Spring Semester Exams: May 23-24-25

Exams will be May 23-24-25.    Schedule will be announced later.

6th Grade Spring Semester Exam:

Review for semester exam including Chapters 11 and 12 on Space Technology and the Solar System as well as questions overs all chapters covered in the spring semester.

Review the information on the Study Sheets to prepare for the test.  Packets signed by a parent will earn 3 extra credit points on the test grade.  For online review materials, refer the the section on PowerPoint slide presentations.

Exams will be May 23-24-25.    Schedule will be announced later.

8th Grade Spring Semester Exam:

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.


6th Grade Lesson Plans: The Solar System and Space Technology

TEKS Objectives:

(11)  Earth and space. The student understands the organization of our solar system and the relationships among the various bodies that comprise it. The student is expected to:

(A)  describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;

(B)  understand that gravity is the force that governs the motion of our solar system; and

(C)  describe the history and future of space exploration, including the types of equipment and transportation needed for space travel.

May 7-8, 2012

Discuss the properties of systems in the Solar System: Sun, planet, dwarf planet, moon, Galilean moons, asteroid, comet, meteor, meteorite, AU.  Computer research activity on current space missions.

May 9-10, 2012

Discuss the role of gravity within the Solar System.  Lab activity on period of revolution.

May 11 & 14, 2012

Discuss equipment used in space exploration including satellites, telescopes, and space probes.  Discuss the purpose and accomplishments of the space shuttle and space probes.  List future plans for space exploration.  Lab activity on the measurement unit AU (astronomical unit).

May 15-16, 2012

Discuss rockets and their uses.  Review the history of the early space program including how it was organized and what it accomplished.  Lab activity on the basic principles of rocket flight.

May 17 & 18, 2012

Complete Study Sheets.  These are review questions over Space Technology and the Solar System, Chapters 11 and 12.  Students are to use their class notes and textbook to complete the review; due May 21 & 22 if not completed in class.

May 21-22, 2012

Review for semester exam including Chapters 11 and 12 on Space Technology and the Solar System as well as questions overs all chapters covered in the spring semester.  Please look back at previous posts for review materials on these chapters.

Correct Study Sheets and make packet of science papers.  Assignment:  Study for semester exam (review study packets); get packet signed for 3 extra credit points on test grade.

May 23-24-25, 2012

Spring Semester Exams including Chapter 11 and 12, Space Technology and the Solar System, plus all chapters studied in the spring semester.  Please look back at previous posts for review materials on these chapters.

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.

6th Grade Spring Semester Project-Due May 1 & 2

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 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.

(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 journals/notebooks, beakers, Petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, 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

Introduce  semester project.  Read handout of guidelines to be followed and also signed by parents.  Discuss the steps of the scientific method and look at examples of student work.  See right margin of blog page for a slide presentation of the steps of the scientific method.

On their project students will earn 4 grades: (1) daily grade for lab work, (2) daily participation grade for effort and behavior, (3) the presentation will be a test grade for the 6th Six Weeks, and (4) major semester exam grade for presentation of project.

Brainstorm ideas for projects.

April 11-20, 2012

Begin Steps 1-3 of the scientific method.  Bring project materials and complete Steps 3 and 4.  Use data collected to complete Steps 5 and 6.

April 23-27, 2012

Complete any steps of the lab portion of the semester project not completed last week.

Discuss the steps needed to create a slide show presentation using Google  Apps.  Create slides for presenting project to the class.

April 24 & 22     STAAR Test

April 30-May 2, 2012

Complete semester project slide presentation.  Rehearse presentation.  The finished project will be due and presented to the class May 1 & 2.

May 1-2, 2012

Students will give an oral presentation of their project.  The grade for the presentation will be a test grade for the six weeks and 25% of the spring semester exam grade.

6th Grade Lesson Plans: Ecosystems

TEKS Objectives:

(12)  Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

(D)  identify the basic characteristics of organisms, including prokaryotic or eukaryotic, unicellular or multicellular, autotrophic or heterotrophic, and mode of reproduction, that further classify them in the currently recognized Kingdoms;

(E)  describe biotic and abiotic parts of an ecosystem in which organisms interact; and

(F)  diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.

March 19-20, 2012

Compare the characteristics used to classify organisms.  Lab activity on the water cycle.

March 21-22, 2012

Compare biotic and abiotic factors in an ecosystem.  Investigate earthworm responses to abiotic factors.

March 23 & 26, 2012

Illustrate the levels of organization within an ecosystem.  Using  video of an environment that includes a pack of wolves, identify levels of organization as well as biotic and abiotic factors.

March 27-28, 2012

STAAR practice test.

March 29-30, 2012

Complete Study Sheets.  These are review questions over ecosystems.  Students are to use their class notes and textbook to complete the review; due  April 2 & 3 if not completed in class.

April 2-3, 2012

Review for test over interactions of living things within ecosystems.  Correct Study Sheets and make packet of science papers.  Assignment:  Study for test (review study packet); get packet signed for 3 extra credit points on test grade.

April 4 & 5, 2012

5th Six Weeks Test over ecosystems.

 

6th Grade Lesson Plans: Cell Organization

TEKS Objectives:

(12)  Organisms and environments. The student knows all organisms are classified into Domains and Kingdoms. Organisms within these taxonomic groups share similar characteristics which allow them to interact with the living and nonliving parts of their ecosystem. The student is expected to:

(A)  understand that all organisms are composed of one or more cells;

(B)  recognize that the presence of a nucleus determines whether a cell is prokaryotic or eukaryotic;

(C)  recognize that the broadest taxonomic classification of living organisms is divided into currently recognized Domains;

February 14-15, 2012

Discuss the parts and care of microscopes.  Demonstrate and practice the use of microscopes to view plant and animal cells.

February 16-17, 2012

List the parts of plant and animal cells and their functions.  Lab activity using a microscope to illustrate and identify parts of an animal cell.

February 21-22, 2012

Continue listing the parts of plant and animal cells and their functions.  Discuss cellular organization in organisms including the 3 domains.  Lab activity using a microscope to illustrate and identify parts of a plant cell.

February 23-24, 2012

Lab activities making microscope slides of cheek cells and identifying the parts and illustrating the parts of cells found in pond water.

February 27-28, 2012

Identify the external structures of an earthworm.  Discuss the function of each structure and the system to which it belongs.  Use dissection tools to cut the earthworm for viewing internal structures.

February 29-March 1, 2012

Use dissection tools to pin the earthworm for viewing internal structures.  Identify the internal structures of an earthworm.  Discuss the function of each structure and the system to which it belongs.

March 2 & 5, 2012

Complete Study Sheets.  These are review questions over Chapter 13 cell structure.  Students are to use their class notes and textbook to complete the review; due March 6 & 7 if not completed in class.

March 6 & 7, 2012

Review for test over Chapter 13 on cells.  Correct Study Sheets and make packet of science papers.  Assignment:  Study for test (review study packet); get packet signed for 3 extra credit points on test grade.

March 8 & 9, 2012

Test over Chapter 13: cells, cell parts and functions, cellular organization

8th Grade Spring Semester Project due Feb. 27

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!

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.


6th Grade Lesson Plans: Forces Shaping Earth

TEKS Objectives:

(10)  Earth and space. The student understands the structure of Earth, the rock cycle, and plate tectonics. The student is expected to:

(A)  build a model to illustrate the structural layers of Earth, including the inner core, outer core, mantle, crust, asthenosphere, and lithosphere;

(B)  classify rocks as metamorphic, igneous, or sedimentary by the processes of their formation;

(C)  identify the major tectonic plates, including Eurasian, African, Indo-Australian, Pacific, North American, and South American; and

(D)  describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions, and mountain building.

Jan. 23-24, 2012 Discuss the layers of Earth.  Make plans to build a model showing Earth’s layers.  Choose materials best to use for the model.

Jan. 25-26, 2012 Discuss the location and movement of the tetonic plates of the lithosphere.  Label and color tectonic plates on a world map.

Jan. 27 & 30, 2012 Discuss and investigate rock classification according to their process of formation.

Jan. 31-Feb. 1, 2012 Discuss geological events that shape Earth.  Bring material for model to class.  Construct model of Earth’s layers according to plans made in previous class.

Feb. 2-3, 2012 Discuss the rock cycle.  Use an identification key to name rock samples.

Feb. 6-9, 2012 Study Sheets and review over forces that shape Earth.  Study Sheets not finished in class will be due Feb. 8 and 9.

Feb. 10 & 13, 2012 Six Weeks Test over forces that shape Earth.  Review all study sheets carefully.  Extra points will be given to students who get their study sheets signed.  Students will present their model of Earth’s layers to the class.  Lab activity locating the epicenter of an earthquake.

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.