Mrs. Wish's 7th Grade Science
LexingtonMiddleSchool
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Life Science-Diverstity of Life November 30-December 4 Standards 0707.1.1 0707.1.2 0707.1.5 0707.1.3 I can: Identify and describe the function of the major plant and animal cell organelles. Interpret a chart to explain the integrated relationships that exist among cells, tissues, organs, and organ systems. Compare the chemical compounds that make up the reactants and products of photosynthesis and cellular respiration. Explain the basic functions of a major organ system. Formative assessment: open discussion in groups, complete a foldable depicting a chart showing a cell type of student's choice, the tissue, organ,and organ system. Summative assessments: label cell organelles, functions of organelles November 23 and 24 Monday: I can: observe organisms from my minipond using the microscope. compare and contrast plant and animal cells looking at a diagram of each. describe the functions of organelles in plant and animal cells. Tuesday: I can: develop a correlation between function of cell organelles and structures in the school. Formative assessment: completion of plant and animal cell assignment and use to answer questions. November 16-20 Monday and Tuesday: I can: Observe elodea and paramecium using the microscope and the computer. Record specific observations. Formative Assessments: Recordings, quickwrite on one celled organisms and multicellular. Wednesday and Thursday: I can: Use computer to complete ribbon of life activity: cells,tissues organs, organ systems, organism Friday: I can: observe organisms from my minipond using the microscope. compare and contrast plant and animal cells looking at a diagram of each. define the functions of organelles in plant and animal cells. November 9-13 Monday and Tuesday: I can: Identify parts of a microscope and label a diagram. Demonstrate the proper way to carry a microscope. Discuss with the class the rules and proper way to handle a microscope. Explain the difference between the objective lenses. Experience hands on exploration of the microscope. I can prepare a dry mount. I can define field of view. I can record observations of the letter e, a color photograph, and a feather. Wednesday and Thursday: I can: I prepare slides of brine shrimp. I can record observations of the brine shrimp using the microscope. Friday: Summative assessment over the microscope. November 2-6 Monday and Tuesday: I can: Observe materials for evidence of life. Record whether each material is living/nonliving based on evidence. Develop a working/operational definition of living things. Differentiate the concepts of living, nonliving, dead,and dormant. Evaluate the characteristics of life list. Formative assessment:conducting student experiment using the worksheet, "Is Anything Alive in Here". This includes setting up the experiment, following instructions, and recording information. Tuesday and Thursday: I can: Record additional observations and conclusions about the experiment conducted. Analyze class characteristics of life versus the resource books list. Formative assessment: Completion of characteristics of life. Friday: Summative assessment October 26-30 Monday and Tuesday: I can: Observe and record what happens when unknown crystals are added to to water in a petri dish. Provide evidence to support whether or not I feel the substance in the petri dish is living or nonliving. Sort, defend, and record objects as living/nonliving/undecided. Create a list of characteristics of living things. (class list) Define an organism. Gather materials to build a habitat of a minipond. Pre-Formative assessment: Quickwrite: What makes an object living? Formative assessment: Recording and discussing terms in the investigation. Use Red,Green, and Yellow cards for living/nonliving agreement or use the raising of hands. Wednesday and Thursday: Centers I can: Categorize a group of cards into categories of my group's choosing. Create and organize my Life Science Scientific notebook. Build a mini-pond to be used for a living habitat. Complete living/nonliving computer activity and record information about living and nonliving things. Read a selection about living things out of the Resource book. Make a game with vocabulary words. Friday: Awards Day Earth History October 19-23 Monday and Tuesday: MAP Assessment Monday: Explanation of Mighty Mineral I can complete an example of the Mighty Mineral activity. Students will choose a mineral and research it in Extended Learning class. Tuesday: I can list and define common physical properties of minerals. Wednesday and Thursday: I can test minerals for different physical properties. I can record and describe information from the testing. Formative assessment: recordings and documentation in Scientific notebook. Friday: Completion of above. Summative assessment over physical properties. September 28-30 Monday: Stations for review: Layers of the Earth: I can Label the layers Layers of the Earth: I can match important terms with descriptions Plate Tectonics: I can Label the plates. Plate Tectonics: I can match important terms with descriptions/pictures. Rock Cycle: I can put the model depicting the rock cycle together. Rock Types: I can build a Tree Map about Rocks. Scientific Notebook: I can use my notebook to study!!!!!! September 21-25 spi 707.7.5 Recognize that lithospheric plates on the scale of continents and oceans continually move at rates of centimeters per year. spi 707.7.6 Describe the relationship between plate movements and earthquakes, mountain building, volcanoes, and sea floor spreading. Monday: Plate movements I can name the supercontinent. I can name and identify the types of crust. I can model adn explain the 3 ways plates move; the three boundaries. I can draw the 3 boundaries. Formative assessment: using milky way bars to model divergent boundaries, convergent boundaries, and transform boundaries; draw the different boundaries. Tuesday: I can label a map of the major plates. I can define continental drift. I can define plate tectonics. I can use a map to identify volcanoes, earthquakes, mountains, and sea floor spreading and describe how they were formed and what plate are responsible. I can locate the Ring of Fire and describe how it was formed and why it is called the Ring of Fire Formative assessment: completion of "I cans". Wednesday: completion of Thursday. Thursday: MAP math assessment. Make-up work completion. Scientfific Notebook organization. Review for summative assessment. Friday: summative assessment. September 14-17 Monday: I can observe and record information about salol (Phenyl salicylate) melting and freezing. I can relate the crystal formation of salol to igneou rocks. I can hypothesize what would happen with different conditions, such as different water temperatures, using thermometers, different amounts of salol, etc. Formative assessment: completion of the task and response to verbal questions. Tuesday: Wrap up from Monday Complete Study Island Review. Review for summative assessment. Wednesday: Summative assessment. I can create a bubble map describing minerals. Thursday: Summative assessment corrections. I can make observations and record information about the San Adreas Fault using model and angel hair pasta. Formative assessement: working together with a group to test and record data. Friday: no school September 8-11 SPI 0707.7.2 Label a diagram that depicts the three different rock types. SPI 0707.7.3 Identify the major processes that drive the rock cycle. SPI 0707.7.4 Differentiate among the characteristics of the earth’s three layers Tuesday and Wednesday I can label and describe a diagram of the layers of the earth. I can use the diagram to show where intrusive igneous rocks form. I can use the diagram to identify where extrusive igneous rocks form. I can describe how igneous rocks form. I can define metamorphic rocks. I can explain how metamorphic rocks are able to change from existing rocks. (heat and pressure) I can describe the difference between source and morph rocks. Formative assessment: completion of diagrams and class participation. Thursday: I can create a diagram of the Rock Cycle using a computer I can complete interactive websites on the Rock Cycle. Formative Assessment: completion of diagram. Friday: Summative Assessment on Layers of the Earth I can use Study Island notes on rocks to answer review questions. August 31 - September 4th Monday I can correlate (match) the rocks in the North Canyon to those in the Nankoweap Canyon. I can use the correct symbolic patterns to represent the 3 kinds of sedimentary rocks. Tuesday I can use notes and recorded information to answer questions about the correlation of the North and Nankoweap Canyons. I can use my scientific notebook to complete a review of materials learned "up to now". Formative: completion of review correctly. Wednesday I can do my best on the "up to now" Summative assessment. I use my resource book to take notes on "Where in the World is Calcium Carbonate? Formative: 2nd learning target: completion of reading questions. Thursday I can record observations about igneous and metamorphic rocks I can i.d. each rock by type and name by using the resource book. I can distinguish between igneous and metamorphic rocks. Formative: recording information and discussing with partner. Friday-continued from above. August 24-27 Learning targets (continued from last week) I can compare photographs and rocks representing two locations in the Grand Canyon. I can use acid to test for calcium carbonate in a rock sample. I can identify and name three sedimentary rocks: limestone, sandstone, and shale. In addition to the above: Tuesday: I can perform an acid test to groups of rocks and record information regarding the results. Wednesday: I can categorize rocks from the North Canyon into different groups. I can categorize rocks from the Nankoweap Canyon into different groups. I can identify rocks that are limestone by the acid test. Thursday: I can explain how to determine if a rock is limestone.(fizzing comes from the acid reacting with the mineral calcite found in limestone) I can identify sandstone rocks by its texture and by rubbing two together. I can identify shale based on how the acid reacted and its smooth texture. I can identify the 7 rocks found in the North and Nandoweap Canyons as either limestone, sandstone, or shale. I can correlate (match) the rocks in the North Canyon to those in the Nankoweap Canyon. I can use the correct symbolic patterns to represent the 3 kinds of sedimentary rocks. August 17 - 20 GLE 07078.7.1 Describe the physical properties of minerals. Monday - Grand Canyon Field Trip Guide Learning targets: I can develop questions about the Grand Canyon after viewing panoramic view on the computer. I can list features of the Grand Canyon from various photos/images. I can observe 4 types of rocks from the Grand Canyon and describe each. Formative assessments: Listening and watching to see that students are completing the activity and recording into their scientific notebooks. Tuesday - Grand Canyon questions Learning targets I can take thoughtful and interesting notes on the Grand Canyon's rocks, life, and landforms. I can generate interesting and scientific questions about the Grand Canyon that inquire into the origin, structure, age, and composition of the canyon. I can collaborate (work together) with my group to compile 5 questions that our group determines to be the best; and record them on one sheet Formative assessment: collection of individual questions to see if they are thoughtful and meaningful. Wednesday - Sorting Grand Canyon Questions Learning targets I can organize a compilation of all questions into cagegories.(examples: fossils, rocks, physical characteristics, The river, etc) Formative assessment: Students will categorize questions and share with the class. Red, Green, Yellow activity will be used to check on agreement of categories. Questions will be posted so they can be answered and recorded as the answers are identified on an ongoing basis. Teacher will observe to see that students are working critically and constructively on reviewing the ideas of others. Thursday - Observing Grand Canyon Rock Learning targets I can compare photographs and rocks representing two locations in the Grand Canyon. I can use acid to test for calcium carbonate in a rock sample. I can identify and name three sedimentary rocks: limestone, sandstone, and shale. Formative assessment: explain horizontal lines on canyon walls. Friday: Guest speaker and SWPBS Kickoff August 10 - 14 These lessons are in preparation for identifying rocks for the following week. There will be formative assessments (feedback only) to assess student progress. Monday and Tuesday How the processes of observation and inference contribute to answering questions. Activities: Coffee Can activity and Pushing the Envelope Learning Targets: I can define observation and inference. I can identify examples of observations and inferences. I can compare and contrast observations and inferences. I can make observations and gernerate evidence to support an idea. I can make inferences based on evidence. There will be a short summative assessment on observations and inferences. Wednesday, Thursday, and Friday Use the Grand Canyon as a model for an introduction to landforms,life, and rocks. This will include both natural phenomena and human interactions. Activities: River Song video, Deeper int the Canyon virtual visit, and Earth History Resources books will be used. Learning Targets: I can take notes while viewing the River Song. I list information about Powel and his expedition ;and the natural history of the Grand Canyon. I can describe images of features of the Grand Canyon using the resource book. I can list and describe Powell's expedition members. I can write a paragraph describing what kind of person Powell was by using inferences.
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