can: Conduct a Lab to Investigate Newton's Laws of Motion. Thursday and Friday: I Can: Review Forces December 3, 2018-December 7, 2018 Monday-Tuesday : I Can: Research and create a Project about NASA's Mars InSight Mission using data and information from NASA's site. Wednesday and Thursday: I Can: Research Kepler's Laws through research, simulations and notes. Friday: I Can: Conduct a Force Lab using Spring Scales to identify force vs. weight. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE (two weeks) November 5, 2018-November 16, 2018 Unit 3 Standards *STANDARDS: SCIENCE ENGINEERING PRACTICES
Students who demonstrate understanding can: HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship amongthe net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] November 5, 2018-November 9, 2018 Monday: I Can: TEACHER PLANNING DAY Tuesday-: I Can: ELECTION DAY NO SCHOOL Wednesday: I Can: Conduct a lab testing the characteristics of a variety of waves. (Data Collection/analysis) Thursday and Friday: I Can: Investigate Newton's Laws. (INERTIA, ACCELERATION, REACTIONS) November 12, 2018-November 16, 2018 Monday-Tuesday : I Can: Complete a WAVES Project. Wednesday: I Can: Solve problems involving Waves and Frequency. Thursday and Friday: I Can: STEM School Challenge BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE (two weeks) October 22, 2018-November 2, 2018 Unit 3 Standards *STANDARDS: SCIENCE ENGINEERING PRACTICES
Students who demonstrate understanding can: HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship amongthe net force on a macroscopic object, its mass, and its acceleration. [Clarification Statement: Examples of data could include tables or graphs of position or velocity as a function of time for objects subject to a net unbalanced force, such as a falling object, an object sliding down a ramp, or a moving object being pulled by a constant force.] [Assessment Boundary: Assessment is limited to one-dimensional motion and to macroscopic objects moving at non-relativistic speeds.] HS-PS2-2. Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. [Clarification Statement: Emphasis is on the quantitative conservation of momentum in interactions and the qualitative meaning of this principle.] [Assessment Boundary: Assessment is limited to systems of two macroscopic bodies moving in one dimension.] HS-PS2-3. Apply science and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision.* [Clarification Statement: Examples of evaluation and refinement could include determining the success of the device at protecting an object from damage and modifying the design to improve it. Examples of a device could include a football helmet or a parachute.] [Assessment Boundary: Assessment is limited to qualitative evaluations and/or algebraic manipulations.] HS-PS2-4. Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. [Clarification Statement: Emphasis is on both quantitative and conceptual descriptions of gravitational and electric fields.] [Assessment Boundary: Assessment is limited to systems with two objects.] HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. [Clarification Statement: Examples of data could include electromagnetic radiation traveling in a vacuum and glass, sound waves traveling through air and water, and seismic waves traveling through the Earth.] [Assessment Boundary: Assessment is limited to algebraic relationships and describing those relationships qualitatively.] Oct. 22-Oct. 26, 2018 Monday: I Can: Design a windmill using the STEM Challenge Booklet. (classroom) Tuesday-Thursday: I Can: View a ppt, take notes and solve Momentum problems. Friday: I Can: Plan and conduct a Momentum Lab. Oct. 29-Nov. 2, 2018 Monday-Tuesday : I Can: Complete a WAVES Project. Wednesday: I Can: Solve problems involving Waves and Frequency. Thursday and Friday: I Can: STEM School Challenge BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE October 15, 2018-October 19, 2018 Unit 2 Standards "Methods of Science" AND “STARS and PLANETS” *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] *STANDARDS: STARS and PLANETS (Earth Science Standards) HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.[Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] Monday and Tuesday: I Can: Conduct a lab procedure to demonstrate the concept of Conservation of Matter. : I CAN: Illustrate the Vocabulary for STARS AND PLANETS and individually conference about RTI for the Unit 2 Test. Wednesday-Friday: I Can: Participate in a classroom STEM challenge to design and build a turbine. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE September 17, 2018-September 21, 2018 Unit 2 Standards "Methods of Science" AND “STARS and PLANETS” *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] *STANDARDS: STARS and PLANETS (Earth Science Standards) HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.[Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] Monday and Tuesday : I CAN: view a video about "where stars come from" and complete an individual STARS PROJECT. Wednesday and Thursday: I Can: Balance chemical equations to learn about conserving atoms, and therefore conservation of matter. Friday: I Can: Research and complete a project about Nucleosynthesis and Star Life Cycles. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE September 5, 2018-September 7, 2018 Unit 2 Standards "Methods of Science" AND “STARS and PLANETS” *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] *STANDARDS: STARS and PLANETS (Earth Science Standards) HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.[Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] Monday: I Can: LABOR DAY (NO SCHOOL) Tuesday: I Can: Bullitt Day (Teacher Planning Day) Wednesday: I Can:Discuss pH Lab data from last week and begin investigating basic chemical equations (balancing mass). Thursday and Friday: I Can: Research and complete a project about Nucleosynthesis and Star Life Cycles. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. EARTH SCIENCE August 27, 2018-August 31, 2018 Unit 2 Standards "Methods of Science" AND “STARS and PLANETS” *STANDARDS: SCIENCE ENGINEERING PRACTICES
HS-PS1-7. Use mathematical representations to support the claim that atoms, and therefore mass, are conserved during a chemical reaction. [Clarification Statement: Emphasis is on using mathematical ideas to communicate the proportional relationships between masses of atoms in the reactants and the products, and the translation of these relationships to the macroscopic scale using the mole as the conversion from the atomic to the macroscopic scale. Emphasis is on assessing students’ use of mathematical thinking and not on memorization and rote application of problem-solving techniques.] [Assessment Boundary: Assessment does not include complex chemical reactions.] HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. [Clarification Statement: Emphasis is on simple qualitative models, such as pictures or diagrams, and on the scale of energy released in nuclear processes relative to other kinds of transformations.] [Assessment Boundary: Assessment does not include quantitative calculation of energy released. Assessment is limited to alpha, beta, and gamma radioactive decays.] *STANDARDS: STARS and PLANETS (Earth Science Standards) HS-ESS1-1. Develop a model based on evidence to illustrate the life span of the sun and the role of nuclear fusion in the sun’s core to release energy that eventually reaches Earth in the form of radiation.[Clarification Statement: Emphasis is on the energy transfer mechanisms that allow energy from nuclear fusion in the sun’s core to reach Earth. Examples of evidence for the model include observations of the masses and lifetimes of other stars, as well as the ways that the sun’s radiation varies due to sudden solar flares (“space weather”), the 11-year sunspot cycle, and non-cyclic variations over centuries.] [Assessment Boundary: Assessment does not include details of the atomic and sub-atomic processes involved with the sun’s nuclear fusion.] HS-ESS1-3. Communicate scientific ideas about the way stars, over their life cycle, produce elements.[Clarification Statement: Emphasis is on the way nucleosynthesis, and therefore the different elements created, varies as a function of the mass of a star and the stage of its lifetime.] [Assessment Boundary: Details of the many different nucleosynthesis pathways for stars of differing masses are not assessed.] Monday: I Can: Review for the Unit 1 Assessment over Experimental Design and Metric Conversion. (group work, analyze data) Tuesday: I Can: Do well on the Unit 1 Assessment over Experimental Design and Metric Conversion. (Analyzing data) Wednesday: I Can: Do well on the SCIENCE CERT Test. Thursday and Friday: I Can: Review and research information about Elements and Element creation, as well as review reactants and products of chemical reactions. (research, analyzing data, problem solving) BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. ugust 20, 2018-August 24, 2018 Unit 1 Standards "Methods of Science"
Monday: I Can: Communicate information from my student-designed experiment to the class. (data analysis, group work) Tuesday and Wednesday: I Can: Use mathematics to practice metric conversions. (mathematics and computational thinking) Thursday: I Can: Review for my Assessment over SEPs. Friday: I Can: Do well on my SEPs Assessment. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Unit 1 Standards "Methods of Science"
BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. Integrated Science Lesson Plans May 21, 2018-May 25, 2018 HUMAN SUSTAINABILITY UNIT STANDARDS: HS-ESS3-1.Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.] HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] HS-ESS3-3.Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.] HS-ESS3-4.Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] HS-ESS3-6.Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] Monday: I CAN: Use Data to construct graphs. (data interpretation) Tuesday: NO SCHOOL/Election Day Wednesday-Friday: I CAN: Research Biomass Use, Collect Data, Data Interpretation, analysis questions.( Model-making, research, lab work) BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. ----------------------------------------------------------------------------------------------------------------------- Integrated Science Lesson Plans May 14, 2018-May 18, 2018 HUMAN SUSTAINABILITY UNIT STANDARDS: HS-ESS3-1.Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity. [Clarification Statement: Examples of key natural resources include access to fresh water (such as rivers, lakes, and groundwater), regions of fertile soils such as river deltas, and high concentrations of minerals and fossil fuels. Examples of natural hazards can be from interior processes (such as volcanic eruptions and earthquakes), surface processes (such as tsunamis, mass wasting and soil erosion), and severe weather (such as hurricanes, floods, and droughts). Examples of the results of changes in climate that can affect populations or drive mass migrations include changes to sea level, regional patterns of temperature and precipitation, and the types of crops and livestock that can be raised.] HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.* [Clarification Statement: Emphasis is on the conservation, recycling, and reuse of resources (such as minerals and metals) where possible, and on minimizing impacts where it is not. Examples include developing best practices for agricultural soil use, mining (for coal, tar sands, and oil shales), and pumping (for petroleum and natural gas). Science knowledge indicates what can happen in natural systems—not what should happen.] HS-ESS3-3.Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity. [Clarification Statement: Examples of factors that affect the management of natural resources include costs of resource extraction and waste management, per-capita consumption, and the development of new technologies. Examples of factors that affect human sustainability include agricultural efficiency, levels of conservation, and urban planning.] [Assessment Boundary: Assessment for computational simulations is limited to using provided multi-parameter programs or constructing simplified spreadsheet calculations.] HS-ESS3-4.Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.* [Clarification Statement: Examples of data on the impacts of human activities could include the quantities and types of pollutants released, changes to biomass and species diversity, or areal changes in land surface use (such as for urban development, agriculture and livestock, or surface mining). Examples for limiting future impacts could range from local efforts (such as reducing, reusing, and recycling resources) to large-scale geoengineering design solutions (such as altering global temperatures by making large changes to the atmosphere or ocean).] HS-ESS3-6.Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity. [Clarification Statement: Examples of Earth systems to be considered are the hydrosphere, atmosphere, cryosphere, geosphere, and/or biosphere. An example of the far-reaching impacts from a human activity is how an increase in atmospheric carbon dioxide results in an increase in photosynthetic biomass on land and an increase in ocean acidification, with resulting impacts on sea organism health and marine populations.] [Assessment Boundary: Assessment does not include running computational representations but is limited to using the published results of scientific computational models.] Monday: I CAN: Research the ways in which humans obtain oil, natural gas and coal and the effects this has on the climate and environment.(research, use of technology, group work) Tuesday: I CAN: Investigate in a lab setting the removal of our natural resources of oil, coal and natural gas from the earth. (research and design) Wednesday: I CAN: Research the impact of natural disasters (volcanoes, earthquakes, tsunamis, soil erosion, hurricanes, droughts and disease) have had on human sustainability. (research, skits, presentations) Thursday: I CAN: Research the ways to reduce, reuse, recycle NATURAL RESOURCES such as minerals, metals, fresh water, trees, clean air, etc. (research) Friday: I CAN: Research best practices in mining, oil drilling, lumber industry, commercial fishing, exotic pet industry, natural gas, air pollution, water pollution, biohazardous waste and nuclear waste. (Research) BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. ----------------------------------------------------------------------------------------------------------------------- Integrated Science Lesson Plans April 30, 2018-May 3, 2018 Weather and Climate Standards: HS-ESS2-4.Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] HS-ESS3-5.Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] Also Includes:
Bellringers this week will focus on current weather conditions and data interpretation with meteorological symbols and STEM STANDARDS. Monday: I CAN: Interpret data and construct an Isotherm map. (data analysis, model construction Tuesday and Wednesday: I CAN: review for the Climate and Weather test on Thursday. Thursday: I CAN: do well on the Climate and weather test. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. ------------------------------------------------------------------------------------------------------------------------------------------------------ Integrated Science Lesson Plans April 16, 2018-April 20, 2018 Weather and Climate Standards: HS-ESS2-4.Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate. [Clarification Statement: Examples of the causes of climate change differ by timescale, over 1-10 years: large volcanic eruption, ocean circulation; 10-100s of years: changes in human activity, ocean circulation, solar output; 10-100s of thousands of years: changes to Earth's orbit and the orientation of its axis; and 10-100s of millions of years: long-term changes in atmospheric composition.] [Assessment Boundary: Assessment of the results of changes in climate is limited to changes in surface temperatures, precipitation patterns, glacial ice volumes, sea levels, and biosphere distribution.] HS-ESS3-5.Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth's systems. [Clarification Statement: Examples of evidence, for both data and climate model outputs, are for climate changes (such as precipitation and temperature) and their associated impacts (such as on sea level, glacial ice volumes, or atmosphere and ocean composition).] [Assessment Boundary: Assessment is limited to one example of a climate change and its associated impacts.] Also Includes:
Monday and Tuesday: I CAN: Complete a Through Course Task about Coral Reef Destruction. (writing, TCT) Wednesday: I CAN: Complete a Through Course Task about Coral Reef Destruction. (writing, TCT) Thursday: I CAN: Research and Interpret Data about Climate Change. (Data interpretation) Friday: I CAN: Use Meteorological Symbols to Interpret Weather Data and create Meteorological Maps. (Data Interpretation, Model Building) BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. ------------------------------------------------------------------------------------------------------------------------------------------------------ Integrated Science Lesson Plans March 26, 2018 - March 30, 2018 EARTH'S SYSTEMS Unit Standards: HS-ESS2-2.Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS-ESS2-3.Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.[Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] HS-ESS2-5.Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.[Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] HS-ESS2-6.Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] HS-ESS2-7.Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.[Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] May Also Include:
Monday: I CAN: Complete the Questions and Graph for the LAVA LAB study of viscosity and complete MAGMA RESEARCH and CLASSIFYING VOLCANOES VIDEO GUIDE. Tuesday: I CAN: Complete the USGS WATER CYCLE WEBQUEST USING THE USGS WATER CYCLE INTERACTIVE WEBSITE. (partner work, research, use of technology) Wednesday: I CAN: Research, sketch, and perform a skit depicting the carbon cycle. Thursday- I CAN: Review for the Earth's Systems Test. Friday- I CAN: Do Well on the Earth's Systems Test. BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. --------------------------------------------------------------------------------------------------------------------------------------------------------- Integrated Science Lesson Plans March 19, 2018 - March 23, 2018 EARTH'S SYSTEMS Unit Standards: HS-ESS2-2.Analyze geoscience data to make the claim that one change to Earth's surface can create feedbacks that cause changes to other Earth systems. [Clarification Statement: Examples should include climate feedbacks, such as how an increase in greenhouse gases causes a rise in global temperatures that melts glacial ice, which reduces the amount of sunlight reflected from Earth's surface, increasing surface temperatures and further reducing the amount of ice. Examples could also be taken from other system interactions, such as how the loss of ground vegetation causes an increase in water runoff and soil erosion; how dammed rivers increase groundwater recharge, decrease sediment transport, and increase coastal erosion; or how the loss of wetlands causes a decrease in local humidity that further reduces the wetland extent.] HS-ESS2-3.Develop a model based on evidence of Earth’s interior to describe the cycling of matter by thermal convection.[Clarification Statement: Emphasis is on both a one-dimensional model of Earth, with radial layers determined by density, and a three-dimensional model, which is controlled by mantle convection and the resulting plate tectonics. Examples of evidence include maps of Earth’s three-dimensional structure obtained from seismic waves, records of the rate of change of Earth’s magnetic field (as constraints on convection in the outer core), and identification of the composition of Earth’s layers from high-pressure laboratory experiments.] HS-ESS2-5.Plan and conduct an investigation of the properties of water and its effects on Earth materials and surface processes.[Clarification Statement: Emphasis is on mechanical and chemical investigations with water and a variety of solid materials to provide the evidence for connections between the hydrologic cycle and system interactions commonly known as the rock cycle. Examples of mechanical investigations include stream transportation and deposition using a stream table, erosion using variations in soil moisture content, or frost wedging by the expansion of water as it freezes. Examples of chemical investigations include chemical weathering and recrystallization (by testing the solubility of different materials) or melt generation (by examining how water lowers the melting temperature of most solids).] HS-ESS2-6.Develop a quantitative model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere. [Clarification Statement: Emphasis is on modeling biogeochemical cycles that include the cycling of carbon through the ocean, atmosphere, soil, and biosphere (including humans), providing the foundation for living organisms.] HS-ESS2-7.Construct an argument based on evidence about the simultaneous coevolution of Earth's systems and life on Earth.[Clarification Statement: Emphasis is on the dynamic causes, effects, and feedbacks between the biosphere and Earth’s other systems, whereby geoscience factors control the evolution of life, which in turn continuously alters Earth’s surface. Examples include how photosynthetic life altered the atmosphere through the production of oxygen, which in turn increased weathering rates and allowed for the evolution of animal life; how microbial life on land increased the formation of soil, which in turn allowed for the evolution of land plants; or how the evolution of corals created reefs that altered patterns of erosion and deposition along coastlines and provided habitats for the evolution of new life forms.] [Assessment Boundary: Assessment does not include a comprehensive understanding of the mechanisms of how the biosphere interacts with all of Earth’s other systems.] May Also Include:
Monday: I CAN: Create a Brochure about Earthquake Safety. (see Google Doc for brochure requirement) (research, real-world information) Tuesday: I CAN: CERT TESTING, HOMEROOMS FROM 7:20-12:20 Wednesday-Friday: I CAN: Research, Design, Construct and Test a model of an EARTHQUAKE PROOF STRUCTURE.(Research, Model building, Real-world problem solving) BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. --------------------------------------------------------------------------------------------------------------------------------------------------------- Integrated Science Lesson Plans March 12, 2018 - March 16, 2018 Monday: I CAN: Plot the locations of Earthquakes and Volcanoes and review Pangaea and Plate Tectonic Concepts. (data interpretation, technology, questioning) Tuesday: I CAN: Review for the Unit Test over the History of Earth. (technology, problem solving) Wednesday: I CAN:Do well on the History of the Earth Test. Thursday and Friday: I CAN: Research the effect that Earth Systems have on humans in relation to natural disasters. (research, problem solving) HISTORY OF THE EARTH STANDARDS: HS-ESS1-5.Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).] HS-ESS1-6.Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] HS-ESS2-1.Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scalesto form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface. ALSO to INCLUDE:
BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology RTI/Modifications/Accommodations for students with identified disabilities: required modifications are provided for students with 504 Plans or other Individual Education Plan. These may include preferential seating, teacher-generated notes, and additional time to complete tasks, individual prompts, modified tests and instruction, or restatement of instructions. --------------------------------------------------------------------------------------------------------------------------------------------------------- Integrated Science March 6, 2018 - March 9, 2018 Monday: TEACHER PLANNING DAY Tuesday: I CAN: Create a Pangaea based on my own interests. (problem-solving) Wednesday: I CAN:Research Sea Floor Spreading and how that impacted PLATE TECTONICS. (research) Thursday and Friday: I CAN: Differentiate between the concepts in PLATE TECTONICS and show evidence of each. (research, sketching, problem solving) HISTORY OF THE EARTH STANDARDS: HS-ESS1-5.Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rocks. [Clarification Statement: Emphasis is on the ability of plate tectonics to explain the ages of crustal rocks. Examples include evidence of the ages oceanic crust increasing with distance from mid-ocean ridges (a result of plate spreading) and the ages of North American continental crust decreasing with distance away from a central ancient core of the continental plate (a result of past plate interactions).] HS-ESS1-6.Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary surfaces to construct an account of Earth’s formation and early history. [Clarification Statement: Emphasis is on using available evidence within the solar system to reconstruct the early history of Earth, which formed along with the rest of the solar system 4.6 billion years ago. Examples of evidence include the absolute ages of ancient materials (obtained by radiometric dating of meteorites, moon rocks, and Earth’s oldest minerals), the sizes and compositions of solar system objects, and the impact cratering record of planetary surfaces.] HS-ESS2-1.Develop a model to illustrate how Earth’s internal and surface processes operate at different spatial and temporal scalesto form continental and ocean-floor features. [Clarification Statement: Emphasis is on how the appearance of land features (such as mountains, valleys, and plateaus) and sea-floor features (such as trenches, ridges, and seamounts) are a result of both constructive forces (such as volcanism, tectonic uplift, and orogeny) and destructive mechanisms (such as weathering, mass wasting, and coastal erosion).] [Assessment Boundary: Assessment does not include memorization of the details of the formation of specific geographic features of Earth’s surface. ALSO to INCLUDE:
BELLRINGERS: ACT Practice interpreting scientific data and flashback questions. Formative Assessment: on a daily basis by teacher observation, bellringers and exit slips Summative Assessment: at the end of each unit through multiple choice and contructed response tests Teaching Strategies for the week: direct instruction, use of technology, research, sketches, models, notes, small group work, note taking, questions, inquiry, use of technology |