Science (Period 1,2,4)
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Q1W7 (Sept 18-22)
This week is a continuation of our study in biology. We have learned about scientific naming and classification, and we will begin to learn about adaptations and biomes. We will assess on it next week. Please be advised that students are now doing TC's from through out the year learned thus far (typically a couple of previous ones a week) and are given a few minutes at the beginning of class to review them. This process helps students remember concepts taught throughout the year. Please note, any student that would like a FIT on the gravity unit quiz, as long as there are no missing assignments, will be offered Friday but the student must let me know. Just a heads up. Sometime in the month of October, we have a lab and each student will need liquid Elmer's glue.
Physical adaptations: characteristics or modification in an organism’s body that helps it survive in the environment (camouflage, fur, beaks etc) Physiological adaptation: an individual organisms response to a specific environmental condition (ex: skin tanning, callouses).
Homework:
Homework is given to reinforce skills in taught in class and to help students practice the application of critical thinking. This week will be a little different to help students prepare for the previous TC's (they are a combined grade for each unit of study. I have offered for students who make a 100 on TC, to replace the grade instead of average it with the other specific TC). The critical thinking questions will be due Friday and the TC's as noted written 3 times each).
Due Wednesday: Electric generator TC written 3x each
Due Thursday: Magnetic fields TC written 3x each
Due Friday: The following questions
- Which has more gravitational pull: two objects closer to one another or two objects farther from each other?
- What must be balanced to have an orbit?
- Which object has inertia in an orbit?
- Draw and label an orbit.
- Associate physical and behavioral adaptations of plants and animals that enhance their survival for each of Earth's major biomes.
- Make inferences about the habitat of an organism from information about structural, behavioral, and physiological adaptations.
- Explain why maintaining biodiversity is important, and identify major factors responsible for reducing biodiversity.
- Describe the three types of biodiversity: ecosystem, species, and genetic. Describe how each contributes to species survival.
Q1W6 (Sept 11-15)
Standards covered this week:
0807.5.1 Use a simple classification key to identify an unknown organism. Select characteristics of plants and animals that serve as the basis for developing a classification key.
0807.5.2 Analyze structural, behavioral, and physiological adaptations to predict which populations are likely to survive in a particular environment.
0807.5.3 Analyze data on levels of variation within a population to make predictions about survival under particular environmental conditions.
-->Explain why variation within a population can enhance the chances for group survival.
0807.5.4 Identify several reasons for the importance of maintaining the earth's biodiversity.
--> Identify the major factors responsible for reducing the amount of global biodiversity.
Learning Outcomes:
- Identify an organism using a classification key.
- Understand common terms used in classification keys (i.e. symmetric, asymmetric).
- Know the 8 levels of classification and their characteristics in terms of number and relation of organisms, and know that scientific names include genus and species.
- Associate physical and behavioral adaptations of plants and animals that enhance their survival for each of Earth's major biomes.
- Make inferences about the habitat of an organism from information about structural, behavioral, and physiological adaptations.
- Explain why maintaining biodiversity is important, and identify major factors responsible for reducing biodiversity.
- Describe the three types of biodiversity: ecosystem, species, and genetic. Describe how each contributes to species survival.
Q1W5 (Sept 4-8)
Interims come home Tuesday. Last week, students received parent letters with login information for the Power School Parent Portal (please make sure you have registered so that students will be able to register student accounts have easier access to Naiku). The portal opens September 5. Please ask your student for the letter if they have not given it to you.
With that said, here is a look at this week in Science (please remember that plans are subject to change).
Monday: NO SCHOOL
Tuesday: TC Solar System and gravity unit review
Wednesday: Mid-quarter test (this may be moved to Thursday and the two days flipped), begin Classification (close read “what is a scientific name”)
Thursday: Create Classification TC and Dichotomous Keys
Friday: Finalize week and Classification TC (time permitting we may begin adaptations and biodiversity)
Standards covered this week: (standards from last week will be addressed Tuesday and Wednesday)
0807.5.1 Use a simple classification key to identify an unknown organism.
Select characteristics of plants and animals that serve as the basis for developing a classification key.
Learning Outcomes:
- Identify an organism using a classification key.
- Understand common terms used in classification keys (i.e. symmetric, asymmetric).
- Know the 8 levels of classification and their characteristics in terms of number and relation of organisms, and know that scientific names include genus and species.
There is no written homework this week, please take this time to review a few minutes each night the TC’s thus far this year and begin studying for your mid-quarter test.
Q1W4 (Aug 28-Sept 1)
Here is a look at this week: (please remember that plans are subject to change but this is a general guideline)
Monday: Mass vs Weight TC, Gravity Close read, and create TC
Tuesday: Go over Magnetism quiz, Bill Nye Gravity, Blanket demonstration, and Gravity Lab
Wednesday: Gravity TC, introduction to orbits (specifically in solar system) article close read, and create Solar System TC
Thursday: students will examine the effect of gravity on their bodies with specific mention of the dependent and independent variables
Friday: Homework due, Solar System TC, and critical thinking questions
Standards addressed this week:
0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units.
0807.12.5 Determine the relationship among the mass of objects, the distance between the objects, and the amount of gravitational attraction. 0807.12.6 Illustrate how gravity controls the motion of objects in the solar system.
Learning Objectives this week:
- List the tools and units used for measuring mass and weight, define mass and weight, and describe how mass stays constant despite location, whereas weight changes.
- Explain how the amount of mass of an object affects the amount of gravitational force that object has, and how the distance between two objects affects the amount of gravitational force they have on each other.
- Describe that the planets orbit around the sun, or a moon's orbit around a planet is a balance of inertia and gravity. Understand that less massive objects orbit around more massive objects.
Homework- Due Friday, use TC’s to answer:
- What are mass and weight measured with?
- What are the base units for mass and weight?
- What is mass?
- What is weight?
- How are mass and weight different in regards to the amount of gravity at various locations?
- Draw the magnetic fields for Earth, a bar magnet, and an electromagnet.
- List the properties of the magnetic fields of Earth, a bar magnet, and an electromagnet.
- List how the magnetic fields of Earth, a bar magnet, and an electromagnet are similar.
Q1W3 (Aug 21-25)
Here is a look at the week ahead:
Monday: Solar Eclipse (students must have releases signed and must keep the viewing glasses on)
Tuesday: TC Magnetic Fields from memory, Set up or introduce Naiku and review for magnetism assessment
Wednesday: Magnetism Unit Assessment, close read on mass/weight, and create Mass/Weight TC
Thursday: Mass versus Weight lab (we will need Capri Sun packs (full and empty))
Friday: Mass/Weight TC from memory, gravity close read, and being creating gravity TC
Standards addressed this week:
0807.12.4 Distinguish between mass and weight using appropriate measuring instruments and units.
0807.12.5 Determine the relationship among the mass of objects, the distance between the objects, and the amount of gravitational attraction.
Learning Outcomes:
- List the tools and units used for measuring mass and weight, define mass and weight, and describe how mass stays constant despite location, whereas weight changes.
- Explain how the amount of mass of an object affects the amount of gravitational force that object has, and how the distance between two objects affects the amount of gravitational force they have on each other.
Q1W2 (Aug 14-18)
Here is a look at the upcoming week:
Monday: Electromagnet Lab and re-take of electromagnet TC (this is student created)
Tuesday: Electric generator close read and questions, create Electric generator TC, quick write comparing/contrasting electromagnets and electric generators
Wednesday: Begin Earth’s magnetic field, close read and begin creating TC
Thursday: Electric generators TC from memory and critical thinking questions on magnetism unit
Friday: Let’s talk Solar Eclipse
Standards covered this week:
0807.12.1 Recognize that electricity can be produced using a magnet and wire coil.
0807.12.2 Describe the basic principles of an electromagnet.
--> Produce an electromagnet using a metal rod and a wire coil.
--> Experiment with an electromagnet to determine how to vary its strength.
0807.12.3 Distinguish among the Earth's magnetic field, a magnet, and the fields that surround a magnet and an electromagnet.
Learning outcomes:
- Draw a diagram of a simple electric generator, and describe how it works.
- Draw and label a diagram of an electromagnet, and describe how it works
- Create an electromagnet, and vary its strength by varying the electric current, the number of loops of wire, and the core material. 4. Draw the magnetic fields that surround a bar magnet, an electromagnet, and Earth. Identify how they are similar and how they are different.
Homework (due on Friday’s): Use your TC’s…homework is to reinforce skills and to apply our TC’s
- What are three ways to reduce the strength of an electromagnet?
- What materials are required to create an electromagnet?
- What is the purpose of the rod in an electromagnet?
- What are two differences between an electromagnet and a bar magnet?
- Draw and label a picture of an electromagnet.
- What two materials actually create the electric current in an electric generator?
- What must you do with the magnet in order to create electricity?
- What can be used to show that electricity is being created in an electric generator?
- What are three ways to reduce the amount of electricity created by an electric generator?
- Draw an electric generator.
Lastly, if you have not sent in $5.00 locker fee to the HR teacher and the $10 technology fee, please do so. Please remember if you send a check, the phone number must be on the check and it must be two separate checks.
Laptops will be issued in the near future, you may pay the insurance by visiting: https://www.localevelevents.com/events/details/3357
A message from BARTLETT CITY SCHOOLS
Parents,
On Monday, August 21, 2017, the moon will pass between the earth and the sun for the first coast-to-coast total solar eclipse since 1918. Millions of Americans in 12 states will be able to watch this solar spectacle that will turn day into night for a couple of minutes. Tennessee is among the 12 states that have been declared to be the best place to experience this rare phenomenon.
Bartlett City Schools is planning for its students to participate in this event. BCS has purchased and will supply solar eclipse viewing glasses for students. Permission slips will be coming home next week. Parents of students in grades K-8 must sign and return all forms no later than Thursday, August 17, 2017. If your student is in grades 9-12 you will only need to send a form back if you DO NOT want your child to participate.