8th Grade Lesson Plans: Sixth Six Weeks

STAAR Test review will continue until the day of the test.

ECOSYSTEMS – CHAPTERS 18, 12, and 20

 

TEKS OBJECTIVES:

11)  Organisms and environments. The student knows that interdependence occurs among living systems and the environment and that human activities can affect these systems. The student is expected to:

(A)  describe producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems;

(B)  investigate how organisms and populations in an ecosystem depend on and may compete for biotic and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

(C)  explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and

(D)  recognize human dependence on ocean systems and explain how human activities such as runoff, artificial reefs, or use of resources have modified these systems.

FROG DISSECTION

 TEKS OBJECTIVES:

(1)  Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A)  demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B)  practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(3)  Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B)  use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

(C)  identify advantages and limitations of models such as size, scale, properties, and materials; and

(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4)  Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A)  use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

(B)  use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

 

 

April 9-10, 2012

Discuss the following relationships: 3 types of symbiosis, predator/prey, levels of organization.   Virtual lab, “Model Ecosystems,”  investigating biological pyramids.

April 11-12, 2012

Discuss population changes in an ecosystem.  Complete Antarctic food web.

April 13 & 16, 2012

Discussion and lab on environmental impact on oceans.

April 17-18, 2012

STAAR review and activity on body systems

April 19-20, 2012

STAAR review and activity on Punnet squares

April 23-25, 2012

STAAR review and activity on the structure of atoms

April 26-27, 2012

STAAR science and social studies tests.

April 30-May 8, 2012

Construct Glogster posters on assigned topics about interactions within ecosystems and present these to the class.

May 9-16, 2012

Frog dissection emphasizing organs that make up systems and their function and interdependence.

May 17-22, 2012

Study Sheets and review for spring semester exams

 

SPRING SEMESTER EXAMS:   May 23-25

Schedule will be announced later.

The spring semester exam will be over the objectives of the unit on ecosystems and the frog dissection.

It will also include some questions from the 5th Six Weeks on the scientific method, oceans, weather, and landforms plus a few questions from the 4th Six Weeks unit on gathering data from the universe and plate tectonics.

Study all notes, vocabulary, and review worksheets.

Extra Credit will be given for reviews signed by a parent.

8th Grade Lesson Plans: 5th Six Weeks

8th GRADE OBJECTIVES AND GUIDELINES

SCIENTIFIC METHOD – SPRING SEMESTER PROJECT

TEKS OBJECTIVES:

(1)  Scientific investigation and reasoning. The student, for at least 40% of instructional time, conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A)  demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B)  practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.

(2)  Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A)  plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B)  design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C)  collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D)  construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E)  analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

(3)  Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to:

(A)  in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student;

(B)  use models to represent aspects of the natural world such as an atom, a molecule, space, or a geologic feature;

(C)  identify advantages and limitations of models such as size, scale, properties, and materials; and

(D)  relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

(4)  Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to:

(A)  use appropriate tools to collect, record, and analyze information, including lab journals/notebooks, beakers, meter sticks, graduated cylinders, anemometers, psychrometers, hot plates, test tubes, spring scales, balances, microscopes, thermometers, calculators, computers, spectroscopes, timing devices, and other equipment as needed to teach the curriculum; and

(B)  use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

February 10-March 5, 2011

Begin Spring Semester Project. Students will design an investigation including identifying the problem, stating a hypothesis, and listing steps for their investigation. After teacher approval, students will conduct the investigation, collect data, analyze data, and draw conclusions. Students will present their work to the class for their spring semester project.

Presentations of Spring Semester Project will be due February 27.  Presentations will be worth 2 test grades!

OCEANS, WEATHER, and LANDFORMS – CHAPTERS 15, 16, & 18

TEKS OBJECTIVES:

(10)  Earth and space. The student knows that climatic interactions exist among Earth, ocean, and weather systems. The student is expected to:

(A)  recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents;

(B)  identify how global patterns of atmospheric movement influence local weather using weather maps that show high and low pressures and fronts; and

(C)  identify the role of the oceans in the formation of weather systems such as hurricanes.

9)  Earth and space. The student knows that natural events can impact Earth systems. The student is expected to:

(C)  interpret topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

March 6-26, 2011

GUIDELINES:

Each group member is to type in a different color (even slides).  Include a key.

Give credit to all images and information other than textbook.

The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:

Group1 – Presentation describing how convection currents are formed in the atmosphere and how winds

are produced.

Due: March 21/22

Group 2 – Presentation describing how convection currents are formed in the ocean and how ocean

currents are produced.

Due: March 21/22

Group 3 – Presentation describing high pressure areas.  Include a weather map with high pressure

symbols.

Due: March 21/22

Group 4 – Presentation describing low pressure areas.  Include a weather map with low pressure

symbols.

Due: March 21/22

Group 5 – Presentation describing a cold front.  Include a weather map with cold front

symbols.

Due: March 21/22

Group 6 – Presentation describing a warm front.  Include a weather map with warm front

symbols.

Due: March 23/26

Group 7 – Presentation describing an occluded front.  Include a weather map with occluded front

symbols.

Due: March 23/26

Group 8 – Presentation describing a stationary front.  Include a weather map with stationary front

symbols.

Due: March 23/26

Group 9 – Presentation describing the role of the oceans in the formation of hurricanes.

Due: March 23/26

Group 10 – Presentation describing the formation of thunderstorms and tornadoes.

Due: March 23/26


March 27-28, 2011

-Land and erosional features:  TAKS activity

Identify the feature.

Describe the feature.

Research what causes the feature.

Hypothesize possible future erosional changes in the feature.

FIFTH SIX WEEKS EXAM:  April 4-5

The six weeks exam will be over the objectives on oceans, weather, and the scientific method.  Study all reviews and notes.  Extra credit will be given to those who have their review signed by a parent.

Scientific Method-Chapter 1

Oceans-Chapter 18

Weather-Chapter 16

Atmosphere-Chapter 15

Study all notes, vocabulary, and review worksheets.


8th Grade Lesson Plans: 4th Six Weeks

TEKS OBJECTIVES:

 

(8)  Earth and space. The student knows characteristics of the universe. The student is expected to:

 

(C)  explore how different wavelengths of the electromagnetic spectrum such as light and radio waves

 

are used to gain information about distances and properties of components in the universe;

 

(D)  model and describe how light years are used to measure distances and sizes in the universe; and

 

(E)  research how scientific data are used as evidence to develop scientific theories to describe the origin

 

of the universe.

9)  Earth and space. The student knows that natural events can impact Earth systems. The student is

 

expected to:

 

(A)  describe the historical development of evidence that supports plate tectonic theory;

 

(B)  relate plate tectonics to the formation of crustal features; and

 

(C)  interpret topographic maps and satellite views to identify land  features.

Jan. 2-5, 2012

-Explain the different wavelengths of the electromagnetic spectrum and how light and radio waves are used to gain information about distances and properties of components in the universe.

-Define light-year.  Model and describe how light years are used to measure distances and sizes in the universe.  Research current NASA missions including their objectives and distances from Earth.

Jan. 6-Feb. 1, 2012

GUIDELINES:

This assignment is for each student to research, construct, and present individually.

Give credit to all images and information other than the textbook.  The assignment along with guidelines follows:

1  – Presentation (PowerPoint or other)

Explain the different wavelengths of the electromagnetic spectrum and how light and radio waves are used to gain information about distances and properties of components in the universe.

Due:  Jan. 25/26

 2 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the steady state theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

 3 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the oscillating model theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

4 – Presentation (PowerPoint or other)

Research how scientific data are used as evidence to develop scientific theories to describe the origin of the universe.

Explain the big bang theory.  Include the scientific data and evidence that support the theory.  You may also add your own opinion of this theory.

Due: Jan. 25/26

5  – Presentation (PowerPoint or other)

Describe the historical development of evidence that supports plate tectonic theory.  (Ch. 10-Sections 1 & 2)

Due:  Jan. 25/26

 Crustal features:   Include:  a model or drawing of the feature, how the feature is formed, and how the feature may be reshaped by weathering.

6 – fault-block mountains                                                       14 – rift valley

8 –  folded mountains                                                             16 – mid-ocean ridge

10 –  volcanoes                                                                       18 – strike-slip fault

12 –  oceanic trench

Identify crustal features formed by plate tectonics.  Show topographic maps and satellite views to identify land and erosional features and predict how these features may be reshaped by weathering.

7 – fault-block mountains                                                       15 – rift valley

9 –  folded mountains                                                             17 – mid-ocean ridge

11 –  volcanoes                                                                       19 – strike-slip fault

13 –  oceanic trench

Due:

Group 1-5: Jan. 25/26

Groups 6-13: Jan. 27/30

Groups 14-18: Jan. 31/Feb. 1

Feb. 2-7, 2011

Study Sheets and review for Fourth Six Test over the universe and plate tectonics.

FOURTH SIX WEEKS EXAM:  February 8/9, 2012

The fourth six weeks exam will be over the objectives of:

The Universe-Chapter 24, Section 4 and

Plate Tectonics-Chapter 10, Sections 1-3

Study all notes, vocabulary, and review worksheets.  Extra credit will be given if parents sign the review.

8th Grade Lesson Plans: 3rd Six Weeks

EARTH-MOON SYSTEM & TIDES – CHAPTERS 22 & 18

TEKS OBJECTIVES:

(7)  Earth and space. The student knows the effects resulting from cyclical movements of the Sun, Earth, and

Moon. The student is expected to:

(A)  model and illustrate how the tilted Earth rotates on its axis, causing day and night, and revolves

around the Sun causing changes in seasons;

(B)  demonstrate and predict the sequence of events in the lunar cycle; and

(C)  relate the position of the Moon and Sun to their effect on ocean tides.

Nov. 4 – 17, 2011

GUIDELINES:

Each group member is to type in a different color on slides.  Include a key.

Give credit to all images and information other than the textbook.

The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:

Group 1 – Presentation (Model)

Model how the tilted Earth rotates on its axis, causing day and night, and illustrate how Earth revolves around the Sun causing changes in seasons.

Vocabulary:  axis, rotation, revolution, ellipse, seasons, solstice

Due: Dec. 2/5

Group 2 – Presentation (PowerPoint or other)

Demonstrate the Moon’s rotation, revolution, and sequence of events in the lunar cycle (phases of the Moon).

Vocabulary:  rotation, revolution, moon phases, waxing, waning

Due: Dec. 2/5

Group 3 –Presentation (Model)

Model the position of the Earth, Moon, and Sun during a solar eclipse and lunar eclipse.

Vocabulary:  eclipse, umbra, solar eclipse, lunar eclipse

Due: Dec. 2/5

Group 4 – Presentation (PowerPoint or other)

Relate the position of the Moon and Sun to their effect on ocean tides.  Include the different kinds of tides.

Vocabulary:  wave, crest, trough, wave height, wave length, breaker, tide, spring tide, neap tide

Due: Dec. 2/5

STARS AND THE UNIVERSE  – CHAPTER 24

TEKS OBJECTIVES:

(8)  Earth and space. The student knows characteristics of the universe. The student is expected to:

(A)  describe components of the universe, including stars, nebulae, and galaxies, and use models such as

the Herztsprung-Russell diagram for classification;

(B)  recognize that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars and

that the Sun is many thousands of times closer to Earth than any other star.

Nov. 18 – Dec. 16, 2011

GUIDELINES:

Each group member is to type in a different color on slides.  Include a key.

Give credit to all images and information other than the textbook.

The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:

Group 5 – Presentation (PowerPoint or other)

Describe the cause and features of nebulae.  Include examples of nebulae.

Vocabulary:  nebula, fusion

Due: Dec. 2/5

Group 6 – Presentation (PowerPoint or other)

Describe the stages in the life cycle of a star.

Vocabulary:  fusion, main sequence star, giant, red giant, white dwarf, super giant, supernova, neutron star, black hole

Due: Dec. 6/7

Group 7 – Presentation (PowerPoint or other)

Describe features of galaxies.  Include the types of galaxies, the Milky Way, the Local Group.

Vocabulary:  galaxy, Milky Way, Local Group

Due: Dec. 6/7

Group 8 – Presentation (PowerPoint or other)

Demonstrate the use the Hertzsprung-Russell diagram for classification of stars.

Vocabulary:  Hertzsprung-Russell diagram, absolute magnitude

Due: Dec. 6/7

Group 9 – Presentation (PowerPoint or other)

Show that the Sun is a medium-sized star near the edge of a disc-shaped galaxy of stars.

Vocabulary:  Sun’s size, color, temperature, etc; Milky Way’s shape and size; position of Sun in the Milky Way

Due: Dec. 6/7

Group 10 – Presentation (PowerPoint or other)

Compare the distance of the Sun to the next nearest star.  Give a few other examples.

Vocabulary: star, light-year

Due: Dec. 6/7

FALL SEMESTER EXAM:

The fall semester exam will be over the objectives of:

Chapter 22 on the Earth and Moon,

Chapter 18 on tides, and

Chapter 24-on stars, galaxies, and the universe

It will also include some questions from the 2nd Six Weeks on chemical changes, Periodic Table, and laws of motion plus a few questions from the 1st Six Weeks unit on lab safety, science equipment, and the structure of atoms.  Study all notes, vocabulary, and review worksheets. Extra credit will be given for parent’s signatures on exam review.

8th Grade Lesson Plans: 2nd Six Weeks

CHEMICAL REACTIONS – CHAPTER 4

 

TEKS OBJECTIVES:

 

(5)  Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties. The student is expected to:

 

(D)  recognize that chemical formulas are used to identify substances and determine the number of atoms of each element in chemical formulas containing subscripts;

 

(E)  investigate how evidence of chemical reactions indicate that new substances with different properties are formed; and

 

(F)  recognize whether a chemical equation containing coefficients is balanced or not and how that relates to the law of conservation of mass.

Sept. 30 – Oct. 7, 2011

– Chemical symbols, formulas, and subscripts-Chapter 4-Sec. 1 Chemical Formulas and Equations

– The parts of a chemical equation and signs that a chemical reaction is taking place-Chapter 4-Sec. 1 Chemical Formulas and Equations

– The Law of Conservation of Mass and recognizing balanced equations with subscripts and coefficients-Chapter 4-Sec. 1 Chemical Formulas and Equations

NEWTON’S LAWS OF MOTION – CHAPTER 6

 

 

TEKS OBJECTIVES:

 

(6)  Force, motion, and energy. The student knows that there is a relationship between force, motion, and energy. The student is expected to:

 

(A)  demonstrate and calculate how unbalanced forces change the speed or direction of an object’s motion;

 

(B)  differentiate between speed, velocity, and acceleration;

(C)  investigate and describe applications of Newton’s law of inertia, law of force and acceleration, and law of action-reaction such as in vehicle restraints, sports activities, amusement park rides, Earth’s tectonic activities, and rocket launches.

 

 

Oct. 11 – Nov. 3, 2011

– Balanced and unbalanced forces, speed, direction; Sir Isaac’s 1st Law of Motion on inertia-Chapter 6-Sec.1 Motion and Sec. 2 Newton’s First Law

– Calculating speed, velocity, and acceleration; Newton’s 2nd Law of Motion on forces and acceleration-Chapter 6-Sec. 1 Motion and Sec. 3 Newton’s Second Law

– Newton’s 3rd Law of Motion on force pairs; explain and give examples (give every day examples plus geologic processes and astronomical phenomena) of Newton’s 3 laws of motion- Chapter 6-Sec. 4 Newton’s Third Law

– Project:  Construct moving models of one of Newton’s laws of motion.  Present model to the class with explanation of how the model relates to the law.  Extra credit given for a video made by the student.

October 17 (Maroon Day) and October 20 (White Day)

View and discuss an antibullying video.  Emphasize the Golden Rule.

2nd SIX WEEKS PROJECTS DUE: Oct. 25

SECOND SIX WEEKS TEST:  Nov. 2/3

Six Weeks Test will be over TEKS objectives 5-D, E, F on chemical reactions and the Periodic Table  and TEKS objectives 6-A,B,C on Newton’s Laws of Motion.   Study all notes and review worksheets.  Extra credit will be given if parents sign the test review.

8th Grade Lesson Plans: 1st Six Weeks

LABORATORY SAFETY/SCIENCE EQUIPMENT

TEKS OBJECTIVES:
(1) Scientific investigation and reasoning. The student conducts laboratory and field investigations following safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) Demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards; and

(B) Practice appropriate use and conservation of resources, including disposal, reuse, or recycling of materials.
August 22 – Sept. 2, 2011
– Safety equipment and practices in the science lab. Lab safety quiz.
http://www.flinnsci.com/Documents/miscPDFs/safety_contract_MS.pdf
http://library.thinkquest.org/2923/safe2.html
http://www.biologycorner.com/worksheets/safety.html
http://www.carnegieinstitution.org/first_light_case/horn/labsafety.html
– Science lab equipment and what each measures.
http://wiki.answers.com/Q/What_are_the_names_and_uses_of_the_various_laboratory_tools
http://hubpages.com/hub/Tools_of_the_Life_Scientists_
http://www.cartage.org.lb/en/themes/Sciences/Chemistry/Analyticalchemistry/LabEquipment/LabEquipment.htm

INSIDE THE ATOM – CHAPTER 2

TEKS OBJECTIVES:
(5) Matter and energy. The student knows that matter is composed of atoms and has chemical and physical properties.
The student is expected to:
(A) describe the structure of atoms, including the masses, electrical charges, and locations, of protons and neutrons in
the nucleus and electrons in the electron cloud;
(B) identify that protons determine an element’s identity and valence electrons determine its chemical properties,
including reactivity;
(C) interpret the arrangement of the Periodic Table, including groups and periods, to explain how properties are used to classify elements.
Sept. 6 – 29, 2011
GUIDELINES:
Each presentation will be a test grade.
Each group member is to type in a different color (on slides). Include a key.
Give credit to all images and information other than textbook.
The class will be divided into small groups and given an assignment along with objectives and guidelines as follows:
Group 1 – PowerPoint presentation over the structure and parts of an atom
Vocabulary: element, nucleus, electron cloud, proton, neutron, electron and their mass, charge, location
Resources: Chapter 2, Section 1-Models of the Atom
http://www.aboutnuclear.org/view.cgi?fC=The_Atom,Structure_of_the_Atom
Due Sept. 16/19
Group 2 – PowerPoint presentation over protons and their role in an element’s identity
Vocabulary: nucleus, proton, atomic number, atomic mass, element
Resources: Chapter 2, Section 2-The Nucleus
http://web.jjay.cuny.edu/~acarpi/NSC/3-atoms.htm
http://www.aboutnuclear.org/view.cgi?fC=The_Atom,Structure_of_the_Atom
Due Sept. 16/19
Group 3 – PowerPoint presentation over valence electrons and their role in the reactivity of an element
Vocabulary: nucleus, electron, electron cloud, energy level, isotope, valence electron
Resources: Chapter 2, Section 2-The Nucleus
http://www.aboutnuclear.org/view.cgi?fC=The_Atom,Structure_of_the_Atom
http://dl.clackamas.cc.or.us/ch104-06/valence_electrons.htm
http://en.wikipedia.org/wiki/Valence_electron
Due Sept. 16/19
Group 4 – PowerPoint presentation over the structure and parts of today’s Periodic Table.
Vocabulary: Dmitri Mendeleev, Henry Moseley, metal, nonmetal, metalloid
Resources: Chapter 3, Section 1- Introduction to the Periodic Table
http://www.angelo.edu/faculty/kboudrea/periodic/periodic_0.htm
Due Sept. 16/19
Group 5 – PowerPoint presentation over the way elements are arranged in today’s Periodic Table.
Vocabulary: period, atomic number,
Resources: Chapter 3, Section 1- Introduction to the Periodic Table
http://www.angelo.edu/faculty/kboudrea/periodic/periodic_0.htm
Due Sept. 20/21
Group 6 – PowerPoint presentation over the groups of today’s Periodic Table.
Vocabulary: group/family, chemical properties
Resources: Chapter 3, Section 2- Representative Elements
http://www.angelo.edu/faculty/kboudrea/periodic/periodic_0.htm
Due Sept. 20/21
Group 7 – PowerPoint presentation over the sections of today’s Periodic Table.
Vocabulary: transition elements, lanthanides, actinides
Resources: Chapter 3, Section 1 and 3
http://www.angelo.edu/faculty/kboudrea/periodic/periodic_0.htm
Due Sept. 20/21
FIRST SIX WEEKS TEST: September 28/29
The chapter test will be over TAKS objectives 5A, B, C, lab safety, and science equipment. Study all vocabulary, notes and review worksheets. Three extra credit points will be given for parents’ signature on the test review.