S06 Curriculum Map
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Contents |
August
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
Class Expectations
Metric Measurement - Distance
Skills
Essential Elements:
- STANDARD 1c
Tell what question they are going to answer or problem they are trying to solve by doing an investigation
Predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
Follow multiple-step written directions
Describe steps they would take to accomplish a simple task
- STANDARD 1e
Use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
Do multiple trials or observations when appropriate and explain the reason for doing so
Find means (showing work)
Set up a bar or line graph labeling the axes with words and numbers when each axis is identified
Answer questions and describe general trends using their graph
Make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
Use evidence to generate explanations
Compare results with prediction and answer the question they are investigating
Identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
Share results and explanations with other students
- STANDARD 1h
Estimate length using centimeters and meters
Label units (cm, m, km)
- STANDARD 1i
Generate questions during and after an investigation based on their observations, data, or variables
Suggest a simple investigation to answer one of the questions they generated
Assessment
Metric Measurement Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment - Practical
Metric Measurement
Resources
Text - Prentice Hall Science Explorer Earth Science
Teacher Created
Optional
Expectations = 2 days
Metric Measurement Labs (Distance = 6 days) (Graphing = 2 days)
September
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.1a. Explain how minerals, rocks, and soils form
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4
4.1a. Explain how minerals, rocks, and soils form
?know that quartz, hornblende, mica, and feldspar make up many of the rocks in Colorado
?explain the relationship between rocks, minerals, and soil
?observe and describe minerals based on their characteristic properties (hardness, streak, color, luster)
?use characteristic properties to identify a distinctive mineral (for example,quartz, pyrite, magnetite)
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
?list ways that minerals are used in everyday life
?explain what is meant by the terms renewable and nonrenewable
?name examples of nonrenewable resources (for example, minerals, rocks, coal,oil)
?observe and describe coal and oil
?describe one way each is used (coal and oil)
?summarize how coal and oil form
5d. Describe how people use science and technology in their professions
?know that some geologists use their understanding of rocks and minerals to
locate places to mine for minerals and drill for oil
Assessment
Chapter 2 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Research Presentation - Paper (Minerals)
Metric Measurement
Resources
Text - Prentice Hall Science Explorer Earth Science
Library - Brush Middle School & East Morgan County (public)
Optional
Metric Measurement - Volume (4 days)
Metric Measurement - Mass (3 days)
Metric Measurement - Study Guide/Review (2 days)
Metric Measurement - Test (2 days)
Density Lab - (5 Days)
Issue Student Internet User Agreement
Exploring / Using the Text
Colorado Expectations - (standards)
Begin Minerals - Ch.2
Outlining - Ch.2 Sec.1
Mineral Research Report Discussion
October
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth's systems and the structure and dynamics of Earth and other objects in space.
4.1a. Explain how minerals, rocks, and soils form
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4
4.1a. Explain how minerals, rocks, and soils form
?know that quartz, hornblende, mica, and feldspar make up many of the rocks in Colorado
?explain the relationship between rocks, minerals, and soil
?observe and describe minerals based on their characteristic properties (hardness, streak, color, luster)
?use characteristic properties to identify a distinctive mineral (for example,quartz, pyrite, magnetite)
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
?list ways that minerals are used in everyday life
?explain what is meant by the terms renewable and nonrenewable
?name examples of nonrenewable resources (for example, minerals, rocks, coal,oil)
?observe and describe coal and oil
?describe one way each is used (coal and oil)
?summarize how coal and oil form
5d. Describe how people use science and technology in their professions
?know that some geologists use their understanding of rocks and minerals to locate places to mine for minerals and drill for oil
Assessment
Metric Measurement Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment - Practical
Metric Measurement
Resources
Text - Prentice Hall Science Explorer Earth Science
Library - Brush Middle School & East Morgan County (public)
Optional
Continued Minerals
Mineral Report - Assign Topics, Research Notes, Bibliography
Mineral Report - (5 days research - Library)
NWEA Testing - (1 day)
Mineral Report - (Rough Draft - 2 days, Edit & Rewrite - 2 days)
Mineral Report - Oral Presentations - 5 days
November
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.1a. Explain how minerals, rocks, and soils form
4.1d. Explain the distribution and causes of natural events
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
5d. Describe how people use science and technology in their professions
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e. Identify and illustrate natural cycles within systems
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4
4.1a. Explain how minerals, rocks, and soils form
?know that quartz, hornblende, mica, and feldspar make up many of the rocks in Colorado
?name the three groups of rocks (igneous, sedimentary, metamorphic) and give two examples of rocks for each group
?observe the characteristics of a rock to decide if it is igneous, sedimentary, or metamorphic
?describe weathering processes that could cause a large rock to wear down to a pile of pebbles and sand
?describe what would have to happen for a rock from one of the groups to be changed into a rock from one of the other groups
?explain the relationship between rocks, minerals, and soil
?observe and describe minerals based on their characteristic properties (hardness, streak, color, luster)
?use characteristic properties to identify a distinctive mineral (for example,quartz, pyrite, magnetite)
4.1d. Explain the distribution and causes of natural events
?explain the relationship between magma, minerals, and igneous rocks
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
?list ways that minerals are used in everyday life
?explain what is meant by the terms renewable and nonrenewable
?name examples of nonrenewable resources (for example, minerals, rocks, coal,oil)
?observe and describe coal and oil
?describe one way each is used (coal and oil)
?summarize how coal and oil form
- STANDARD 6
6e Identify and illustrate natural cycles within systems
?describe the constant recycling of rocks to produce new rocks
Assessment
Chapter 2 & 3 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Research Presentation - Paper (Minerals)
Resources
Text - Prentice Hall Science Explorer Earth Science
Library - Brush Middle School & East Morgan County (public)
Optional
Minerals Cont.
Mineral ID Lab - (8 days)
Crystal Shape Lab - (3 days)
Minerals Test - Study Guide/Review - 2 days
Minerals Test - (3 days)
Product Testing Demo - (1 day)
December
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.1a. Explain how minerals, rocks, and soils form
4.1d. Explain the distribution and causes of natural events
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
5d. Describe how people use science and technology in their professions
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e Identify and illustrate natural cycles within systems
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4
4.1a. Explain how minerals, rocks, and soils form
?know that quartz, hornblende, mica, and feldspar make up many of the rocks in Colorado
?name the three groups of rocks (igneous, sedimentary, metamorphic) and give two examples of rocks for each group
?observe the characteristics of a rock to decide if it is igneous, sedimentary, or metamorphic
describe weathering processes that could cause a large rock to wear down to a pile of pebbles and sand
?describe what would have to happen for a rock from one of the groups to be changed into a rock from one of the other groups
?explain the relationship between rocks, minerals, and soil
4.1d. Explain the distribution and causes of natural events
Assessment
Chapter 3 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Product Testing Demonstration - Scientific Method
Resources
Text - Prentice Hall Science Explorer Earth Science
Optional
Product Testing - Demonstration - (5 days)
Product Testing - Project Selection
State Expectations - Ch.3 Rocks
Read & Outline Ch. 3 - (1 days)
Ch. 3 Vocabulary - (2days)
Notes Ch. 3 - (1 days)
January
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.1c. Describe natural processes that shape Earth's surface
4.1d. Explain the distribution and causes of natural events
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
5d. Describe how people use science and technology in their professions
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e Identify and illustrate natural cycles within systems
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4
4.1c.?name examples of natural processes (including earthquakes and volcanos)?name examples of natural processes (including earthquakes and volcanos)
?use a model to show two ways that a mountain could form
?describe two events that result in the wearing down of Earth?s surface
?describe two events that result in the building up of Earth?s surface
4.1d. ?explain why earthquakes and volcanoes occur along plate boundaries
?identify places on a map where volcanoes and earthquakes occur
?sketch and label a cross section of Earth
?describe the main characteristics of the crust, mantle, and core
?explain the relationship between magma, minerals, and igneous rocks
- STANDARD 5
5d.?know that some geologists use measurements showing the movement of the Earth?s crust to predict earthquakes
?explain the kinds of evidence a paleontologist might use to explain events that took place long ago
- STANDARD 6
6b.?provide evidence for why people now think that the Earth?s crust is made up of large plates that move whereas people used to think it was solid and stationary
6c.?explain how Galileo?s invention of the telescope contributed to our understanding of the solar system
?know where and when Galileo lived
?explain how the landings on the Moon have contributed to our understanding of the solar system
6e.?use the movement of the planets as examples of a natural cycle within the solar system
Assessment
Chapter 3 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Product Testing - Science Fairish - Project
Resources
Text - Prentice Hall Science Explorer Earth Science
Optional
Ch. 3 Outline - (7 days)
Notes Ch. 3 - (7 days)
Vocabulary - (2 days)
Ch. 3 Test - Open Book - (2 days)
Review Ch. 3 Test - (1 day)
Discuss State Expectations for Ch. 4 - (1 day)
Cross Section of Earth Lab - (2 days)
Read & Outline Ch. 4 - (5 Days)
Notes Ch. 4 - (5 days)
Lithospheric Plate Lab - (1 day)
February
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.1c. Describe natural processes that shape Earth's surface
4.1d. Explain the distribution and causes of natural events
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
5d. Describe how people use science and technology in their professions
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e. Identify and illustrate natural cycles within systems
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4
4.1c.?name examples of natural processes (including earthquakes and volcanos)
4.1d. ?explain why earthquakes and volcanoes occur along plate boundaries
?identify places on a map where volcanoes and earthquakes occur
8STANDARD 5
5d.?know that some geologists use measurements showing the movement of the Earth?s crust to predict earthquakes
?explain the kinds of evidence a paleontologist might use to explain events that took place long ago
- STANDARD 6
6b.?provide evidence for why people now think that the Earth?s crust is made up of large plates that move whereas people used to think it was solid and stationary
6c.?explain how Galileo?s invention of the telescope contributed to our understanding of the solar system
?know where and when Galileo lived
?explain how the landings on the Moon have contributed to our understanding of the solar system
6e.?use the movement of the planets as examples of a natural cycle within the solar system
Assessment
Chapter 4 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Earth Quake Building Challenge - Problem Solving
Resources
Text - Prentice Hall Science Explorer Earth Science
Optional
Outline Ch. 4 - (3 days)
Notes Ch. 4 - (3 days)
Continental Drift Lab - (1 day)
Ridges & Trenches Lab - (1 day)
Video - Galapoes - (2.5 days)
Video Global Mosaic - (1 day)
Study Guide for Ch. 4 Test - (2 days)
Ch. 4 Test - (1 day)
Review Ch. 4 Test - (1 day)
Discuss Ch. 5 State Expectations - (1 day)
Read & Outline Ch.5 - (1 day)
Notes Ch. 5 - (1 day)
Ch. 5 Sec. 1 Vocab Crossword Puzzle - (1 day)
Ch. 5 Continued in March
Earth Science Review 8th Grade - (1 day)
Conferences - 4:00-8:00 - 2/28/05
March
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 3
3.4c. Describe evidence that reveals changes or constancy in groups of organisms over geologic time
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.1b. Explain how fossils are formed and used as evidence to indicate that life has changed through time
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e. Identify and illustrate natural cycles within systems
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 3.4c
?name at least three examples of organisms that once lived on Earth that are no longer around today
?explain what is meant by the term extinct
?name at least three examples of organisms that lived on Earth at the time of the dinosaurs and still exist today
?compare a fossil with its living relative (for example, clams)
?name the four geologic eras in order and describe the life forms that typify each era
- STANDARD 4.1b
?describe at least four ways that fossils can form
?explain how a model of a fossil is similar to and yet different from a real fossil
?explain why organisms with hard parts (bones and teeth) are more likely to be preserved than organisms without hard parts
?use an example to describe how fossils can be used for evidence that environmental conditions were different in the past than they are now
?explain why fossils are more likely to be found in sedimentary rocks than in igneous or metamorphic
- STANDARD 6
6c?explain how Galileo?s invention of the telescope contributed to our understanding of the solar system
?know where and when Galileo lived
6e ?use the movement of the planets as examples of a natural cycle within the solar system
Assessment
Chapter 5 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Resources
Text - Prentice Hall Science Explorer Earth Science
Optional
Eighth Grade Earth Science Review - (4 days)
Earth Quake Video - notes (1 day)
Epicenter Locating Lab - (4 days)
Read Outline Ch.5 - (4 - days)
Notes Ch. 5 - (4 days)
Conferences - 4:00-8:00 - 3/3/05
CSAP - (3 days)
Spring Break - (5 days)
Work Day - (1 day)
Video Earthquakes - (2 days)
Snow Day No School - 3/31/05
April
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.4a. Describe the basic components, composition, and size of the solar system
4.4b. Explain the effects of relative motion and positions of the Sun, Earth, and Moon
4.4d. Identify technology needed to explore space
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e. Identify and illustrate natural cycles within systems
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4.4a
?compare and contrast the composition of the Moon with that of Earth
?describe features on the surface of the Moon
- STANDARD 4.4b
?draw a sketch or use a model to explain a day and a year
?sequence pictures of the phases of the Moon and explain why the Moon appears to change shape
?draw a sketch that shows the position of the Sun, Earth, and Moon to explain the new and full Moons
?make sketches to explain solar and lunar eclipses
?explain how gravity affects the movement of the Sun, Earth, and Moon
- STANDARD 4.4d
?describe some of the challenges that must be overcome during space exploration
?name tools used to explore space (telescope, lunar module, rover, shuttle) and tell what each is used for
- STANDARD 6
6c?explain how Galileo?s invention of the telescope contributed to our understanding of the solar system
?know where and when Galileo lived
6e ?use the movement of the planets as examples of a natural cycle within the solar system
Assessment
Chapter 19 Test - Multiple Choice, True False, Fill in the Blank, Sketch, Essay
Lab - Assessment
Resources
Text - Prentice Hall Science Explorer Earth Science
Library
Internet
Optional
Earthquake Building Challenge - Lab (7 days)
Snow Day (1 day on the 11th)
Ch. 5 Study Guide - (2 days)
Ch. 5 Test - (1 day)
Space Report - Presentation Research - (7 days)
May
Content and Essential Skills
- STANDARD 1:
Students understand the processes of scientific investigation and design, conduct, communicate about, and evaluate such investigations.
1b. Use examples to demonstrate that scientific ideas are used to explain previous observations and to predict future events
1c. Ask questions and state predictions for a variety of types of scientific investigation
1d. Create a written plan for an investigation
1e. Use appropriate tools, technologies, and measurement units to gather and organize data
1f. Interpret and evaluate data in order to form conclusions
1g. Communicate results of their investigations
1h. Use metric units in measuring, calculating, and reporting results
1i. Explain that scientific investigations sometimes result in unexpected findings that lead to new questions and more investigations
- STANDARD 4
Earth and Space Science: Students know and understand the processes and interactions of Earth?s systems and the structure and dynamics of Earth and other objects in space.
4.4a. Describe the basic components, composition, and size of the solar system
4.4c. Compare Earth to other planets
4.4d. Identify technology needed to explore space
- STANDARD 5
5a. Investigate and describe the extent of human uses of nonrenewable resources
5d. Describe how people use science and technology in their professions
- STANDARD 6:
Students understand that science involves a particular way of knowing and understand common connections among scientific disciplines.
6b. Give examples of how scientific knowledge changes as new knowledge is acquired and previous ideas are modified
6c. Describe contributions to the advancement of science made by people in different cultures and at different times in history
6e Identify and illustrate natural cycles within systems
Solar Cars
Skills
Essential Elements:
- STANDARD 1c
?tell what question they are going to answer or problem they are trying to solve by doing an investigation
?predict what will happen and explain (for example, "I predict _____ because _______.")
- STANDARD 1d
?follow multiple-step written directions
?describe steps they would take to accomplish a simple task
- STANDARD 1e
?use tools (for example, hand lens, microscope, thermometer, hot plate) typical of science to gather data
?do multiple trials or observations when appropriate and explain the reason for doing so
?find means (showing work)
?set up a bar or line graph labeling the axes with words and numbers when each axis is identified
?answer questions and describe general trends using their graph
?make drawings to illustrate key characteristics of an object or organism and label
- STANDARD 1f
?use evidence to generate explanations
?compare results with prediction and answer the question they are investigating
?identify things that could cause their results to differ from the rest of the class (sources of error)
- STANDARD 1g
?share results and explanations with other students
- STANDARD 1h
?estimate length using centimeters and meters
?label units (cm, m, km)
- STANDARD 1i
?generate questions during and after an investigation based on their observations, data, or variables
?suggest a simple investigation to answer one of the questions they generated
- STANDARD 4.4a
?describe the parts of the solar system (planets, Sun, meteors, comets)
?explain how the parts of the solar system interact
?compare and contrast the Sun and a planet
?compare and contrast the Sun with distant stars
?distinguish between a star and a planet as seen in the night sky *
?explain the relationship between our solar system, a galaxy, and the universe
- STANDARD 4.4c
?identify a planet when given several key characteristics
?show the relative distances between planets when given a scale to use
?list several ways that Earth differs from the other planets
?name the planets in order from the Sun
- STANDARD 4.4d
?describe some of the challenges that must be overcome during space exploration
?name tools used to explore space (telescope, lunar module, rover, shuttle) and tell what each is used for
- STANDARD 6
6b.?provide evidence for why people now think that the Earth?s crust is made up of large plates that move whereas people used to think it was solid and stationary
6c.?explain how Galileo's invention of the telescope contributed to our understanding of the solar system
?know where and when Galileo lived
?explain how the landings on the Moon have contributed to our understanding of the solar system
6e.?use the movement of the planets as examples of a natural cycle within the solar system
Assessment
Report Evaluation
Presentation Evaluation
Lab - Assessment
Resources
Text - Prentice Hall Science Explorer Earth Science
Optional
Space Report / Scientist Report - 14 days
Presentations - 5 days
Solar Car Challenge - 5 days
